wh07_te_ch03_rev_MOD_s.fm Page 136 Wednesday, March 14, 2007 5:22WH07MOD_se_CH03_rev_s.fm PM Page 136 Thursday, January 25, 2007 9:54 AM Quick Study Guide CHAPTER Progress Monitoring Online 3 3 For: Self-test with vocabulary practice Quick Study Guide Web Code: nba-1561 I Have students use the Quick Study I Key Elements of Europe’s I Major European Settlements/ Guide to prepare for this chapter’s Commercial Revolution Colonies in the Americas tests. Students may wish to refer to • Columbian Exchange Foods, ideas, and technologies the following pages as they review: are exchanged between the hemispheres, resulting in Date Region Settled Country Purpose population growth. 1520s Mexico Spain Find gold Key Elements of Europe’s Commercial • Inflation Rising prices occur along with an increase 1530s Peru Spain Find gold Revolution in the money supply. 1530s Brazil Portugal Establish settlements Section 5, pp. 130–133 • Price Revolution Rising prices are coupled with and plantations inflation. Early New France France Take part in fur trade 1500s (eastern Canada) and fishing Triangular Trade Routes • Capitalism People invest money to make a profit. • Mercantilism European countries adopt mercantilist Early 13 colonies England Various reasons including Section 4, pp. 125–127 1600s (present-day eastern establishing settlements policies—such as establishing colonies, increasing United States) and escaping religious exports, and limiting imports—to compete for trade persecution Major European Settlements/Colonies in the and empire. Americas Section 1, pp. 111–113; Section 2, p. 119; I Triangular Trade Routes I The Native American Population Section 3, pp. 120–122 Declines Miller Projection GREAT 0 1000 mi BRITAIN The Native American Population Declines oods London d G tton Native American Population of Central Mexico 0 1000 km ure o, Co ct acc s EUROPE Section 1, pp. 111–112, 114; Section 2, fa ob d nu , T o ry a m o o NORTH M Ru G Iv 28 , pp. 116, 119 New York d s AMERICA e e Lisbon r v n u a 24 o t l Charleston tt c S o a , C f ses u 20 R las n Europe and the Americas, 1492–1750 o a Havana WEST um M INDIES M o 16 Section 1, pp. 110–114; Section 2, c c SENEGAMBIA Slave a s, G b 12 old o pp. 115–119; Section 3, pp. 120–124; T Goree Sl GOLD AFRICA ave COAST N s, G 8 Section 4, pp. 125–128; Section 5, old Elmina 4 pp. 129–133 0° W E KONGO BRAZIL S Millions of people (estimated) 0 SOUTH Bahia acco Luanda 1500 1540 1580 1620 I Pacific Ocean Tob For additional review, remind L3 AMERICA Atlantic Year 20° S Rio de Janeiro students to refer to the Ocean SOURCE: Nicolás Sánchez-Albornoz, The Population of 100° W 80° W 40° W 20° W 0° Latin America Reading and Note Taking Study Guide I Europe and 1492 1521 1530s 1607 Note Taking Study Guide, pp. 137, 139, the Americas, Columbus lands Cortés completes Cartier explores the British 141, 143, 145 in the Americas. conquest of the St. Lawrence River, colonists found Section Summaries, pp. 138, 140, 142, 144, 1492–1750 Aztecs. claiming eastern Jamestown, 146 Canada for France. Virginia. Chapter Events I Have students access Web Code nbp- Global Events 1500 1550 1600 1561 for this chapter’s 1498 1526 timeline, which includes expanded Portuguese The Mughal dynasty entries and additional events. explorer da Gama is founded in India. rounds Africa and I If students need more instruction on reaches India. analyzing timelines, have them read the Skills Handbook, p. SH32. I When students have completed their study of the chapter, distribute Chapter Solutions for All Learners Tests A and B. L1 Special Needs L2 Less Proficient Readers L2 English Language Learners Teaching Resources, Unit 1, For students acquiring basic skills: For Spanish-speaking students: pp. 42–47 Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide For Progress Monitoring Online, Adapted Note Taking Study Guide, pp. 137, 139, Spanish Note Taking Study Guide, pp. 137, 139, refer students to the Self-test with 141, 143, 145 141, 143, 145 vocabulary practice at Web Code Adapted Section Summaries, pp. 138, 140, 142, Adapted Section Summaries, pp. 138, 140, 142, nba-1561. 144, 146 144, 146 136 WH07MOD_se_CH03_rev_s.fmwh07_te_ch03_rev_MOD_s.fm Page 137 Page Monday, 137 June Wednesday, 19, 2006 3:28 March PM 14, 2007 5:22 PM I Cumulative Review I Connections to Today Tell students that the main concepts for Record the answers to the questions below on your Con- 1. Cultural Diffusion During the Columbian Exchange, peo- this chapter are Empire, Trade, Genocide, cept Connector worksheets. In addition, record information ple were exposed to goods, ideas, and diseases that changed and Economic Systems, and then ask them from this chapter about the following concept: their lives forever. Many of these exchanges were positive, to answer the Cumulative Review ques- • Genocide: Native Americans such as the introduction of the horse to the Americas. Some were negative, such as the introduction of European diseases tions on this page. Discuss the Connec- 1. Empire Compare the establishment of the Spanish empire to the Americas. Think about similar exchanges that have tions to Today topics and ask students to in the Americas with the establishment of the Roman empire. happened in recent times. Research and write about a posi- answer the questions that follow. How were they similar and different? Think about the role of tive exchange and a negative exchange. To direct your • imperialism research, consider topics such as disease, new technology, • technology the introduction of fish or animals into non-native regions, • disease and the availability of new foods. • methods of rule • religion 2. Trade Throughout history, Cumulative Review people and governments have 1. Sample: Both depended on wealth from 2. Trade The slave trade reached its height after the age of worked to establish profitable conquered lands; both were imperial, exploration, when overseas colonies established by Europe- trade methods. Some very suc- ans required huge numbers of laborers to grow cash crops. cessful trade methods have had though Rome allowed local peoples to However, the slave trade had existed long before this time terrible consequences for other retain their own religions and cultures period. Think about the early slave trade that occurred in people. Consider how Europe’s as long as they did not conflict with ancient Egypt, Greece, and Rome, as well as in the Muslim commercial revolution was Roman rule. The Spanish, on the other world. Compare those examples with the Atlantic slave trade achieved in large part because hand, tried to impose Christianity and of the 1700s and 1800s. of the Atlantic slave trade. Then Spanish culture. Superior technology 3. Economic Systems In the 1700s, European nations think about trade practices gave both empires advantages over adopted the economic policy of mercantilism in order to gain today that, though profitable, might hurt some people. Write other societies. Disease, which aided wealth and build empires. Mercantilism depended heavily on Spain, was not a factor for Rome. the establishment of overseas colonies. How did mercantil- two to three para- ism differ from the manorialism practiced in medieval times? graphs describing the 2. Sample: The Atlantic slave trade was Consider the following: pros and cons of mod- unprecedented because of its global • the roles of colonists and serfs ern trade practices. Con- sider the following: scale, the huge number of people • the purposes of self-sufficiency and profit-making involved, and the enormous cultural • the global impact • trade pacts like NAFTA and racial differences between slaves • voluntary labeling and captors. of products such as Fair Trade 3. Differences: Serfs were tied to the land • practices such as and had much less freedom than colo- child labor nists; manorialism aimed for self- sufficiency, while mercantilism aimed to make a profit. Similarities: 1619 1750s 1763 Nations’ strict rules against trade with First cargo of Olaudah Equiano writes The Treaty of Paris African slaves a book about his experiences is signed, ending the other nations kept colonists beholden arrives in Virginia. during the Atlantic slave trade. French and Indian War. to the parent countries, much as serfs were beholden to nobles. 1650 1700 1750 Connections to Today For: Interactive timeline 1630s 1687 1735 Web Code: nbp-1561 1. Student research should be supported Japan bars foreign Englishman Isaac The reign of with specific examples and details. merchants from Newton publishes Chinese emperor 2. Samples: Trade pacts can facilitate the country. his book explaining Qianlong begins. the laws of gravity. trade and lower prices but can also cause the loss of jobs; product labeling can affect consumers’ buying habits; practices such as child labor can allow businesses to cut costs, but damage people’s lives. Solutions for All Learners L1 Special Needs L2 Less Proficient Readers L2 English Language Learners For additional review of this L3 Use the following study guide resources to help Use the following study guide resources to help chapter’s core concepts, remind students acquire basic skills: Spanish-speaking students: students to refer to the Adapted Reading and Note Taking Spanish Reading and Note Taking Reading and Note Taking Study Guide Study Guide Study Guide Adapted Concept Connector, pp. 264, 270, 279, Spanish Concept Connector, pp. 264, 270, 279, 319 Concept Connector, pp. 256, 260, 267, 297 319 137 wh07_te_ch03_rev_MOD_s.fm Page 138 Wednesday, March 14, 2007 5:22WH07MOD_se_CH03_rev_s.fm PM Page 138 Monday, June 19, 2006 3:28 PM Chapter Assessment Chapter Assessment Terms, People, and Places Section 5 (pp. 129–133) Terms, People, and Places 15.