136

CHA

PTER

3

3

Solutions for All Learners

Quick Study Guide

!

Have students use the Quick Study Guide to prepare for this chapter’s tests. Students may wish to refer to the following pages as they review:

Key Elements of Europe’s Commercial Revolution

Section 5, pp. 130–133

Triangular Trade Routes

Section 4, pp. 125–127

Major European Settlements/Colonies in the Americas

Section 1, pp. 111–113; Section 2, p. 119; Section 3, pp. 120–122

The Native American Population Declines

Section 1, pp. 111–112, 114; Section 2, pp. 116, 119

Europe and the Americas, 1492–1750

Section 1, pp. 110–114; Section 2, pp. 115–119; Section 3, pp. 120–124; Section 4, pp. 125–128; Section 5, pp. 129–133

!

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 137, 139, 141, 143, 145Section Summaries, pp. 138, 140, 142, 144, 146

!

Have students access

Web Code nbp-1561

for this chapter’s timeline, which includes expanded entries and additional events.

!

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

!

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 1,

pp. 42–47

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-1561.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

For students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking Study Guide, pp. 137, 139, 141, 143, 145

Adapted Section Summaries, pp. 138, 140, 142, 144, 146

For Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 137, 139, 141, 143, 145

Adapted Section Summaries, pp. 138, 140, 142, 144, 146

L3

Progress Monitoring Online

Chapter EventsGlobal Events 1500 1550 1600

1492Columbus lands in the Americas.

1521Cortés completes conquest of the Aztecs.

1530sCartier explores the St. Lawrence River, claiming eastern Canada for France.

1607Britishcolonists found Jamestown,Virginia.

1498Portugueseexplorer da Gamarounds Africa andreaches India.

1526The Mughal dynasty is founded in India.

Quick Study Guide33

Native American Population of Central Mexico

28

24

20

16

12

8

4

01500 1540 1580 1620

Year

Mill

ions

of p

eopl

e (e

stim

ated

)

SOURCE: Nicolás Sánchez-Albornoz, The Population ofLatin America

For: Self-test with vocabulary practiceWeb Code: nba-1561

! Key Elements of Europe’s Commercial Revolution• Columbian Exchange Foods, ideas, and technologies

are exchanged between the hemispheres, resulting in population growth.

• Inflation Rising prices occur along with an increase in the money supply.

• Price Revolution Rising prices are coupled with inflation.

• Capitalism People invest money to make a profit.• Mercantilism European countries adopt mercantilist

policies—such as establishing colonies, increasing exports, and limiting imports—to compete for trade and empire.

Region Settled

MexicoPeruBrazil

New France(eastern Canada)13 colonies(present-day easternUnited States)

Country

SpainSpainPortugal

France

England

PurposeDate

Find goldFind goldEstablish settlementsand plantationsTake part in fur tradeand fishingVarious reasons includingestablishing settlementsand escaping religiouspersecution

1520s1530s1530s

Early1500sEarly1600s

! Triangular Trade Routes

Manufactured Goods

Man

ufac

ture

dG

oods

Rum, Tobacco, Cotton

Molasses, Cotton

Rum

Slav

es, I

vory

Slaves, GoldSlaves, Gold

Tobacco

Toba

cco

20°S

0°

100°W 80°W 40°W 20°W 0°

NORTHAMERICA

SOUTHAMERICA

AFRICA

EUROPE

AtlanticOcean

Pacific Ocean

New York

Charleston

Bahia

Lisbon

London

Rio de Janeiro

Luanda

Elmina

Goree

Havana

BRAZIL

WESTINDIES

GOLDCOAST

SENEGAMBIA

KONGO

GREATBRITAIN0 1000 mi

1000 km0

Miller Projection

N

S

EW

! Major European Settlements/Colonies in the Americas

! The Native American Population Declines

! Europe and the Americas, 1492–1750

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137

Solutions for All Learners

Tell students that the main concepts for this chapter are Empire, Trade, Genocide, and Economic Systems, and then ask them to answer the Cumulative Review ques-tions on this page. Discuss the Connec-tions to Today topics and ask students to answer the questions that follow.

Cumulative Review

1.

Sample: Both depended on wealth from conquered lands; both were imperial, though Rome allowed local peoples to retain their own religions and cultures as long as they did not conflict with Roman rule. The Spanish, on the other hand, tried to impose Christianity and Spanish culture. Superior technology gave both empires advantages over other societies. Disease, which aided Spain, was not a factor for Rome.

2.

Sample: The Atlantic slave trade was unprecedented because of its global scale, the huge number of people involved, and the enormous cultural and racial differences between slaves and captors.

3.

Differences: Serfs were tied to the land and had much less freedom than colo-nists; manorialism aimed for self-sufficiency, while mercantilism aimed to make a profit. Similarities: Nations’ strict rules against trade with other nations kept colonists beholden to the parent countries, much as serfs were beholden to nobles.

Connections to Today

1.

Student research should be supported with specific examples and details.

2.

Samples: Trade pacts can facilitate 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.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 256, 260, 267, 297

L3L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Use the following study guide resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 264, 270, 279, 319

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 264, 270, 279, 319

1650 1700 1750

1619First cargo ofAfrican slavesarrives in Virginia.

1750sOlaudah Equiano writes

a book about his experiences during the Atlantic slave trade.

1763The Treaty of Paris is signed, ending the French and Indian War.

1630sJapan bars foreign merchants from the country.

1687Englishman Isaac Newton publishes his book explaining the laws of gravity.

1735The reign of Chinese emperor Qianlong begins.

! Cumulative ReviewRecord the answers to the questions below on your Con-cept Connector worksheets. In addition, record information from this chapter about the following concept:• Genocide: Native Americans

1. Empire Compare the establishment of the Spanish empire in the Americas with the establishment of the Roman empire. How were they similar and different? Think about the role of• imperialism• technology• disease• methods of rule• religion

2. Trade The slave trade reached its height after the age of exploration, when overseas colonies established by Europe-ans required huge numbers of laborers to grow cash crops. However, the slave trade had existed long before this time period. Think about the early slave trade that occurred in ancient Egypt, Greece, and Rome, as well as in the Muslim world. Compare those examples with the Atlantic slave trade of the 1700s and 1800s.

3. Economic Systems In the 1700s, European nations adopted the economic policy of mercantilism in order to gain wealth and build empires. Mercantilism depended heavily on the establishment of overseas colonies. How did mercantil-ism differ from the manorialism practiced in medieval times? Consider the following:• the roles of colonists and serfs• the purposes of self-sufficiency and profit-making• the global impact

! Connections to Today1. Cultural Diffusion During the Columbian Exchange, peo-

ple were exposed to goods, ideas, and diseases that changed their lives forever. Many of these exchanges were positive, such as the introduction of the horse to the Americas. Some were negative, such as the introduction of European diseases to the Americas. Think about similar exchanges that have happened in recent times. Research and write about a posi-tive exchange and a negative exchange. To direct your research, consider topics such as disease, new technology, the introduction of fish or animals into non-native regions, and the availability of new foods.

2. Trade Throughout history, people and governments have worked to establish profitable trade methods. Some very suc-cessful trade methods have had terrible consequences for other people. Consider how Europe’s commercial revolution was achieved in large part because of the Atlantic slave trade. Then think about trade practices today that, though profitable, might hurt some people. Write two to three para-graphs describing the pros and cons of mod-ern trade practices. Con-sider the following:• trade pacts like

NAFTA• voluntary labeling

of products such as Fair Trade

• practices such as child labor

For: Interactive timelineWeb Code: nbp-1561

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138

Chapter Assessment

1.

encomienda

2.

revenue

3.

inflation

17.

It fostered trade and led to a global econ-omy, and it plundered the enormous wealth and resources of the Americas and trans-ferred them to Europe. It changed societies by making valuable foods and technologies available and by imposing European reli-gion and culture around the globe.

Critical Thinking

18.

The Spanish probably believed they were victorious because God was on their side.

19.

Sample: Knowledge would be lost, disease would probably run rampant, governmen-tal and societal institutions would break down, and the horror of the situation might breed violence; certainly there would be widespread disorder.

20.

Student answers should show careful examination of the details of the painting. Answers should show an understanding that the painting shows bias in depicting the Europeans as civilized victors and the Native Americans as backward and groveling.

Terms, People, and Places

4.

privateer

5.

immunity

6.

mutiny

Main Ideas

7.

They conquered societies of great wealth, plundered them, and set the stage for colonization and more profits based on the labor of those they con-quered or enslaved.

8.

It decimated the Native American population through deadly diseases, killing, and brutalization of Indian workers.

9.

Spain divided up its empire into prov-inces and set up the Council of the Indies to oversee its viceroys in the provinces. They in turn oversaw local officials and audiencias.

10.

Peninsulares, people from Spain, were at the top of the social structure, fol-lowed by creoles, or people of Spanish descent born in the Americas. Mulat-toes were people of mixed African and European descent, while mestizos were of mixed Indian and European descent; these groups were in the mid-dle. At the bottom were peons, forced to labor to pay debt, and slaves.

11.

They had landed outside the jurisdic-tion of any government and so created a compact to govern themselves.

12.

Britain gained dominance in North America, including much of present-day Canada and the United States, while France retained land in the Caribbean.

13.

It devastated African society, causing the enslavement and exportation of millions of men, women, and children.

14.

Merchants made large profits buying and selling slaves and the other commodities of the triangular trade. European plantation owners profited from free slave labor.

15.

They stimulated European economies, creating a price revolution, inflation, and eventually new economic policies such as mercantilism.

16.

It increased global trade as nations strove to produce and export more than they imported and to collect trea-suries full of gold and silver.

Chapter AssessmentTerms, People, and PlacesMatch the following terms with the definitions listed below.

Section 5 (pp. 129–133)15. What impact did American gold and silver have on European

economies?16. How did the policy of mercantilism affect global economies?Chapter Focus Question17. How did European colonization of the Americas shape global

economies and societies?

Critical Thinking18. Compare Points of View You read that many Native

Americans saw the Spanish takeover as a sign that their gods were less powerful than those of the Spanish. How did the Spanish likely interpret their victory?

19. Predict Consequences How would society in the United States today be affected if mysterious diseases wiped out 90 percent or more of the population?

20. Analyzing Visuals The painting below, titled First Landing of Columbus, was painted in 1803. Consider what you have learned in this chapter. Do you think this painting accurately shows that event? Explain your answer.

! Writing About History

Writing a Compare and Contrast Essay The European nations that settled the Americas all wanted wealth and empire—but went about getting them in different ways. Write a compare and contrast essay that discusses two of the European powers involved in set-tling the Americas. Consult page SH10 of the Writing Handbook for additional help.Prewriting• Choose a topic that lends itself to comparison and

contrast. Possibilities include important leaders, eco-nomic goals, interactions with Native Americans, or religious goals.

• Create graphic organizers, such as tables or Venn dia-grams, to help you see similarities and differences.

Drafting• Write an introduction and a thesis statement. Your

thesis statement should summarize the main points you want to make about the things you are comparing.

• Write the body text, introducing details and evidence that support your thesis statement. Organize your text by subject or by point. Then write a conclusion.

Revising• Use the guidelines for revising your essay on page

SH12 of the Writing Handbook.

immunityrevenueprivateer

inflationencomiendamutiny

1. the right to demand labor from Native Americans2. income from taxes3. rise in prices linked to an increase in the money supply4. pirate operating under government approval5. resistance to disease6. revolt

Main IdeasSection 1 (pp. 110–114)7. How did the explorations of conquistadors such as Hernán

Cortés and Francisco Pizarro contribute to the Spanish empire in the Americas?

8. What effect did European exploration have on Native Ameri-can populations?

Section 2 (pp. 115–119)9. How did Spain structure its American empire?10. Write a sentence or two explaining the role of each of the

following in Spanish colonial society: peon, peninsulare, creole, mulatto, and mestizo.

Section 3 (pp. 120–124)11. Why did the Pilgrims make a compact when they arrived in

North America?12. What was the result of the British and French struggle in

North America?Section 4 (pp. 125–128)13. How did triangular trade affect Africans?14. How did the slave trade benefit Europeans?

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139

Document-Based Assessment

!

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Read the documents several times to make sure you understand them.

!

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 41–53

!

If students need more instruction on synthesizing information, have them read the

Skills Handbook,

p. SH35.

Answers

1.

C

2.

B

3.

A

4.

Students’ news articles should show a clear understanding of Spain’s response to Drake’s exploits and use specific evidence from the documents and the chapter to support their conclusions.

"

Writing About History

As students begin the assignment, refer them to page SH10 of the

Writing Handbook

for help in writing a compare and contrast essay. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on page SH12 of the

Writing Handbook.

Students’ essays should have a clear thesis with supporting detail and contain an introduction, a body, and a conclusion. They should show evidence of thoughtful analysis and valid comparison of the European powers they chose. Essays should be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentThe Impact of PiracyIn 1580, Admiral Francis Drake returned to England after circum-navigating the globe. A delighted Queen Elizabeth I knighted the commander when she visited his ship, the Golden Hind, in 1581. The British queen had good reason to be grateful. Drake’s voyage brought huge revenues to the royal treasury and dealt a blow to her enemy, King Philip II of Spain. The documents below give dif-ferent views of Drake’s activities.

Document A“Passing the Straits of Magellan, untraversed as yet by any

Englishman, [Drake] swept the unguarded coast of [Chile] and Peru, loaded his bark with the gold-dust and silver-ingots of Potosí, and with the pearls, emeralds, and diamonds which formed the cargo of the great galleon that sailed once a year from Lima to Cadiz. With spoils of above half-a-million in value the daring adventurer steered undauntedly for the Moluccas, rounded the Cape of Good Hope, and after completing the circuit of the globe dropped anchor again in Plymouth harbour. . . . The welcome he received from Elizabeth on his return was accepted by Philip as an outrage which could only be expiated [atoned for] by war. . . . She met a request for Drake’s surrender by knighting the freebooter, and by wearing in her crown the jewels he had offered her as a present.“

—From A Short History of the English People by J.R. Green

Document B“[The Ambassador urged his king] . . . that no foreign ship be

spared, in . . . the . . . Indies, but that every one should be sent to the bottom, and not a soul on board of them allowed to live. This will be the only way to prevent the English and French from going to these parts to plunder, for at present there is hardly an Englishman who is not talking of undertaking the voyage, so encouraged are they by Drake’s return.“

—Don Bernardino de Mendoza,Philip II’s ambassador to London, around 1580

Document C“To Lima we came the 13th of February; and, being entered the

haven, we found there about twelve sail of ships lying fast moored at an anchor, having all their sails carried on shore; for the masters and merchants were here most secure, having never been assaulted by enemies, and at this time feared the approach of none such as we were. Our general rifled these ships, and found in one of them a chest full of reals of plate, and good store of silks and linen cloth. . . . In which ship he had news of another ship called the Cacafuego, which was gone toward Payta, and that the same ship was laden with treasure. Whereupon we stayed no longer here, but cutting all the cables of the ships in the haven, we let them drive whither they would, either to sea or to the shore; and with all speed we followed the Cacafuegowhich was gone toward Payta. . . .“

—From Sir Francis Drake’s Famous VoyageRound the World, 1580 by Francis Pretty

Document D

Analyzing DocumentsUse your knowledge of American colonial history and Documents A, B, C, and D to answer questions 1–4.

1. According to Document A, Drake’s exploits in Chile and PeruA were not commercially successful.B were done impulsively, without Queen Elizabeth’s consent

or approval.C gave King Philip II a reason to start a war against England.D met with outrage and anger from Queen Elizabeth and the

English-speaking world.

2. According to Document B, what was Don Bernardino de Mendoza’s main concern regarding Drake?A that Drake would return to the West Indies soonB that other seamen would copy Drake’s exploitsC that Spanish seamen would join future Drake expeditionsD that other nations would join with England against Spain

3. Document D shows Queen Elizabeth I with Francis Drake.Which of the other documents does this one support?A Document AB Document BC Document CD Documents A, B, and C

4. Writing Task Write a news article about Drake’s exploits that might have appeared in a Spanish newspaper around 1580. Use the documents along with information from the chapter to support your article.

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