Transcript Period 4 _ ppt 1 _ Empires _ Encounters

Happy Tuesday 
 Turn in your timelines on the table at the back
of the room.
 Take out the chart we completed last class on
“Civilizations of the 15th Century”
 Be ready to start when the bell rings!!!
Preview Activity!!!
 Turn to the world map at the back of
the packet. Using pages 74 & 75 in the
red world history textbook, draw in
the routes of both Portuguese and
Spanish explorers.
 On the back, list each explorer and
explain why their voyage was
significant.
The Big Ideas
 Why did the Iberians
(Portuguese and
Spanish nations on the
Iberian Peninsula)
begin exploring the
Atlantic and Indian
Oceans in the 1400s?
 What were the
consequences of this
exploration?
Reasons for Exploration
 Reconquista (1257/1492C.E.): Years that
Muslims (whom Christians called “Moors”)
were defeated in Portugal and Spain
 Wars create a sense of national identity
 New Monarchs consolidated power and
created ideologies around Christianity – a
great way to justify centralization was to
push for conversion of people to Christianity
Plague
 Asian/North African
cities hit hard by
plague; land routes
disrupted
 Luxury goods scarce &
expensive; perfect time
to make $$$ through
trade!
Collapse of Pax Mongolica
 Silk Roads unsafe after the collapse of the
Khanates in the late 1300s, so trade slows
down
 Desire for Indian cotton, Chinese silks, and
porcelain remained strong
Fall of Constantinople
 1453 CE, Ottomans defeated Byzantines
 Muslims in total control of trade routes
 Prices of luxury goods rises still more
Inventions & Desires
 Improvements in maritime and military
technologies
 Compass, caravel ship, astrolabe and sextant,
gunpowder
 Revival of urban life & trade
 Desire for trade to acquire Asian Luxury
Products
 Governments in Europe willing to sponsor
exploration with financial backing, in the
hopes of making money
Portuguese Exploration
 Geographically it was natural to explore routes in
the Atlantic Ocean
 Henry the Navigator = opened a school of
maritime learning




Represents gov’t support of exploration to seek trade
Study of navigation and cartography
Improvements on magnetic compass and astrolabe
Creation of caravel ship
 First action of Portugal = attack on Ceuta (rich
North African city) in 1415
 Driven by interest in gold
Portuguese Exploration
 Portugal’s goal: Go AROUND Africa to reach
Asia
 As they moved down the coast of Africa…
 LEASED a West African trade port from Songhai
and traded peacefully for gold and ivory
 Were NOT strong enough to dominate – had to
pay Songhai’s gov’t for trading rights
 African rulers wanted, guns, cannons, and metal
goods
Happy Friday 
 Answer in your notes:
 Why did direct sea routes increase the
wealth Europeans were able to gain
through trade with Asia?
Sugar and Slave Cycle Begins
 As Portugal and later Spain moved
into the Atlantic, they encountered
tropical islands – disease killed off the
natives and they began using slaves
purchased in West Africa to grow
sugar
 A new “Atlantic System” of trade
develops
African Slave Trade Begins
 West African Kingdoms = Empire
Building
 Kongo, Benin, Angola
 W. African Empires traded male
POWs for European weapons
Portuguese Reach Indian
Ocean
 1497-1498: Vasco da Gama sailed around
Africa & reached India
 He traded at the port of Calicut for luxuries
(mostly pepper)
 This wide swing around West Africa to catch
the ocean currents led to the discovery of
South America – Portugal takes Brazil
Changes in IOMS Trade
 Before = no central control
 Traders operated independently of gov’ts
 Portuguese introduced use of organized gov’t
military force
 European gov’ts like Portugal and later the
Netherlands invested in the success of
trading operations
Spain Builds an Empire
 European explorers
reached the
Americas by the
late 1400s &
scramble to est.
colonies and
empires
 Spain conquered
two of the greatest
native empires of
the Americas, the
Aztecs and the
Incas
Spain in the Caribbean
 First areas settled were
Caribbean islands like
Hispaniola & Cuba
 Colonial economy based on
mining of gold & silver,
farming
 For labor, set up the
Encomienda System
 A colonist was given land and a
Native American labor force.
 The colonist then Christianized
the natives.
Encomienda System Fails
 Natives were overworked and often
mistreated.
 “Great Dying”: Europeans brought smallpox,
tuberculosis and measles and the natives had
no resistance and millions died
The Conquest of Mexico
 Spaniards eventually
moved to the mainland
to set up colonies
 Spanish conquistador,
Hernan Cortes, led
expedition to Mexico,
attacked Moctezuma II
& conquered the
Aztecs
Tenochtitlan
INFER – What do you think is
happening in this painting?
The Conquest of Peru
 Another Spanish
conquistador,
Francisco Pizarro,
heard about the wealth
of the Incan Empire &
led expedition to Peru
 Smallpox had killed
many even before
Pizarro’s arrival
Atahualpa
 New Incan leader
 Previous ruler had
died of smallpox
 Atahualpa gave
Pizarro a huge
fortune in silver and
gold, but the
Spaniards still killed
him & took over
Cuzco, Peru – present day
 PREDICT:
 What event is taking
place?
 Where is the evidence
that proves your
answer to be correct?
Life in the Spanish Empire
 Spain gained control of Peru and Mexico.
 The Spanish King chose officials called
viceroys to rule over American holdings
 Bartolome de Las Casas was a vocal
reformer who defended the plight of the
Native Americans
 Recommended replacing them as laborers with
imported African slaves
 Slave labor soon becomes common practice in the
Americas
Primary Source Analysis
 The Treatment of Native Americans
 Please record answers in your notes.
 ANALYZE: According to Las Casas, how have
the Spanish mistreated Native Americans?
 INFER: For what audience do you think Las
Casas was writing? What evidence supports
your response?
***Refer to page 80 in your textbook. ***
The Columbian Exchange
 Interaction & trade btwn the Old
World (Europe, Africa, & Asia) &
the New World (the Americas)
 Led to widespread exchange of
plants, animals, and disease
The “Columbian Exchange”
 Olive Oil
 Birds
 Peppers
 Black Pepper
 Chicken
 Donkey
 Turnips
 Cabbage
 Lettuce
 Rabbit
 Cotton
 Rat
OLD WORLD
 Olives
 Coffee
Bean
 Banana
 Onion
 Turnip
 Grape

Peach
 Sugar Cane
 Oats
 Citrus Fruits

Pear
 Wheat
 Horse
 Cattle
 Sheep
Pigs
 Rice
 Barley
The “Columbian Exchange”
 Squash
 Avocado
 Peppers
 Sweet Potatoes
 Turkey
 Pumpkin
 Tobacco
 Strawberry
 Cocoa
 Pineapple
 Cassava
 Potato
 Peanut
 Tomato
 Vanilla
 Corn
NEW WORLD
 Chocolate
 Birds
(Fowl)
 Sunflowers
 Alpaca
 Papaya
 Guinea
 Chilies
 Shrimp
Pig
•
Pecan
 Bear
 Honeybee
 Bison
 Muscles
 Lama
 Crabs
The Portuguese in Brazil
 Established huge
farming estates in
the 1530s
 Limited by the
Treaty of
Tordesillas
 Originally use
Native American
laborers, but…
African Slave Trade
 The Encomienda System failed &
created a labor shortage in the
Americas
 This leads to the start of the
African Slave Trade
African Slave Trade
 Captured
Africans
marched to
slave ships
where they
became part of
the Triangular
Trade
African Slave Trade
 Why enslave Africans?
 Proximity – close to Europe &
already resistant to disease
 Theory of Social Darwinism –
Felt Africans were inferior
Phases of Becoming a Slave
1. Capture
2. Transportation
(Middle Passage)
3. Seasoning
4. Slavery
Late-Eighteenth-Century Drawing
In this drawing, African slave traders conduct a group of bound
captives from the interior of Africa toward European trading posts.
SOURCE: Culver Pictures, Inc.
Plan of the British Slave Ship
Brookes, 1788. This plan,
which may undercount the
human cargo the Brookes
carried, shows how tightly
Africans were packed aboard
slave ships.
“Coffin” Position
Role of African Rulers &
Merchants
 Some participated in the capturing
and enslavement of Africans
 Capture or be captured mentality
 Profit to be made
 Most people sold were captives
from wars or criminals
Social Consequences
 Demand for slaves encourages destruction and
enslavement of weaker communities
 Men preferred over women; left
disproportionate number of women
 Local economies robbed of most productive
members
 African plantations produced goods desirable to
Europeans
 African Diaspora – African culture found all over
the world
End of the African Slave
Trade
th
 Peaks during the 18 century
 Both the Enlightenment and Industrial
Revolution mark the decline
 Enlightenment ideals promoted equality and dignity
for all people; slave revolts arise
 Industrialization brings less labor intensive
production processes; demand for slave labor
declines
Web Quest
 http://mswynnworldhistory.wikispaces.com
 Click on “Columbian Exchange Web Quest”
Happy Monday 
 Columbian Exchange Web Quest Due Wed!!!!!!!
 Grab a red world history textbook (“Human
Legacy” ) and turn to page 74.
 Add in the French, British, and Dutch voyages to
your world map.
 On the back, compare and contrast these
voyages to those of the Spanish and Portuguese
 What do you notice about where and when they
explored?
Take Five Activity
 Read the section, “In the Lands of
the Aztecs and the Incas”
 Write down the five most
important things from this section
on the chart provided
 Be ready to share!
Oops And/Or My Bad.
 Some of the text was cut off…
 “Mestizos were largely Hispanic in culture but
Spaniards looked down on them.”
 On page with “Settler Colonies in North
America” / @ top of page 638: “outcomes of
these plantation colonies were quite
different from those farther…”
Take Five Summary
 Summarize your assigned
Period 4 Empire by writing
down the five most important
things your classmates should
know.
Stop, COLLABORATE, and
Listen…
 Find classmates
with the same
color flashcard
and form a
discussion group.
 Exchange info and
collaborate on a
final “top five” list
Sharing is Caring
 Form new discussion groups with one of each color
flashcard:






Pink
Blue
Green
Yellow
Orange
White
 Take turns going around the circle and debriefing
your classmates on the empire you covered. Take
notes in the provided chart. Ask for clarification if
needed. This should be a discussion.
Latin American Colonies
 Latin America = Meso and South America
 Areas in the Americas that speak mostly
Latin-based languages like Spanish and
Portuguese
Three Types of Colonies
Across the Americas
 Differences resulting from economic basis
 Slave Plantation Economies: Caribbean,
Brazil, some in southern North America
 Settler Agricultural Economies: Northern
North America
 Ranching/Mining Economies: former Aztec
and Inca lands
Class/Gov’t Structure
 Spanish born = most elite
 Wealthy colonials = powerful
 Large, intrusive gov’t bureaucracy = Council
of the Indies
 Influences of Africans, Amerindians, and
Europe blended to form new cultures =
syncretism
 Little female immigration = more fluid social
classes! (b/c European men marry and have
mixed race children with Amerindian women)