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Chapter 16 n.e Age of Exploration Chapter 17 Enlightenment and Revolution

California Standards -Social Science 7.11 Students analyze political and economic change in the six­ teenth, seventeenth, and eighteenth centuries (the Age of Explora­ tion, the Enlightenment, and the Age of ). Analysis Skills Hl1 Explain central issues and problems from the past. English-Language Arts Speaking 7.1.4 Organize information to achieve particular purposes. Reading 7.2.0 Students read and understand grade-level­ appropriate material.

An Informative Report A teacher at an elementary school has asked you to create an informative report for fifth-graders about changes in , , , and the during the Age of Exploration. The teacher wants you to prepare a short speech and create a simple 1416 visual aid, such as a chart, to help teach her class. Henry the Navigator sets up his CHAPTER school of EVENTS .

WORLD EVENTS History' 1 1111pad ..,. video series Watch the video to understand the impact of the Columbian Exchange on Europe and America .

1602 1488 1492 Magellan The Dutch East Dias sails Columbus leads a voyage Company is formed around the arrives around the for trade between southern tip in the southern tip of the Netherlands, of Africa. Americas. . Asia, and Africa.

1443 The Korean Askia the Construction writing Great rules on the system is Songhai. lt'"',-,.,.. •• Taj Mahal is developed. completed.

THE AGE OF EXPLORATION 443 Focus on Themes In this chapter you will read also learn how their explorations led to the discovery about the European explorers who sailed to the of new products and the creation of worldwide trade Americas and the routes they followed to get there. patterns. These patterns in time laid the foundation You will learn how their explorations helped people for a new economic system called . understand the geography of the world. You will

Summarizing Historical Texts

Focus on Reading Summarizing is an important skill to have Additional when you are reading a history book. Summarizing what you read can reading support can be found in the help you understand and remember it. ltlte ,. acti"Q Summarizing A summary is a short restatement of the most impor­ r~ tant ideas in a text. The example below shows three steps used in writing ~ a summary. First underline important details. Then write a short summary Reader and of each paragraph. Fina lly, combine these paragraph summaries into a Study Guide short summary of the whole passage.

An Italian sailor thought he could reach Asia by sailing across the Summary of Paragraph 1 Atlantic. That sailor, , Christopher Columbus thought he told his idea to the Spanish monarchs, Ferdi­ could sail west to reach Asia . He nand and Isabella. He promised them great convinced the queen of to pay riches, new territory, and Catholic converts. for his voyage. It took Columbus several years to convince the king and queen, but Isabella eventually agreed to pay for his journey. Summary of Paragraph 2 In August 1492 Columbus set sail Columbus set out in 1492 with three with 88 men and three small ships, the ships. He reached in October, but thought he was in Asia . Nifia, the Pinta, and the Santa Maria. On October 12, 1492, he and his tired crew ~- - --- landed on a small island in the Bahamas. ~ What was Columbus's mistake? He didn't Combined Summary realize another continent lay in front of him, In 1492, Christopher Columbus set and he believed he had reached Asia. out from Spain, heading for Asia. Instead he reached the Americas but thought he was in Asia.

44-4 CHAPTER 16 You Try It! Chapter 16 Section 1 The following passage is from the cha pter you are about to read. As Henry the Navigator (p. 448) you read it, think about what details you would include in a summary (p. 449) of this passage. Christopher Columbus (p . 449) (p. 449) Conquest of America circumnavigate (p. 449) Francis Drake (p. 451) From When Spanish explorers arrived in the early Spanish Armada (p. 451) 1500s, the Aztec in Mexico and the Chapter 16 Inca Empire in Peru were at the height of p. 450 Section 2 their power. Their buildings and the riches of Columbian Exchange (p. 454) their cities impressed the conquistadors. The plantations (p. 456) Spanish saw these as good sources of Bartolome de las Casas (p. 457) gold and silver. They also wanted to convert (p. 457) the native peoples to . Spanish explorers led by Cortes and Section 3 Pizarro soon conquered the Aztecs and Incas. me rcantilism (p. 459) The Spanish had better weapons, and they balance of trade (p. 459) also brought new diseases such as smallpox. cottage industry (p. 460) Diseases killed possibly more than three­ atlas (p. 461) quarters of the native peoples, who had no capitalism (p. 463) immunity to the diseases. The Spanish soon market economy (p. 463) ruled large parts of the Americas. Academic Vocabulary Success in school is related to knowing academic vocabulary­ After reading the passage, answer the questions below. the words that are frequently used in school assignments and discus­ 1. What details from the first paragraph would you include in a sions. In this chapter, you will learn the following academic words: summary? Write a summary statement for this paragraph. primary (p. 455) 2. What details fro m the second paragra ph would you include in a acquire (p. 460) summary? Write a summary statement fo r this pa ragraph. As you read Chapter 16, decide which 3. Combine your two summaries into a single brief summary of the details of each paragraph you would whole passage. include in a summary.

THE AGE OF EXP LORATION 445 If YOU were there ... Main Ideas Your uncle is a Portuguese ship captain who has just come back 1. Europeans had a desire and from a long sea voyage. He shows you a map of the new lands opportunity to explore. 2. Portuguese and Spanish ex­ he has seen. He tells wonderful stories about strange plants and plorations led to discoveries animals. You are studying to become a carpenter, but you wonder of new trade routes, lands, and people. if you might like to be an explorer like your uncle instead. 3. English and French explorers found land in North America. How would you decide which career to choose'! 4. A new European worldview developed because of the discoveries.

BUILDING BACKGROUND A spirit of adventure swept across The Big' Idea Europe in the 1400s. Improved maps showed new lands. Travelers' European explorers made I tales encouraged people to dream of finding riches and adventure. I discoveries that brought knowl­ L edge, wealth, and influence to their countries. Desire and Opportunity to Explore Key Terms and People An interest in discovery and exploration grew in Europe in the Henry the Navigator, p. 448 1400s. Improvements in navigational tools, , and Vasco da Gama, p. 449 shipbuilding allowed European sailors to go farther than they Christopher Columbus, p. 449 Ferdinand Magellan, p. 449 ever had before. circumnavigate, p. 449 Francis Drake, p. 451 to Explore Spanish Armada, p. 451 Why did people set off to explore the world in the fifteenth cen­ tury? First, they wanted Asian . Italy and controlled the trade routes to Asia, charging very high prices for spices. In fact, pepper cost more than gold. Many countries wanted to find a route to Asia so they could get spices without having to buy from Italian or Egyptian traders. gave explorers another reason to set sail. European Christians wanted to convert more people to their religion to counteract the spread of in Europe, Africa, and Asia. lim 7.11.1 Know the great voy­ Simple curiosity was also an important motivation for ages of discovery, the locations of the exploration. Many people read stories of 's travels routes, and the influence of cartog­ raphy in the development of a new and explorers' adventures. They learned about new lands European worldview. and creatures, and they became curious about the world.

~46 CHAPTER 16 Advances in Other advances, mainly by the Portu­ Whatever their reasons for exploring, Euro­ guese, came in shipbuilding. They began peans wouldn't have gotten very far with­ building ships called (KER-uh-velz). out advances in technblogy. Sailors started Caravels used triangular sails that, unlike using the astrolabe and the compass to traditional square sails, allowed ships to find routes they could follow to reach far­ sail against the wind. By replacing oars on away places and return safely home. More the ship's sides with rudders at the back of accurate maps allowed sailors to sail from the ship, the Portuguese also improved the one port to another without having to stay steering of ships. The new ships helped Por­ right along the coast. Before these advanc­ tuguese sailors take the lead in exploring. es, most sailors avoided the open sea out of fear they might not find their way back l:lf;1tl!U1illgi:j Analyzing What advances to land. in technology aided exploration?

THE AGE OF EXPLORATION 447

J •i. ~.... Portuguese and Africa Spanish Explorations Even with new technology, travel on the open sea remained dangerous and scary. A man who never went on any sea voyages One person described what happened to was responsible for much of Portugal's suc­ sailors on a voyage south. ' cess on the seas. Known as Prince Henry the Navigator, he built an observatory and 11 Those which survived could hardly be rec­ a navigation school to teach sailors how to ognized as human. They hap lost flesh and ~air, find their way. He also paid people to sail the nails had gone from ban~~ and feet ... They on voyages of exploration. Spanish sailors spoke of heat so incredible that it was a marvel that ships and crews were not burnt. 11 later followed the Portuguese example of -Anonymous sailor, quoted in Edward McNall Burns, et al., exploration around the world. World

European Exploration, 1487-1580

~ -- --~ ------·

N W* E ~~~~ s

ATLANTIC OCEAN

COLUMBUS

PACIFIC OCEAN

1. Location What continent did all of these explorers come from? 2. Movement Which explorers' expeditions went all the way around the world? ·

448 In spite of the dangers, Portuguese explor­ A "" ers sailed south, setting up trading posts Imagination, daring, and a few mistakes along the way. enabled Portuguese and Spanish sailors to In 1488 a ship led by Bartolomeu Dias discover the Americas. They thought these succeeded in sailing around the southern lands were a "new world." tip of Africa. The crew, tired and afraid of An Italian sailor thought he could reach the raging seas, forced Dias to tum back. Asia by sailing west across the Atlantic. That However! they (had found a way around sailor, Christopher Columbus, told his idea Africa. Vasco da Gama sailed ·around Africa to the Spanish monarchs, Ferdinand and and landed on the west coast of India in Isabella. He promised them great riches, 1498. A sea route to Asia had been found. new territory, and Catholic converts. It See their routes on the map. took Columbus several years to convince the king and queen, but Isabella eventually agreed to pay for his journey. In August 1492 Columbus set sail with 88 men and three small ships, the Nina,· PORTUGAL the Pinta, and the Santa Maria. On Octo­ ...,. Dias 1487-1488 Focus oN READING • + DaGama 1497-1498 ber 12, 1492, he and his tired crew landed What-would you ··~ Cabral 1500~1501 on a small island in the Bahamas. What include in a was Columbus's mistake? He didn't realize summary of the another continent lay in front of him, and information on • + Magellan 1519-1522 this page? he believed he had reached Asia. At that time Europeans called Asia the Indies, so Columbus called the people who lived on the island Indians.

•+ Cabot 1497-1498 Columbus made three .more journeys 1,000 2,000 Miles to America during his lifetime, never· real­ -----, 1,000 2,000 Kilometers izing that he had found a land unknown ·to Europeans. Columbus died still believing PACIFIC tharhe had reached Asia. OCEAN Another mistake enabled Portuguese explorer Pedro Cabral to discover South America. He tried to . sail ·around Africa, but he sailed too far west, landing on ·. · the coast of what is now Brazil. In 1520 Ferdinand Magellan (muh-JEHL-uhn) led a \1 ... Q , .. ·. voyage around the southern tip of.South America. A Portuguese navigator sailing for Spain; Magellan daringly continued sailing - ~ into the Pacific: even though his ships were t;/ ' . dangerously low on food and fresh water. Although Magellan was killed before he made it back to Spain, the voyage he direct­ ed became the first to circumnavigate, or go all the way around, the gJobe.

THE AGE OF EXPLORATION 449 Primary Source

LETTER Columbus Describes America II Espanola is a wonder. Its mountains and plains, and meadows, and fields, are After his first trip to the New World, Columbus Columbus used so beautiful and rich for planting and wrote a letter to the king and queen of Spain very positive )L sowing, and rearing cattle of all kinds, describing what he found. In his letter, he language to and for building towns and villages. The tried to convince the monarchs that it was describe the worth making other voyages New World. harbors on the coast, and the number and size and wholesomeness of the to the New World. rivers, most of them bearing gold, X surpass anything that would be believed Spanish explorers had t by one who had not seen them. II hoped to find gold, as well as spices, on their voyages. - Christopher Columbus, from Selected Letters of Christopher Columbus, translated by R. H. Major

Why do you think Columbus was so impressed with the features of the New World?

Conquest of America English and French When Spanish explorers in America arrived in America in the Like Spain and Portugal, England and early 1500s, the Aztec wanted to find a route to Asia to get Empire in Mexico and spices. After Spain and Portugal explored the Inca Empire in Peru and gained control of the southern routes, were at the height of the English and French looked for a water­ their power. Their buildings and the riches of way through North America. their cities impressed the conquistadors. The Spanish saw these empires as good sources Exploring New Lands of gold and silver. They also wanted to convert the native peoples to Christianity. In 1497 John Cabot, an Italian sailing for Spanish explorers led by Cortes and England, sailed west to the coast of . Pizarro soon conquered the Aztecs and Like Columbus, Cabot mistakenly thought Incas. The Spanish had better weapons, he had reached Asia. In 1535 French explor­ and they also brought new diseases such er Jacques Cartier (zhahk kahr-tyay) sailed as smallpox. Diseases killed possibly more up the Saint Lawrence River into Canada. than three-quarters of the native peoples, Although neither of these explorers found who had no immunity to the diseases. The a route to Asia, they claimed land in North Spanish soon ruled large parts of North America for England and France. and South America. Competing for Land and Wealth Identifying Points of View Besides looking for a route to Asia, England Why did Europeans call the Americas a "new hoped to find riches in the New World. world"? But Spain controlled the gold and silver

450 CHAPTER 16 of the former Aztec and Inca empires. The discovery brought the beginning of a new English queen sent a sailor named Francis period in which Europeans would spread Drake to the Americas to steal gold and their influence around the world. silver from Spanish ships called galleons. Drake became a rich and famous pirate. Finding Main Ideas How did cartography influence the development of a Defeat of the Spanish Armada new European worldview? The Spanish were furious with the Eng­ lish for these raids. In 1588 Spain sent 130 ships to attack England. This fleet, called SUMMARY AND PREVIEW European ex­ the Spanish Armada, was part of Spain's plorers sailed on voyages of discovery in large, experienced navy. But the English, the 1400s and 1500s. They found wealth, with their faster ships and better guns, converts for Christianity, and new conti­ defeated the Armada. Returning from bat­ nents. In ·the next section you will read tle, more Spanish ships were lost in storms about the effects these discoveries had on at sea. Fewer than half the Spanish ships Europe, Africa, the Americas, and Asia. ever returned to Spain. The defeat of the Spanish Armada saved England from invasion. It also meant Spain no longer ruled the seas, and it allowed England to gain power. Reviewing Ideas, Terms, and People ~ 1.11.1 Making Generalizations 1. a. Describe What were two improvements in shipbuilding that the Portuguese made? Why did France and England send explorers to b. Explain Why were spices so expensive in Europe? North America? 2. a. Identify Who directed the first voyage to circumnavigate the globe? b. Predict What might have happened if Christopher A New European Worldview Columbus had decided to look to the east to find a The voyages of discovery changed the way route to Asia? 3. a. Recall Where did the English and French look for a Europeans thought of the world and their route to Asia? place in it. The explorations brought new b. Summarize How did the defeat of the Spanish knowledge about geography and proved Armada shift power in Europe? some old beliefs wrong. For example, Euro­ 4. Explain In what ways did the European worldview peans learned that ships didn't burn up change in the 1400s and 1500s? crossing the equator and that the Americas Critical Thinking Explorer Discovery were a separate landmass from Asia. Geog­ 5. Summarizing Draw a chart like the raphers made more accurate maps that one here. Use it to tell what each reflected this new knowledge. explorer discovered. Improved mapmaking also helped shape a new European worldview. For the first time Europeans could see maps of the 6. Collecting Information To begin noting information to include in your presentation, create a three-column chart. whole world. They saw new lands and pos­ Label the first column ''Africa," the second column "Asia," sible trade routes. By controlling the trade and the third column "The Americas:' Look back through routes and the resources in the new lands, this section and note discoveries made by European they might gain great wealth. Voyages of explorers about each place.

THEAGE OF EXPLORATION 45·1 During the Age of Exploration, Europeans began to learn more about the size and 1538 This map from 1536 shows that the mapmaker was shape of the world. Sailors and explorers familiar with the coasts of Europe and Africa, but knew less about the Americas. In North America, for example, the coastline traveled to new lands and brought is not very accurate and the interior is completely blank. back new information about places. Then professional mapmakers used this knowledge to create maps. As explorers traveled farther, what had been blank areas on earlier maps disappeared, and people began to see how the world really was.

Mapmakers never had all the information they needed to make their maps. They relied on many different sources of information, like explorers' accounts, earlier maps, and even legends. ~

18 50 This 1650 map is more complete than the 1536 map. Much of the interior of North America is shown, but there are still errors. For example, California is shown as an island.

1820 This 1820 map is much more complete than the first two. It is also more 1. Location What continents can you identify on the 1536 map? accurate. Still, some areas are blank. 2. Place Why did the shape of North America on these three maps change over time?

THE AGE OF EXPLORATION 453 If YOU were there ... Main Ideas You live in a coastal town in Spain in the 1500s. This , 1. Plants and animals were ex­ several ships have returned from the Americas, bringing silver changed among Europe, Asia, Africa, and the Americas. for the royal court. But that's not all. The crew has also brought 2. Culture and technology back some strange foods. One sailor offers you a round, red fruit. changed as ideas were exchanged between Europe Natives in the Americas call it a lltomatl;' he tells you. He dares and the Americas. you to it, but you are afraid it might be poisonous. 3. and the economy changed in Europe and the Will you taste the tomato? Why or why not? Americas. f The Big Idea The exchange of plants, BUILDING BACKGROUND New fruits and vegetables such as animals, ideas, and technology tomatoes and potatoes looked very strange to Europeans in the between the and the New World brought many 1500s. But new foods were only one part of a much larger exchange changes all over the world. ~ of products and ideas that resulted from the voyages of discovery.

Key Terms and People Columbian Exchange, p. 454 Plants and Animals plantations, p. 456 European explorers set out to find routes to Asia, but their dis­ Bartolome de las Casas, p. 457 covery of new lands and new peoples had an effect they never racism, p. 457 imagined. The exchange of plants, animals, and ideas between the New World (the Americas) and the Old World (Europe) is known as the Columbian Exchange. It changed lives in Europe, Asia, Africa, and the Americas.

Old World Plants and Animals One exchange to occur was the introduction of new plants to the Americas. When European explorers went to the Americas, they took seeds to plant crops. Bananas and sugarcane, original­ ~ ly from Asia, grew well in the warm, humid climate of some of G:m 7.11.2 Discuss the exchanges the places where the Spanish and Portuguese settled. Europeans of plants, animals, technology, cul­ ture, and ideas among Europe, Africa, also planted oranges, onions, and lettuce. Asia, and the Americas in the fifteenth Europeans also brought new animals to the Americas. and sixteenth centuries and the major economic and social effects on each Domesticated animals such as cows, goats, sheep, pigs, horses, continent. and chickens all arrived in the New World with the Spanish.

454 CHAPTER 16 'I' ... ,c;::}

ATLANTIC OCEAN

·:

Rice 11 Sugarcane Wheat 1. Movement What were three items brought to Europe from the Americas? 2. Movement What were three items brought to the Americas from Europe?

Before the arrival of the Spanish, the people until explorers brought them from the ACADEMIC of the Americas didn't have many domes­ Americas. Now they are a primary ingre- VOCABULARY ticated animals. dient in Italian food. Europeans also took prima_rv main, most Important Even accidental exchanges occurred back potatoes, beans, squash, avocados, sometimes. Europeans unknowingly took pineapples, tobacco, and chili peppers. some plants, animals, and diseases to the Even chocolate came from the Americas. Americas. For example, rats hid on ships, Europeans also carried New World and explorers carried germs for diseases products to other parts of the world. such as measles and smallpox. In this way, the Columbian Exchange affected Africa and Asia. Many plants from New World Plants and Animals the Americas also grew well in West Africa While Europeans introduced plants and and Asia. Sweet potatoes, peanuts, and animals to the New World, they also found tomatoes became staples in African cooking. plants and animals there they had never American fruits such as pineapple became seen before. They took samples back to popular in India. In , peanuts and Europe as well as to Africa and Asia. This maize became major crops. exchange of plants changed the eating habits of people around the world. For Identifying Cause and Effect example, Europeans hadn't tried tomatoes What caused the Columbian Exchange?

THE AGE OF EXPLORATION 455 Effects of the Columbian Exchange Many of the foods you eat today didn't exist in America They also brought many other vegetables, grains, and before 1492. Think of a cheeseburger, for example. fruits. Now, of course, you can find foods from all over Without foods from the Old World, you wou19 have no the world in your local grocery store. People in other bun, no patty, no cheese, and no lettuce. European countries also can get foods that originally were found explorers brought to the New World wheat for bread, only in America. The Columbian Exchange affects what cattle for beef and cheese, and lettuce. you have for dinner nearly every day.

Old World New World • Bread • Corn • Beef • Potato • Cheese • Tomato • Lettuce

How does the Columbian Exchange affect ~~~~~~~~~~~~~~~- ~-·~~- ~ ~-~~· ~- ~~~~~ one~yourfuvori~dinne~?

Culture and Technology Technology Along with plants and animals, Europeans Besides religion and language, Europeans introduced their ideas, culture, and tech­ introduced new . They took nology to the places they explored. People guns and steel to parts of Africa. In the in Asia, Africa, and the Americas all learned Americas, they introduced guns and steel, new ways of living and working. as well as ways to use the wheel. Europeans also introduced the idea of Religion and Language using animals as technology. They brought Some of the biggest cultural changes Euro­ horses, which were good for transportation peans brought to places they conquered and for carrying heavy loads. Oxen could were in religion and language. Christians be used to plow fields. People also learned set out to convert people to their religion. to make candles from cow fat. ~ went to Asia and Africa, and European ideas also changed indus­ they also worked to convert American Indi­ tries in the Americas. For example, animals ans to Christianity. In some places, their were used to carry silver from mines. The religion blended with native to introduction of sheep and sugarcane also create new kinds of religious practices. created new industries. People began to

People in many In addition to spreading Christian­ make new kinds of textiles and to grow parts of Africa ity, missionaries ran schools. They taught sugarcane on plantations, or large . and the Americas their Eur?pean languages such as Spanish, still speak Span­ l Portuguese, and Dutch, the language of Summarizing How did l ish, Portuguese, French, or Dutch. the Netherlands. European culture change life in the Americas?

456 CHAPTER 16 ' ~ Society and the Economy said that the Spanish should try to convert American Indians to Christianity by show­ As industries changed in some places, ing them love, gentleness, and kindness. Europeans increased trade with Asia and The Spanish monarchs agreed, creating the Americas. This change had huge social about the proper treatment of Ameri­ and economic effects, especially in Africa can Indians. However, the colonists did and the Americas. not always follow the laws. Treatment of American Indians Plantations and mines made money for Slavery and Society Portugal and Spain. They also made some Since forced labor and disease killed so colonists in the Americas rich. But planta­ many American Indians, las Casas and tion agriculture and mining brought poor others suggested using enslaved Africans treatment of American Indians. as workers. Africans had already developed It took a lot of workers to run a planta­ immunities to European diseases. Soon, tion, so Spanish colonists forced American thousands of Africans were being shipped Indians to work on their land. Forced work, to the Americas as slave labor. harsh treatment, or disease killed many The mix of Africans, Europeans, and American Indians. By the 1600s the Indian American Indians shaped the social population had shrunk by more than 80 of the Americas. Europeans held the highest percent in some areas. position in society. American Indians, Afri­ Some clergy in the Americas protested cans, and those of mixed background held the terrible treatment of American Indi­ the lowest positions. This social order was ans. A priest named Bartolome de las Casas based on conquest and racism. Racism is the belief that some people are better than others because of racial traits, such as skin color. Both Africans and Indians had darker skin than Europeans did.

European manufac­ tured goods, like this Missions were built to help spread Christianity. Effects of Exploration 0 Old World and New World plants and animals are exchanged. E) European languages and Christianity spread. C) European technologies spread . 0 Plantation economies develop based on forced labor and slavery.

Plantation agriculture and the use of slave labor continued in the Americas until SUMMARY AND PREVIEW The voyages of the late 1800s. It continued to play a major discovery led to the Columbian Exchange. role in the economies and of many The Columbian Exchange brought new countries of the Americas, Africa, and Europe plants and animals, as well as social and for many years. economic changes, to Europe, Africa, Asia, and the Americas. In the next sec­ . .,,,.w ... ,,, .• Analyzing How did the tion you will read about more economic slave trade affect life in the Americas? changes that developed in Europe.

Reviewing Ideas, Terms, and People ilm Critical Thinking 1. a. Recall Where did peanuts and maize 7·11.2 4. Summarizing Draw a become important crops? diagram like the one I New I tomato - I Ol d b. Make Inferences Why was the exchange of here. Use it to show Worl d : : ; : ,· World plants and animals between the Old World and at least one each of the New World called the Columbian Exchange? the plants, animals, cultural traits, and technologies 2. a. Identify What were two technologies that Euro­ that were exchanged between the Old World and peans introduced to the Americas? the New World. You may draw more arrows if you b. Summarize How did contact with Europeans need more. change life in the New World? 3. a. Define What is racism? b. Analyze How was plantation agriculture related 5. Identifying Plants, Animals, and Technologies to racism in the Americas? Add a column labeled 11 Europell to your chart. In c. Evaluate Judge whether the ideas of the appropriate columns of your chart, list the Bartolome de las Casas brought positive or plants, animals, and technologies introduced in the negative changes to life in the Americas. various parts of the world by Europeans.

458 CHAPTER 16 If YOU were there ... You are a merchant in Holland in the early 1700s. Your friends tell Main Ideas you about an exciting new business plan. Each of you will spend 1. A new economic system called emerged. money on a ship that is sailing to the Indies to trade for spices. 2. New trading patterns devel­ If the voyage is successful, you will all share in the money that it oped in the 1600s and 1700s. 3. Power in Europe shifted as makes. But of course, there is always the danger that the ship will a result of new trade routes, sink or be lost. Then you would lose everything. banking, and increased manufacturing. Will you take a chance on this trading business'! 4. Market economies changed business in Europe. -. : ~:w"''. .. ,,- -""-~" - The Big Idea BUILDING BACKGROUND The voyages of discovery influenced Changes in international world economies. used the natural resources of their colonies trading and marketing patterns to make profits for themselves. This brought sweeping changes in influenced the development of a new economic system called patterns of world trade and shifted power among European nations. capitalism.

A New Economy Key Terms The exchange of products between European countries and mercantilism, p. 459 their colonies changed economic relations around the world. balance of trade, p. 459 cottage industry, p. 460 European countries saw their colonies as a way to get rich. atlas, p. 461 This new view of the colonies was part of an economic system capitalism, p. 463 called mercantilism -a system in which a government controls market economy, p. 463 all economic activity in a country and its colonies to make the government stronger and richer. In the 1500s a country's strength was measured by how much gold and silver it had. Under mer­ cantilism, then, governments did everything they could to get more of these precious metals. Mercantilism was the main eco­ nomic policy in Europe between 1500 and 1800. ~ lim 7.11.3 Examine the origins of To stay rich, European countries tried to export more goods modern capitalism; the influence of than they imported. The relationship of goods imported to mercantilism and cottage industry; the elements and importance of a goods exported is known as a country's balance of trade. The market economy in seventeenth­ colonies played a key role in this balance of trade. Believing that century Europe; the changing interna­ colonies existed to help the ruling country, Europeans didn't tional trading and marketing patterns, including their locations on a world let colonies trade with other countries. They didn't want their map; and the influence of explorers colonies' money going to other nations. and map makers.

459 PACIFIC OCEAN

ACADEMIC European countries used their colonies Trade also created markets for manu­ VOCABULARY to acquire raw materials such as wood, factured goods. As a result, manufacturing acquire to get furs, cotton, and dyes. This way they didn't in Europe-especially cottage industries­ have to buy raw materials from competing increased. Cottage industry was a system countries. In addition, they didn't allow in which members worked in their their colonies to manufacture goods. That homes to make part of a product. A busi­ way they could take raw materials from nessperson gave each family the materials their colonies and sell manufactured goods it needed. The businessperson made money back to them. Manufactured goods were by selling the final product. more valuable than raw materials were, so the colonies were good for the European Evaluating Was mercantil­ countries' balance of trade. ism a good or bad policy for Europe? Why? .

460 CHAPTER 16 1 The was a major part of the trade network. The Portuguese, Dutch, and English all were active in the slave trade. Slavery had been practiced in many places, including Africa, long before Euro­ peans came. But the Atlantic slave trade was different in its size and its process. European traders crammed enslaved Afri­ cans on ships for the long voyage to the Americas. They chained people together, often without enough food or water. People got sick, and many died. Between the late 1500s and early 1800s Europeans shipped millions of enslaved Africans to colonies in the New World. Most of these slaves were sent to South 1\ America and the Caribbean. P'J7W,r'7"??'' East In . Drawing Inferences Why ~~t'JI..-J {a ~d'e& do you think trade among Europe, Africa, and the Americas was called triangular trade?

Power Shifts in Europe Mercantilism was successful in Spain and Portugal, both of which had many wealthy 1. Place What were some goods taken from colonies. But while they relied on their col­ North America to Europe? onies for wealth, the northern European 2. Movement What was taken from Africa to countries of England and the Netherlands North and South America? developed new trade routes and banking industries. The new trade routes and bank­ ing, along with increased manufacturing, brought more wealth to England and the New Trading Patterns Netherlands and shifted the economic Mercantilism created new trading patterns power in Europe. around the world. In the 1600s and 1700s trade routes connected Europe, Africa, Asia, Northern European Trade Routes and the Americas. Many of these routes A book published in the late 1500s helped linked European countries with their colo­ traders to find new wealth around the world. nies. One major trading pattern involved the That important book was the first atlas, exchange of raw materials, manufactured or collection of maps. Improved maps, products, and slaves among Europe, Africa, made possible largely by the discoveries and the Americas. This particular trade net­ of explorers, encouraged traders to find work became known as the triangular trade. new sources of wealth around the world.

THE AGE OF EXPLORATION 461 Market economies are based on the idea of supply and demand. This idea states that people will produce goods that other people want In Europe, market economies developed as populations grew and the world economy developed.

0 Population grew in Europe. With more E) Since people wanted more goods, people, there was a greater demand companies worked to make, or supply, for goods. more goods.

England benefited from increased Banking improved business by making trade. New trading posts in India and it easier for merchants to know they were China along with trade in North American receiving money of the proper value. Banks colonies gave England access to huge mar­ also loaned money to people who wanted kets and many resources. to start new businesses. In doing so, banks The Netherlands also became a great contributed to economic growth. trading power. Dutch merchants formed a company to trade directly with Asia. This =u;w"'···al'??'' Identifying Cause and Effect company was the only one with the right Why did power shift from Spain and Portugal to to trade between the Netherlands, Asia, and England and the Netherlands in the 1600s? Africa. The Dutch soon controlled many islands in , along with trading posts in India, , and southern Africa. Market Economies Economic growth and new wealth changed Banking business in Europe. Because more people Increased trade created a need for banks. had wealth, they started buying more Realizing this, the Dutch set up a bank. manufactured goods. The demand for Jews were partly responsible for the growth goods increased. of banking in the Netherlands. They There were several reasons for the migrated to the Netherlands in the late increased demand for manufactured goods. 1500s to escape religious in First, Europe's population was growing­ other European countries. Because the especially in the cities. More people meant Dutch government limited the work Jews a need for more goods. Second, farmers could do, and because the Christian Church were growing food at lower costs. With didn't allow Christians to lend money, lower expenses, people had more money many Jews entered the banking business. to spend on manufactured goods. A third The Jews. were so successful that English reason for increased demand was the addi­ rulers invited them to England to help tion of colonies, which had to get their improve business there as well. manufactured goods from Europe.

462 CHAPTER 16 Competition among different business­ es is most successful in a market economy. In a market economy, individuals decide what goods and services they will buy. The government does not decide what people can buy or sell. A market economy works on a balance between supply and demand. If there is a great demand for a product, a seller will increase the supply in order to make more money. The ability of individuals to control how they make and spend money is a ben­ C) Finally, the supply of goods met the efit of a market economy and capitalism. demand for goods. In the 1800s capitalism would become the basis for most economic systems in the Western world. As the demand for goods rose, business­ people realized they could make money by Summarizing What is a finding better ways to make manufactured market economy? goods. They wanted to increase the sup­ ply, or amount of goods offered, to meet the demand. This new way of doing busi­ SUMMARY AND PREVIEW Discoveries and ness can be considered the beginning of exchangesofgoodsandideasaroundthe a new economic system called capitalism. world brought many changes, including Capitalism is an economic system in which new economic policies, such as mercan­ individuals and private businesses run most tilism and capitalism. In the next chap­ industries. Competition among these busi­ ter you will learn about political changes nesses affects how much goods cost. in Europe.

Section 3 Assessment

Reviewing Ideas, Terms, and People Gm 7.11.3 Critical Thinking 1. a. Describe What was cottage industry? 5. Identifying Cause b. Explain How were colonies important to a and Effect Draw a country with the economic policy of mercantilism? diagram like the one c. Evaluate Was mercantilism a good policy for here. Use it to show Europe's colonies? Why or why not? three other factors 2. Identify What countries were active in the slave that contributed trade? to the development 3. Summarize Why did power shift to northern of capitalism in England. Europe? 4. a. Identify In what kind of economic system do indi­ viduals and private businesses run most industries? 6. Understanding Economics Make note of changes b. Explain How do supply and demand work in a to trade and economic systems brought about market economy? during the Age of Exploration.

THE AGE OF EXPLORATION 463 from

Girl with a ~ I Pearl GUIDED READING by Tracy Chevalier ( 1964-) WORD HELP About the Reading The 1999 novel with a Pearl Earring is a work inclined likely of historical fiction. It is set in the bustling city of Delft, in the Nether­ lands, during the 1660s. At this time, the Netherlands was one of the A major canal connected wealthiest, most powerful nations in the world. Nevertheless, many Dutch Delft to the cities of Rotter­ commoners struggled to pay high taxes. The main character of this novel dam and The Hague. is the teenaged daughter of one such commoner. To help support her fam­ What tells you that the canal ily, Griet works as a maid to the family of a middle-class artist. The artist, was a central part of Griet's Johannes Vermeer, was one of the greatest Dutch painters of his time. life?

AS YOU READ Picture the city of Delft in your mind. E) Griet claims that she is a realist- that she saw things I had walked along that street all my life, but had never been so aware "as they were." that my back was to my home. When I reached the end and turned What does this tell you about out of sight of my family, though, it became a little easier to walk the description of the city that follows? steadily and look around me. The morning was still cool, the sky a flat grey-white pulled close over Delft like a sheet, the summer sun not yet 8 What details in this high enough to burn it away. The canal I walked along was a mirror paragraph and the next of white light tinged with green. As the sun grew brighter the canal suggest that Delft had a would darken to the color of moss. thriving economy? Frans, Agnes, and I used to sit along that canal and throw things in 0 -pebbles, sticks, once a broken tile-and imagine what they might touch on the bottom-not fish, but creatures from our imagi­ , with many eyes, scales, hands and fins. Frans thought up the most interesting monsters. Agnes was the most frightened. I always stopped the game, too inclined to see things as they were e to be able to think up things that were not. 8 There were a few boats on the canal, moving towards Market ~ Square. It was not market day, however, when the canal was so full you I3J.l1 Reading 7.3.3 Analyze couldn't see the water. One boat was carrying river fish for the stalls at characterization as delineated Jeronymous Bridge. Another sat low on the water, loaded with bricks. through a characte r's thoughts, words, speech patterns, and The man poling the boat called out a greeting to me. I merely nodded actions. and lowered my head so that the edge of my cap hid my face.

464 CHAPTER 16 I crossed a bridge over the canal and turned into the open space of GUIDED READING Market Square, even then busy with people criss-crossing it on their way to some task-buying meat at the Meat Hall, or bread at the baker's, tak­ WORD HELP ing wood to be weighed at the Weigh House. Children ran errands for apprentices people who work for or train under a their parents, apprentices for their masters, maids for their households. master craftsman Horses and cart~ clattered across the stones. To my right was the Town gilded overlaid with a thin Hall, with its gilded front and white marble faces gazing down from the layer of gold keystones above the windows. To my left was the New Church, where I keystones the top center had been baptized sixteen years before. Its tall, narrow tower made me stones in an arch think of a stone birdcage. Father had taken us up it once. I would never forget the sight of Delft spread below us, each narrow brick house and 0 Most people in the steep red roof and green waterway and city gate marked forever in my Netherlands were Protestant. mind, tiny and yet distinct. I asked my father then if every Dutch city How does Griet's description of Delh reflect what you looked like that, but he did not know. He had never visited any other learned about the Reforma­ city, not even The Hague, two hours away on foot. tion? I walked to the center of the square. There the stones had been laid to form an eight-pointed star set inside a circle. Each point aimed towards a different part of Delft. I thought of it as the very center of the town, and as the center of my life. Frans and Agnes and I had played in that star since we were old enough to run in the market. In our favorite game, one of us chose a point and one of us named a thing-a stork, a church, a wheelbarrow, a flower-and we ran in that direction looking for that thing. We had explored most of Delft that way. One point, however, we had never followed. I had never gone to Papists' Corner, where the Catholics lived. The house where I was to work was just ten minutes from home, the time it took a pot of water to boil, but I had never passed by it. 0 I knew no Catholics. There were not so many in Delft, and none in our street or in the shops we used. It was not that we avoided them, but they kept to themselves.

Girl with a Pearl Earring {1665), by Johannes Vermeer

1. Analyzing New trade routes and bank­ 2. Drawing Inferences The Netherlands ing, along with increased manufacturing, became a great trading power. What brought wealth to England and the geographical feature of Delft-and, Netherlands. What details in this more broadly, the Netherlands-helped excerpt point to economic success its merchants to succeed in trade? of the Netherlands?

465 Identifying Central Issues

The circumstances that surround historical events The following passage reports a discussion between can sometimes be complicated and difficult to a French explorer and some Algonquin Native understand. To accurately understand events, you Americans. The passage also gives clues to some must be able to identify the central issues involved. larger central issues in relations between the French A central issue is the main topic of concern in a con­ and the Native Americans in North America. troversy, discussion, or event. As you think about the central issues of events 11 He [the Algonquin leader] communicated the plan to all and problems in history, keep in mind that you the Algonquins, who were not greatly pleased with it, from need to consider the standards and values of the fear that some accident might happen to the boy, which time. Thinking about the time in which people would cause us to make on them ... I said that it was lived and the things that were important to them not acting like a brother or friend to refuse me what he will help you understand central issues in history. [their leader] had promised, and what could result in noth­ ing but good to them; taking the boy would be a means of increasing still more our friendship with them and forming one with their neighbors ... I replied that the boy would be Use the following guidelines to identify the central able to adapt himself without difficulty to their manner of issues as you read about historical events. living and usual food, and that, if through sickness or the 0 Identify the main subject of the information. fortunes of war any harm should befall him, this would not E) Determine the purpose of the information. interrupt my friendly feelings toward them ... But I said that Why has the information been provided? Some­ if they treated him badly, and if any misfortune happened times knowing something about the author can to him through their fault, I should in truth be displeased."

help you determine his or her purpose in provid­ -Samuel de Champlain, from Voyages of ing the information. Samuel de Champlain, 1604- 1618, edited by W. L. Grant

C) Find the strongest or most forceful statements Apply the guidelines to help you answer the follow­ in the information. These are often clues to the ing questions about the central issues of the dispute issues or ideas the writer thinks are the most described in the passage. central or important. 1 . What reason did the Indians give for not want­ 0 Think about values, concerns, ways of life, and ing to take the French boy? major events that would have been important to 2. What did Champlain say to convince them to the people of the times. Determine how the in­ cooperate? formation might connect to those larger issues. 3. What do you think is a larger central issue in relations between the French and the Native Americans?

466 CHAPTER 16 Standards Review

Use the visual summary below to help you review the main ideas of the chapter.

The Age of Explo- Beginning in the late ration led to the 1400s, European exchange of plants New trading patterns explorers sailed around and animals and to led to the development the globe and discov­ the growth of world of market economies ered the true size and trade. based on supply and shape of the world. demand.

Reviewing Vocabulary, Comprehension and Terms, and People Critical Thinking For each statement below, write T if it is true and F if it SECTION 1 (Pages 446-451) llt$i 7.11.1 is false. If the statement is false, write the correct term 8. a. Recall What did these people achieve: Vasco that would make the sentence a true statement. da Gama, Christopher Columbus, and Ferdi­ 1. Christopher Columbus led the first voyage to nand Magellan? circumnavigate the globe. b. Draw Conclusions How did the astrolabe, the 2. The Spanish created large farms called compass, and better maps affect travel by sea? plantations in the Americas. c. Predict How might European history have 3. The Columbian Exchange refers to the exchange been different if the Spanish Armada had of plants, animals, and ideas between the Old defeated the English forces? World and the New World. SECTION 2 (Pages 454-458) llt$i 7.11.2 4. An economic system in which the government controls all aspects of a country's economy to 9. a. Identify Name three plants and three animals make it stronger is called capitalism. that Europeans brought to the Americas. Name five plants that explorers took back to Europe 5. In 1588 an English navy destroyed a fleet of from the Americas. Spanish ships called the balance of trade. b. Compare and Contrast What were some posi­ 6. An atlas is a collection of maps. tive results of the Columbian Exchange? What 7. The first person to reach India by sailing around were some negative results? Africa was Bartolome de las Casas.

THE AGE OF EXPLORATION 467 SECTION 2 (continued) Social Studies Skills c. Elaborate How did diseases from Europe Identifying Central Issues The following passage affect America-both in the short term and in comes from Christopher Columbus's journal. As you the long term? read it, think about the central issues in the discovery of the Americas. Then answer the questions that follow. SECTION 3 (Pages 459-463) fim 7.11.3

10. a. Identify Which countries became more 11 wealthy and powerful by developing new trade As I saw that they were very friendly to us, and per­ routes and banking industries? ceived that they could be much more easily converted to our holy faith by gentle means than by force, I pre­ b. Analyze How did mercantilism eventually sented them with some red caps, and strings of beads lead to the development of capitalism? to wear upon the neck, and many other trifles of small c. Predict How might the of supply and value, wherewith they were much delighted, and became demand affect an individual seller? How might wonderfully attached to us. Afterwards they came swim­ it affect a buyer? ming to the boats, bringing parrots, balls of cotton thread, javelins, and many other things which they exchanged for articles we gave them, such as glass beads, and hawk's Reviewing Themes ; which trade was carried on with the utmost good will ... It appears to me, that the people ... would be good 11. Science and Technology How did improve­ servants and I am of opinion that they would very readily ments in technology help contribute to the become Christians, as they appear to have no religion. 11 beginning of the Age of Exploration? 12. Economics What led to the shift from mercan­ tilism to capitalism? 16. Why does Columbus give the people he meets in America gifts of caps and beads? 17. Why did the native people swim out to the Using the Spaniards' boats? 18. What is the larger central issue in Columbus's 13. Activity: Understanding Technology in first meeting with these people? Exploration In this chapter you learned how accurate maps could not have been made with­ out improved knowledge and technology. Enter the keyword above. Then research the I i·taifJ·I:tlAiMWfl Mars Rover and the Cassini-Huygens space 19. Creating Your Report Think back on what probe, and create a PowerPoint presentation to you've learned about the Age of Exploration. display your research. Include information on Plan the report that you will give to the fifth­ technology that enables this kind of explora­ grade students. Be sure to tell them about the tion, on how this changes the map of our solar new ideas, plants and animals, technologies, system, and how it may change everyday life. and economic systems that shaped the world during this time. Make notes on 5-6 note cards to help you Reading Skills remember what you want to say in your report. Summarizing Reread the text on p. 456. Use it to Also, design a chart, graph, or other visual aid complete the following activities. that will help in your presentation. When you give your report, keep your 14. Write a summary statement for each paragraph audience in mind while you speak. Simplify of the text. or explain any vocabulary that a fifth-grader 15. Combine your paragraph summaries into a might not understand. Speak slowly and single summary statement for the whole text. clearly so the students can understand what you are saying.

468 CHAPTER 16 Standards Assessment

DIRECTIONS: Read each question, and write the II In the 1500s a nation's power depended letter of the best response. main/yon A the size of its army. Use the map to answer the following D 8 its balance of trade. question. C the number of colonies it founded. D its wealth in gold and silver.

D According to the policy of mercantilism, ATLANTIC what was the main purpose of colonies? OCEAN A to be a source of slaves to work in the ruling country 8 to provide a place where the ruling country ·:.1 could send undesirable people N C to help the ruling country have a favorable bal­ W* E ance of trade s D to serve as bases from which the ruling coun­ try could launch attacks on enemies

The route on the map indicates a voyage of exploration by Connecting with Past Learnings A John Cabot. 1m In Grade 6 you learned that the were 8 Christopher Columbus. inspired by the explorations and adven­ C Vasco da Gama. tures Homer reported in the Odyssey. What D Francis Drake. European explorer's adventures later simi­ larly inspired other Europeans to explore? D Who was the first person to direct a voyage A Genghis Khan that went all the way around the world? 8 Marco Polo A Ferdinand Magellan C Admiral Zheng He 8 Pedro Cabral D Mansa Musa C Francis Drake D Bartolomeu Dias D One result of the Columbian Exchange was the spread of Christianity. What other D The Columbian Exchange is responsible for reason for Christianity's spread have you all of the following except learned about this year? A the spread of disease from Europe to America. A the 8 the Spanish 8 the introduction of the horse to Europe. C the C the spread of American crops to Africa and Asia. D the introduction of the wheel to America. D the Catholic Reformation

THE AGE OF EXPLORATION 469