Transcript Section 1 - Tri-City United Schools

Chapter Introduction
Section 1 A Changing World
Section 2 Early Exploration
Section 3 Spain in America
Section 4 Exploring North America
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: A Changing World
• Examine how technology made long sea
voyages possible.
• Explore the factors that allowed great
civilizations in Africa to flourish.
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Chapter Objectives
Section 2: Early Exploration
• Explain Portugal’s leadership roles in
exploration.
• Understand Columbus’s plan for sailing to Asia.
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Chapter Objectives
Section 3: Spain in America
• Evaluate the decline of the Aztec and Inca
Empires in the Americas.
• Explore how Spain governed its empire in the
Americas.
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Chapter Objectives
Section 4: Exploring North America
• Explain how the Protestant Reformation
affected North America.
• Evaluate why the activities of early traders
encouraged exploration.
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Why It Matters
Although the English have been the major
influence on United States history, they
are only part of the story. Beginning with
Native Americans and continuing through
time, people from many cultures came to
the Americas.
The Impact Today
Before 1492, the cultures that arose in the
Americas had almost no contact with the
rest of the world. The Great Convergence—
the interactions among Native Americans,
Europeans, and Africans—shaped the
history of the Americas.
Guide to Reading
Main Idea
New knowledge and ideas led Europeans to
explore overseas.
Key Terms
• classical
• caravel
• Renaissance
• pilgrimage
• technology
• mosque
• astrolabe
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Guide to Reading (cont.)
Reading Strategy
Determining Cause and Effect As you read the
section, re-create the diagram on page 38 of your
textbook and identify three reasons Europeans
increased overseas exploration.
Read to Learn
• how technology made long sea voyages
possible.
• how great civilizations flourished in Africa.
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Guide to Reading (cont.)
Section Theme
Culture and Traditions The spirit of the
Renaissance changed the way Europeans thought
about the world.
Marco Polo
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Expanding Horizons
• Marco Polo’s book, Travels, written in
1296–97, described his travels to Asia.
• It inspired Columbus and other explorers
to journey to these lands 200 years later.
• The cities of Venice, Genoa, and Pisa
became centers of the growing trade in
goods such as spices, silks, perfumes,
and precious stones.
(pages 38–39)
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Expanding Horizons (cont.)
• The Renaissance, a period of renewed
interest in classical Greek and Roman
learning, spread throughout Europe in
the 1400s.
• It encouraged Europeans to pursue new
ideas and challenges and set the stage
for exploration and discovery.
(pages 38–39)
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Expanding Horizons (cont.)
Why do you think Western European
explorers found Asia so interesting?
Possible answer: Europeans had the
ideas of becoming wealthy through
foreign trade and learning about lifestyles
in distant lands.
(pages 38–39)
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Powerful Nations Emerge
• The development of large nation-states in
Western Europe helped spark foreign trade
and travel outside the region.
• The monarchies of Spain, Portugal,
England, and France looked for ways to
increase the power and wealth of their
countries.
(pages 39–40)
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Powerful Nations Emerge (cont.)
Why was it necessary for monarchs to
work at building powerful and wealthy
countries?
Possible answer: Countries wanted to
appear powerful so they would not be
invaded and overtaken by any other
country. Wealth would allow the monarch
to outfit a powerful army that could defend
the country or invade another country.
(pages 39–40)
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Technology’s Impact
• Better maps and navigational instruments,
such as the astrolabe and compass,
helped navigators more accurately
determine direction and location.
• Larger and sturdier sailing vessels, such
as the caravel, enabled sailors to travel
faster and carry more people, cargo,
and food.
• These advances enabled sailors to
explore new routes, especially a sea route
to Asia.
(pages 40–41)
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Technology’s Impact (cont.)
• Portugal and Spain began searching for
routes to Asia and traveled south to the
West Coast of Africa.
(pages 40–41)
Technology’s Impact (cont.)
How does modern technology make our
lives easier?
Possible answer: Modern technology
helps us do things better, faster, more
efficiently, and cost effectively.
(pages 40–41)
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African Kingdoms
• Three West African kingdoms flourished:
Ghana, Mali, and Songhai.
• Ghana was a huge trading empire
between 400 and 1100.
• Its trade in gold and salt contributed to
its prosperity.
• When Ghana’s power declined, the
empire saw new states emerge.
(pages 41–42)
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African Kingdoms (cont.)
• Mali and its capital, Timbuktu, became
important Islamic centers. Mansa Musa,
who ruled Mali from 1312 to 1337, was its
greatest king.
• He made a pilgrimage to Makkah (also
spelled Mecca), the Muslim holy city.
(pages 41–42)
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African Kingdoms (cont.)
• The Songhai Empire arose in the late
1400s and became the largest in the
history of West Africa.
• Its ruler, Askìya Muhammad, encouraged
trade with Europe and Asia and
introduced to his country a legal system,
a system of government, and schools.
• The empire fell in the late 1500s when the
Moroccans attacked its trade centers.
(pages 41–42)
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African Kingdoms (cont.)
Why did great empires arise in Africa?
The resources of the land, the trade with
North Africa, and powerful rulers helped
create these great empires.
(pages 41–42)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a period of intellectual and
artistic creativity, c. 1300–1600
A. classical
B. Renaissance
__
D 2. an instrument used by sailors to C. technology
observe positions of the stars
D. astrolabe
__
A 3. relating to ancient Greece
E. caravel
and Rome
__
C 4. the application of scientific
discoveries to practical use
__
E 5. small, fast ship with a broad bow
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Checking for Understanding
Reviewing Facts Name three technological
advances that furthered European
exploration. Describe how these advances
helped explorers.
Possible answers: Mapmakers refined their
methods and created more accurate maps;
the astrolabe improved navigation; the
three-masted caravel allowed ships to
travel farther.
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Reviewing Themes
Culture and Traditions How did the
Islamic religion spread to the early
kingdoms of Africa? What is the name of
the holy book of Islam?
The Islamic religion spread to the early
kingdoms of Africa through trade between
African kingdoms and Arab Muslims in
North Africa. The holy book of Islam is
called the Quran.
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Critical Thinking
Drawing Conclusions Why do you think
the Renaissance began in Italy and not in
another part of Europe?
Italy’s prosperity enabled citizens to pursue
an interest in the region’s past.
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Analyzing Visuals
Geography Skills Review the map of the
African trading kingdoms on page 41 of
your textbook. Which of the trading
kingdoms was established earliest? In
which region of Africa did the three trading
kingdoms develop?
The earliest trading kingdom was Ghana.
The three trading kingdoms developed in
West Africa.
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Science Select a technological advance
that has occurred during your lifetime.
Compare its effects to the effects of one of
the technological advances described in
Section 1. Which has had the greater
impact on society? Explain.
Guide to Reading
Main Idea
In search of trade routes, Portuguese explorers
ushered in an era of overseas exploration.
Key Terms
• line of demarcation
• strait
• circumnavigate
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read the section,
re-create the diagram on page 43 of your textbook
and identify explorers, when they traveled, and
where they went.
Read to Learn
• how Portugal led the way in overseas
exploration.
• about Columbus’s plan for sailing to Asia.
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Guide to Reading (cont.)
Section Theme
Geography and History In 1400 Europeans had
a limited knowledge of the geography of the world.
Compass
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Seeking New Trade Routes
• The Portuguese were the leaders of early
exploration.
• They hoped to find a new route to China
and India.
• They also helped to find a more direct
way to get West African gold.
• Prince Henry of Portugal (also called
Henry the Navigator) set up a center for
exploration so that scientists could share
their knowledge with shipbuilders and
sailors.
(pages 43–45)
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Seeking New Trade Routes (cont.)
• Ships sailed south along the coast of West
Africa (also called the Gold Coast) where
they traded for gold and ivory and began
buying slaves in the mid-1400s.
• In 1487 Bartholomeu Dias explored the
southernmost part of Africa.
• This became known as the Cape of
Good Hope.
• The king of Portugal hoped the passage
around the tip of Africa would lead to a
new route to India.
(pages 43–45)
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Seeking New Trade Routes (cont.)
• In 1497, Vasco da Gama sailed around the
Cape of Good Hope.
• He visited East African cities and reached
India in 1498.
(pages 43–45)
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Seeking New Trade Routes (cont.)
Why do you think the Portuguese began
buying slaves from West Africa?
Possible answer: They traded goods for
slaves so they could help make Portugal
wealthy.
(pages 43–45)
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Columbus Crosses
the Atlantic
• The Vikings reached North America and
established settlements in Iceland and
Greenland in the 800s and 900s.
• Viking sailor Leif Eriksson explored land
west of Greenland known as Vinland
about the year 1000.
• Historians think that Vinland was
North America.
• No one is sure what other parts of North
America the Vikings explored.
(pages 45–49)
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Columbus Crosses
the Atlantic (cont.)
• Queen Isabella of Spain sponsored
Columbus on his first voyage in
August 1492.
• He set out with three ships to find a route
to Asia.
• On October 12, 1492, he spotted land,
named it San Salvador, and claimed it for
Spain.
• He did not know that he had reached the
Americas. He was convinced that he had
(pages 45–49)
reached the East Indies.
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Columbus Crosses
the Atlantic (cont.)
• Columbus made three additional voyages
in 1493, 1498, and 1502.
• He explored the Caribbean islands of
Hispaniola, Cuba, and Jamaica and sailed
along the coasts of Central America and
northern South America.
• He claimed these lands for Spain.
(pages 45–49)
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Columbus Crosses
the Atlantic (cont.)
• The Treaty of Tordesillas was signed by
Spain and Portugal to clarify the line of
demarcation between their lands in the
Americas.
• The treaty moved the line farther west so
that Portugal would not be at a
disadvantage.
• Spain was to have control of all the lands
to the west of the line, and Portugal was
to have control of all the lands to the east
of the line.
(pages 45–49)
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Columbus Crosses
the Atlantic (cont.)
• Amerigo Vespucci mapped South
America’s coastline in 1499.
• He concluded South America was a
continent, but not part of Asia.
• European geographers called the
continent America, in honor of Amerigo
Vespucci.
• Vasco Núñez de Balboa claimed the
Pacific and adjoining lands for Spain.
(pages 45–49)
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Columbus Crosses
the Atlantic (cont.)
• Ferdinand Magellan, sailing from Spain in
1519, found a passage to the Pacific, the
Strait of Magellan.
• Magellan sailed around South America and
toward Spain.
• Magellan was killed in an island battle
along the way, but a small number of his
crew made it all the way to Spain.
• The crew became the first to
circumnavigate the world.
(pages 45–49)
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Columbus Crosses
the Atlantic (cont.)
Why did European explorers attempt
these difficult journeys?
Possible answer: European explorers
attempted these journeys for adventure,
wealth and fame, dedication to a goal,
and so on.
(pages 45–49)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a narrow passageway
connecting two larger
bodies of water
A. line of
demarcation
B. strait
__
C 2. to sail around the world
C. circumnavigate
__
A 3. an imaginary line running
down the middle of the
Atlantic Ocean from the
North Pole to the South
Pole dividing the Americas
between Spain and Portugal
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Checking for Understanding
Reviewing Facts Who were the first
Europeans to reach the Americas and when
did they arrive?
The first Europeans to reach the Americas
were the Vikings (c. 1000), Christopher
Columbus (1492), and Vasco Núñez de
Balboa (1513).
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Reviewing Themes
Geography and History What nations
signed the Treaty of Tordesillas? What was
the purpose of the line of demarcation? How
did the treaty affect European exploration of
the Americas?
Spain and Portugal signed the Treaty of
Tordesillas. The line of demarcation
determined control of lands by Spain
(all lands west of the line) and Portugal
(all lands east of the line).
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Critical Thinking
Making Inferences For years, many
history books have claimed that “Columbus
discovered America.” Why do you think
Native Americans might disagree with the
choice of the word “discovered” in this
statement? What might be a better word?
Native Americans lived in the Americas
before Columbus arrived. Better words may
include: claimed, encountered, came upon,
or reached.
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Analyzing Visuals
Geography Skills Review the map of
European voyages of exploration on page
48 of your textbook; then answer the
questions that follow. When did Verrazano
make his voyage? For what country did he
sail? How did Cabot’s route to the
Americas differ from that of Columbus?
Verrazano made his voyage in 1524. He
sailed for France. Cabot traveled father north
than Columbus.
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Geography Draw a map of the world as you
think Columbus might have seen it in 1492.
Remember his error in calculating distance.
Guide to Reading
Main Idea
In the sixteenth century, Spain established and
governed a vast empire in the Americas.
Key Terms
• conquistador
• presidio
• tribute
• encomienda
• pueblo
• plantation
• mission
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read the section,
re-create the diagram on page 51 of your textbook
and identify Spanish conquistadors, along with the
regions they explored.
Read to Learn
• how the great Aztec and Inca Empires came to
an end.
• how Spain governed its empire in the Americas.
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Guide to Reading (cont.)
Section Theme
Culture and Traditions The conquistadors
conquered mighty empires in the Americas.
Conquistador’s armor
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Spanish Conquistadors
• Conquistadors were explorers who
settled in the Americas.
• They received land grants from Spanish
rulers in exchange for one-fifth of gold or
treasure taken from the Americas.
• In 1521 Hernán Cortés conquered the
Aztec capital of Tenochtitlán.
• He took their emperor Montezuma prisoner
and gained control of the region.
• Francisco Pizarro captured the Inca ruler
Atahualpa in 1532 and later gained control
(pages 51–53)
of the Inca Empire.
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Spanish Conquistadors (cont.)
• The Spanish conquistadors conquered
great Native American empires with their
strong armies using guns, cannons,
and horses.
• The invaders also received the help of the
Native Americans in overthrowing many
existing rulers.
• Because the Native Americans had no
immunity to European diseases, many of
them became sick and died.
(pages 51–53)
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Spanish Conquistadors (cont.)
What personality traits do you think the
conquistadors might have had?
Possible answer: The conquistadors
might have had traits such as goaloriented, greedy, fearless, driven, and
strong-willed.
(pages 51–53)
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Spain in North America
• Spanish conquistadors also explored the
southeastern and southwestern parts of
North America in hopes of finding riches.
• Juan Ponce de León landed on the east
coast of present-day Florida in 1513,
looking for gold and the “fountain of
youth.”
• In 1565 the first Spanish settlement in the
United States, a fort, was established at
St. Augustine, Florida.
(pages 53–54)
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Spain in North America (cont.)
• Many conquistadors searched for wealth
and the “Seven Cities of Cibola.”
• Some lost their lives as they searched for
these cities because of stormy weather,
lack of supplies, and illness.
• Álvar Núñez Cabeza de Vaca and Pánfilo
de Narváez explored Florida and the coast
of Mexico.
• In 1541 Hernando de Soto explored the
southeastern region of North America.
(pages 53–54)
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Spain in North America (cont.)
• He crossed the Mississippi River and
traveled as far west as present-day
Oklahoma.
• Francisco Vásquez de Coronado traveled
through northern Mexico and present-day
Arizona and New Mexico.
• In 1540 he reached a town belonging to
the Zuni people, but found no gold.
(pages 53–54)
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Spain in North America (cont.)
What similarities do you see between
these early conquistadors and the
immigrants of today who are settling in the
United States?
Possible answer: Both share the ideas of
hopes of a good or new life in another
place, learning to adapt to a new
environment, and being able to leave
their homes for the unknown.
(pages 53–54)
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Spanish Rule
• The Spanish established three kinds of
settlements in the Americas.
- Pueblos or towns were centers of trade.
- Missions were religious communities.
- Presidios were forts and usually built near a
mission.
• The hierarchy of the social classes from
upper to lower included:
- peninsulares who owned land, ran the local
government, and served in the Catholic
Church.
(pages 54–55)
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Spanish Rule (cont.)
- creoles, or people born in the Americas to
Spanish parents.
- mestizos, or people with both Spanish and
Native American parents.
- Native Americans.
- enslaved Africans.
(pages 54–55)
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Spanish Rule (cont.)
• The Spanish developed a system of
encomiendas that created enslaved
Native Americans.
• A conquistador could demand taxes and
labor from the Native Americans living on
the land.
• Many Native Americans died from
malnutrition and disease because of this
grueling labor.
(pages 54–55)
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Spanish Rule (cont.)
• Bartolomé de Las Casas, a priest,
condemned this harsh treatment and
fought against it.
• As a result, Spain passed the New Laws
in 1542 that forbade enslaving Native
Americans.
(pages 54–55)
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Spanish Rule (cont.)
• The Spanish also developed the
plantation system, or large estate.
• The Spanish used Native Americans to
work on the plantations, but in the
mid-1500s, Africans were transported from
West Africa to replace enslaved Native
Americans.
• As a result, slave labor became an
essential part of the Spanish and
Portuguese economies.
(pages 54–55)
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Spanish Rule (cont.)
Why do you think the social class system
developed in the Americas?
Possible answer: Most societies have
social classes. The conquistadors
brought Western European ideas about
class structure to the Americas.
(pages 54–55)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. Spanish explorer in the
Americas in the 1500s
A. conquistador
__
D 2. religious settlement
C. pueblo
__
B 3. money paid for protection
D. mission
__
E 4. a large estate run by an
owner or manager and
farmed by laborers who
lived there
E. plantation
__
C 5. home or community of
homes built by Native
Americans
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B. tribute
Checking for Understanding
Reviewing Facts What three kinds of
settlements did Spain establish in the
Americas? How did they differ?
Spain established pueblos: centers for trade;
missions: small religious communities; and
presidios: forts built near a mission.
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Reviewing Themes
Culture and Traditions What groups made
up the class system in Spanish America?
The class system in Spanish America was
made up of peninsulares, creoles,
mestizos, Native Americans, and enslaved
Africans.
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Critical Thinking
Analyzing Primary Sources One
conquistador explained, “We came to serve
God and the king, and also to get rich.” In
what way do you think conquistadors
planned to serve “God and the king”?
The conquistadors planned to serve
“God and the king” by converting people
to Christianity and claiming land and
riches for the king.
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Analyzing Visuals
Geography Skills Review the map of
Spanish exploration on page 52 of your
textbook. What expedition traveled from
Florida to the Mississippi River? Through
what regions did the Coronado expedition
travel?
De Soto’s expedition traveled from Florida
to the Mississippi River. The Coronado
expedition traveled through northern
Mexico and present-day Arizona and
New Mexico.
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Geography Using cookbooks as references,
create an all-American dinner menu that features
only foods introduced to Europeans by Native
Americans.
Guide to Reading
Main Idea
Rivalries between countries, the search for a
Northwest Passage to Asia, and early trading
activities led to increased exploration of North
America.
Key Terms
• mercantilism
• Northwest Passage
• Columbian
Exchange
• coureur de bois
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Guide to Reading (cont.)
Reading Strategy
Determining Cause and Effect As you read the
section, re-create the diagram on page 58 of your
textbook and provide an effect for each cause.
Read to Learn
• how the Protestant Reformation affected
North America.
• why the activities of early traders encouraged
exploration.
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Guide to Reading (cont.)
Section Theme
Global Connections European nations
competed for overseas land and resources.
Martin Luther
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A Divided Church
• Martin Luther brought about changes in
Europe in the 1500s with his opposition
to Catholicism.
• His protests began the Protestant
Reformation.
• In France, John Calvin, a Christian
theologist, broke away from the
Catholic Church.
• For personal reasons, King Henry VIII
established England as a Protestant nation.
(pages 58–59)
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A Divided Church (cont.)
• When Europeans settled in America, they
brought with them their religious beliefs of
either Catholicism or Protestantism.
(pages 58–59)
A Divided Church (cont.)
Why do you think Martin Luther had so
many followers?
Possible answer: Many people felt
repressed by the Catholic Church and
were ready, in this age of discovery, to
join a Protestant revolution.
(pages 58–59)
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Economic Rivalry
• The exploration of the Americas created
rivalries between European countries to
acquire colonies there.
• These colonies provided resources and a
market to sell European products.
(pages 59–62)
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Economic Rivalry (cont.)
• The Columbian Exchange was a two-way
exchange between the Americas and
Europe, Asia, or Africa.
• The exchange included crops, livestock,
and other goods for enslaved Africans
who worked on the plantations.
• Disease was a result of this exchange
since Native Americans did not have the
immunity to fight off European germs.
(pages 59–62)
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Economic Rivalry (cont.)
• England, France, and the Netherlands
searched for a more direct route to Asia to
compete with Spain and Portugal, who had
claimed most of the Americas.
• This became known as the Northwest
Passage. Instead of traveling around
South America, they sailed along the
northern coast to North America.
• John Cabot probably landed on the coast
of Newfoundland in 1497.
• England was then able to establish claims
in North America.
(pages 59–62)
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Economic Rivalry (cont.)
• Giovanni da Verrazano sailed for France
in 1524 and explored the coast of North
America from present-day Nova Scotia
south to the Carolinas.
• Jacques Cartier also sailed for France.
He sailed up the St. Lawrence River
and founded Mont-Royal (Montreal).
(pages 59–62)
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Economic Rivalry (cont.)
• Henry Hudson sailed for the Dutch. He
discovered the Hudson River in 1609. He
sailed as far north as Albany.
• In 1610 he discovered Hudson Bay,
thinking that he had reached the
Pacific Ocean.
• He and his crew were unsuccessful in
finding an outlet.
• In the 1600s France and the Netherlands
set up trading posts in the Americas.
(pages 59–62)
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Economic Rivalry (cont.)
• They were interested in economic
opportunities, not building an empire.
• Samuel de Champlain established a
trading post for fur trading in Quebec
and other parts of Canada.
• The Dutch established trading posts
along the Hudson River.
(pages 59–62)
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Economic Rivalry (cont.)
Why was it important for Europeans to
compete for territory in the Americas?
Possible answer: Owning territory led to
wealth, and wealth led to power. Each
European country did not want its
neighbors to become more powerful.
(pages 59–62)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 1. water route to Asia through
North America sought by
European explorers
A. mercantilism
B. Columbian
Exchange
__
A 2. the theory that a state’s or
C. Northwest
nation’s power depended on
Passage
its wealth
D. coureur de bois
__
3.
exchange
of
goods,
ideas,
B
and people between Europe
and the Americas
__
D 4. French trapper living among
Native Americans
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Checking for Understanding
Reviewing Facts What were English,
French, and Dutch explorers searching for
while charting the coast of North America?
They were searching for a more direct
water route to Asia.
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Reviewing Themes
Global Connections How did French goals
in the Americas differ from the goals of other
European nations?
The French wanted to make profits rather
than settle land.
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Critical Thinking
Identifying Central Issues How did the
economic theory of mercantilism influence
the exploration and settlement of North
America by Europeans?
A nation’s power was based on its wealth,
which was increased by acquiring gold and
silver and developing trade. Overseas
territories were seen as potential sources
of wealth.
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Analyzing Visuals
Geography Skills Review the map,
French Explorers, 1535–1682, on page 61
of your textbook. Which of the French
explorers traveled farthest south? Along
what river did Marquette and Joliet travel?
La Salle traveled farthest south.
Marquette and Joliet traveled along the
Mississippi River.
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Persuasive Writing Write a letter to one of the
explorers who searched for a Northwest
Passage. In the letter, explain why it is important
for your nation to find a Northwest Passage.
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
A.
B.
__
B 2. an instrument used by
C.
sailors to observe positions
D.
of stars
E.
__
G 3. the theory that a state’s or
nation’s power depended on F.
its wealth
G.
__
A 4. a period of intellectual and
H.
artistic creativity,
c. 1300-1600
__
D 1. Spanish explorer in the
Americas in the 1500s
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Renaissance
astrolabe
caravel
conquistador
mission
presidio
mercantilism
Northwest
Passage
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
__
F 5. Spanish fort in the Americas
built to protect mission
settlements
__
C 6. small, fast ship with a broad
bow
__
H 7. water route to Asia through
North America sought by
European explorers
__
E 8. religious settlement
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A.
B.
C.
D.
E.
F.
G.
H.
Renaissance
astrolabe
caravel
conquistador
mission
presidio
mercantilism
Northwest
Passage
Reviewing Key Facts
Why were Europeans interested in Asia?
Europeans were interested in Asia
for trade.
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Reviewing Key Facts
Where did the earliest Portuguese
explorers sail?
Dias sailed to the southernmost part of
Africa. Vasco da Gama sailed around
Africa to India.
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Reviewing Key Facts
What was the main reason the Spanish
wanted to conquer the Aztec and the Inca?
The Spanish wanted to conquer the Aztec
and the Inca for their riches, mainly gold.
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Reviewing Key Facts
What movement created religious rivalries in
Europe that carried over into exploration of
the Americas?
The Protestant Reformation created
religious rivalries in Europe that carried
over into the exploration of the Americas.
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Reviewing Key Facts
What were explorers searching for
during their explorations of the North
American coast?
Explorers were searching for a
Northwest Passage.
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Critical Thinking
Drawing Conclusions Why do you think
the Caribbean Islands are often referred to
as the West Indies?
Columbus originally believed he had landed
in the East Indies near Asia. As a result, the
islands were later named the West Indies.
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Critical Thinking
Analyzing Information Study the feature
on the Columbian Exchange on page 60 of
your textbook. What foods were shipped
to Europe?
Corn, potatoes, tomatoes, beans, and
chocolate were shipped to Europe.
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Geography and History Activity
Study the map below and answer the questions on the
following slides.
Geography and History Activity
Place In what
present-day
states were
the Spanish
missions
located?
The Spanish
missions were
located in
Texas, New
Mexico,
Arizona, and
California.
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Geography and History Activity
Location
Near what city
was the
northernmost
Spanish
mission
located?
The
northernmost
Spanish
mission was
located near
San Francisco.
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Geography and History Activity
Location In
which direction
would a
traveler leaving
Mexico City
journey to
reach San
Diego?
A traveler
leaving
Mexico City
to journey to
San Diego would
travel northwest.
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Standardized Test Practice
Directions: Choose the best answer to the following question.
Juana Inés de la Cruz was an unusual woman because
she was famous as a
A
writer.
B
prince.
C
farmer.
D
warrior.
Test-Taking Tip Eliminate answers that don’t make sense.
For instance, a woman could not be a prince, so B could not
be the correct answer.
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After what explorer is the Pacific end of the
Panama Canal named?
It is named after Vasco Núñez de Balboa.
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Geography Drawings of sea monsters appeared on
many maps of this era. Tales of bizarre monsters
enlivened the study of geography during Columbus’s
time. For many sailors, these monsters represented
real threats and were more than flights of fancy.
Sciapodes were monsters that had only one giant
foot yet could walk amazingly fast. Monoculars were
giants with a single eye in the middle of their
forehead, and they ate only meat and raw fish. The
cynocephalus were very intelligent and gifted with
great intuition.
Economics During the Age of Exploration,
European nations believed that their power, and
ultimately their survival, depended on their
acquisition of wealth. This national economic
purpose, known as mercantilism, fueled not only
exploration but also colonization. European nations
considered their colonies as sources of raw
materials, which were used to manufacture goods.
Christopher Columbus
The Niña, Pinta, and Santa María
Click on a hyperlink to view the corresponding slide.
Christopher Columbus never referred to himself as
Columbus, a name found today on cities and
buildings across America. Later in life he preferred
to be called Cristóbel Colón.
Columbus’s largest ship, the Santa María, hit a reef
off the coast of Haiti, destroying the ship. Columbus
sailed home on the Niña, with the Pinta following
behind. A storm west of the Azores separated the
two boats. Later the Niña encountered another large
storm, ripping off its sails and forcing the boat to
dock in Lisbon. The Niña finally reached its home
port of Palos on March 15, 1493. The Pinta arrived
later that day.
Eric the Red The Vikings told long tales, or
sagas, about their adventures. One of the most
popular sagas is about Eric the Red, who lived in
Iceland. He led a sailing expedition that found a
rich and fertile land he called Greenland. Eric the
Red settled there with his family. While there, his
wife gave birth to a son they named Leif. Other
Viking sagas call Eric the Red’s son “Leif the
Lucky” because Leif found a new land he called
Vinland. Scholars believe Vinland was present-day
Newfoundland.
Florida’s Flowers Ponce de León landed in
present-day North America during Easter, which
Spaniards also referred to as the Feast of Flowers.
He called this land of luxuriant vegetation Pasqua
Florida, meaning Feast of Flowers. The name was
later shortened to Florida.
Spanish Galleon
In the late 1500s and early
1600s, Spanish galleons
carried gold and silver from
the West Indies to Spain.
That’s not all these ships
carried, however. The threat
of pirates prompted the
Spanish galleons to carry
weapons as part of their
cargo.
This feature can be found on page 45 of your textbook.
Spanish Galleon
1
Two or three sails
on the foremast
and mainmast
allowed the ship to
“catch the wind.”
1 mainmast
1 foremast
3 Crow's nest
2 sterncastle
5 hold
4 ballast
This feature can be found on page 45 of your textbook. Click the
mouse button or press the Space Bar to display the information.
Spanish Galleon
2
Elaborate living
quarters for the
captain were
placed within the
high sterncastle.
The rest of the
crew slept on
the deck.
1 mainmast
1 foremast
3 Crow's nest
2 sterncastle
5 hold
4 ballast
This feature can be found on page 45 of your textbook. Click the
mouse button or press the Space Bar to display the information.
Spanish Galleon
3
Strong hands were
needed to climb
the rigging into the
crow’s nest, or
lookout platform.
1 mainmast
1 foremast
3 Crow's nest
2 sterncastle
5 hold
4 ballast
This feature can be found on page 45 of your textbook. Click the
mouse button or press the Space Bar to display the information.
Spanish Galleon
4
Stones and bricks
provided ballast to
keep the ship from
tipping over. These
stones would be
replaced with
cargo in the
Americas. Many
colonial streets
and sidewalks were
paved with ballast
stones.
1 mainmast
1 foremast
3 Crow's nest
2 sterncastle
5 hold
This feature can be found on page 45 of your textbook. Click the
mouse button or press the Space Bar to display the information.
4 ballast
Spanish Galleon
5
Food and water
were stored in
the hold.
1 mainmast
1 foremast
3 Crow's nest
2 sterncastle
5 hold
4 ballast
This feature can be found on page 45 of your textbook.
Reading a
Time Line
Why Learn This Skill?
Knowing the relationship of time to events is
important in studying history. A time line is a visual
way to show chronological order within a time
period. Most time lines are divided into sections
representing equal time intervals. For example, a
time line showing 1,000 years might be divided into
ten 100-year sections. Each event on a time line
appears beside the date when the event took place.
This feature can be found on page 63 of your textbook.
Click the Speaker button to replay the audio.
Reading a
Time Line
Learning the Skill
To read a time line, follow these steps:
• Find the dates on the opposite ends of the time line to
know the time span. Also note the intervals between dates
on the time line.
• Study the order of events.
• Analyze relationships among events or look for trends.
This feature can be found on page 63 of your textbook. Click the
mouse button or press the Space Bar to display the information.
Reading a
Time Line
Practicing the Skill
Analyze the time line of Magellan’s voyage below. Use it to
answer the questions that follow.
This feature can be found on page 63 of your textbook.
Reading a
Time Line
Practicing the Skill
1. What time span is represented?
The span from 1480 to the 1520s is represented.
2. How many years do each of the sections represent?
Each section represents 10 years.
This feature can be found on page 63 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Reading a
Time Line
Practicing the Skill
3. Did Magellan’s voyage to the Spice Islands occur before
or after his voyage to the Philippines?
His voyage to the Spice Islands occurred before his
voyage to the Philippines.
4. How long did Magellan’s voyage around the world take?
Magellan’s voyage around the world took 3 years.
This feature can be found on page 63 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Click map to view dynamic version.
Click map to view dynamic version.
Click map to view dynamic version.
They both have Paradise at the top, Asia below Paradise, Europe
to the left, Africa to the right, and they both include the
Mediterranean Sea.
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Native Americans and African Americans
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