public.rcas.org History Modern 2… · Web viewpublic.rcas.org

Topic 2: New Global Connection

Assignments to do:1. Video: Columbus, de Gama and Zheng He! 15th Century Mariners ______

2. Topic 2 Lesson 1 Interactive Reading Notepad ______

3. Topic 2 Lesson 1 Quiz ______









12. Video Questions: Columbian Exchange ______



15. Document Based Investigation: Columbian Exchange Docs: A, B, C, D ______

16. Topic 2 Test ______

1

Video Questions: Columbus, de Gama and Zheng He! 15th Century Mariners1. (2:00) What is significant about Zheng He’s fleet of ships?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. (2:40) It’s noted that Zheng He wasn’t an explorer but rather a mariner whose journeys were trade missions. Why was it important for China invest in trade missions?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. (3:50) Why did the Chinese end sea exploration and trade?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. (4:30) What reasons did Portugal have as advantages to sailing?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. (5:35) Upon reaching the Indian Ocean, how did Portugal influence trade?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

6. (6:00) What myths of Christopher Columbus does John dispel?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________2

Interactive Reading NotepadTopic 2 Lesson 1 Europeans Explore Overseas—Pages: 108 to 113

Key Terms —Use the textbook to define the following terms on a separate sheet of paper.

1. Prince Henry2. Vasco da Gama3. Christopher Columbus4. Treaty of Tordesillas5. Line of Demarcation6. Ferdinand Magellan7. circumnavigate8. Cape Town9. Boers

Academic Vocabulary—This is just for reference.authority: the power to give commands and enforce obedienceaffluent: having a large amount of money and owning many expensive thingsdemarcation: delimiting or setting apartimmigrant: a person who comes to a country to take up permanent residence

Causes of European Exploration: Text1. Integrate Information from Diverse Sources Read the first three paragraphs of “Causes of

European Exploration.” Then look at the illustration of workers harvesting pepper. What do the text and the illustration convey about spices? What different information about spices can you draw from both sources?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Portugal Explores the Seas: Text 2. Identify Steps in a Process What early steps in exploration did the Portuguese take under Prince

Henry’s sponsorship?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3

3. Cite Evidence Why did Prince Henry think it was worthwhile for the Portuguese to explore Africa? Cite evidence from the text to support your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Summarize How did the Portuguese use education and technology for their voyages of exploration?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Identify Causes and Effects Why did early Portuguese explorers and traders not have a lasting impact on the interior of Africa? Use evidence from the text to support your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Columbus Searches for a Route to Asia: Text6. Compare and Contrast How were Ferdinand and Isabella’s reasons for sponsoring Columbus’s

voyages of exploration similar to or different from Prince Henry’s reasons for sponsoring Portuguese exploration?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4

7. Infer Why did Columbus’s crew become anxious when no land was sighted after sailing for many weeks?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8. Hypothesize How do you think Native Americans would have responded to news about the Treaty of Tordesillas and the Line of Demarcation?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The Search for a Route to the Pacific: Text9. Compare and Contrast In the late 1400s and early 1500s, how was exploration of the Americas by the

English, Dutch, and French similar to or different from exploration of the Americas by the Spanish?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

10. Identify Steps in a Process What steps did Magellan take during his attempt to reach the Pacific Ocean?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5

European Expansion in Africa: Text11. Integrate Information from Diverse Sources Read the first two paragraphs of “The Dutch Settle Cape

Town.” Then look at the illustration showing a busy 1683 harbor scene at Cape Town, South Africa’s early Dutch settlement. What do the text and the illustration convey about the Cape Town? What different information about the Dutch settlement can you draw from these two sources?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12. Make Predictions In the years after the French and British began to establish footholds in Africa, they would come into conflict with each other all around the world. Review the “Causes of European Exploration” text earlier in this lesson. Then list factors that you predict will cause conflict between France and Britain.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6

Topic 2 Lesson 1 Quiz

Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number.

_____1. The control of most trade between Asia and Europe in the 1400s by Arab and Italian merchants caused

A. disruption in trade of luxury goods brought overland to Europe.B. Europeans outside Italy to search for direct access to Asia.C. Renaissance curiosity to spark a major religious revival in Europe.D. Europeans outside Italy to seek direct access to North Africa.

_____2. Why did the Portuguese think that they could find an easier way to reach Asia?A. They had alliances with European nations to send out expeditions.B. They had a large country and a long tradition of Asian exploration.C. They had a large fleet and had defeated Spain in recent sea battles.D. They had expert knowledge and advanced navigational technology.

_____3. Why did Columbus reach the Caribbean islands rather than the East Indies?A. He did not know that he had sailed far off course.B. He greatly underestimated the size of Earth.C. He was unaware that Earth was a sphere.D. He ran out of food and water and landed too soon.

_____4. How did the Portuguese establish footholds and trade on Africa's coasts?A. They explored inland and then established many permanent settlements around the Indian

Ocean.B. They fought sea battles with the Spanish to control access to the East African trade

routes.C. They established forts and trading posts on the coast and seized key ports around the

Indian Ocean.D. They formed commercial alliances with the Arabs who dominated the East African trade

network.

_____5. How did Balboa's search for a direct route to Asia differ from Magellan's voyage?A. Balboa reached the Caribbean; Magellan first saw the Pacific.B. Balboa found Cuba; Magellan sought a "northwest passage."C. Balboa crossed Panama; Magellan sailed around the world.D. Balboa found the Spice Islands; Magellan was shipwrecked.

7

Interactive Reading NotepadTopic 2 Lesson 2: Europeans Gain Footholds in Asia—Pages: 114 to 120

Key Terms —Use the textbook to define the following terms on a separate sheet of paper.1. Afonso de Albuquerque2. Mughal empire3. Dutch East India Company4. sepoy5. Matteo Ricci6. Qing7. Lord Macartney

Academic Vocabulary—This is just for reference.strategic: important to carrying out a plan of actionconvert: to bring over from one belief, view, or party to another; to bring about a religious conversionprosperous: marked by success or economic well-beingoverseas: in or to a foreign country that is across a sea or oceanmultitude: a great number of things or peopleporcelain: a hard, white substance that is very delicate and that is made by baking clayimperial: relating to an empire or emperor acknowledge: to say that you accept or do not deny the truth or existence of (something) turbulent: full of confusion, violence, or disorder; not stable or steady allegiance: loyalty or devotion to a cause or person

Portugal Builds an Empire in Asia: Text1. Integrate Information from Diverse Sources Read the two paragraphs of “Albuquerque in India” and

the first paragraph of “Trading Outposts Around the Indian Ocean.” Then look at the portrait of Albuquerque—Page 114. What do the text and illustration convey about Albuquerque? What different kinds of information about Albuquerque can you draw from both sources?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________2. Draw Inferences The Portuguese did not attempt to conquer inland territory. What does that tell you

about their assessment of the inland empires?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Rise of the Dutch and the Spanish: Text

8

3. Identify Supporting Details What details under “Dutch Sea Power” support the idea that the “successful voyage” of a Dutch fleet carrying spices “led to a frenzy of overseas activity”?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. Analyze Information Why did the leaders of the Netherlands give so much power to the Dutch East India Company?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. Identify Central Issues How did the location of the Philippines make it a valuable asset for Spain?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Europeans Trade in Mughal India Text6. Infer The Mughal empire gave trading rights to several European countries. What does this suggest

about the Mughal empire’s assumptions about the power of those European countries?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

7. Compare and Contrast the approaches Portugal and other European countries took to trading with South and Southeast Asia.

9

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Ming China and Europe: Text8. Analyze Interactions Why do you think the Ming eventually allowed the Portuguese and other

Europeans to have some limited trade with Chinese merchants?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

9. Use Visual Information Look at the image of Matteo Ricci—Page 117. Note how he is dressed, where he is, and the objects shown. What do these details convey about Ricci’s relationship to China?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The Manchus Conquer China: Text10. Cite Evidence How did the Manchus include the Chinese in their new Qing dynasty? Use evidence

from the text to support your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

11. Identify Cause and Effect What factors contributed to peace and prosperity in Qing China?

_______________________________________________________________________________________

10

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

12. Draw Inferences What do Qing China’s trade policies with European nations in the 1700s tell you about the state of the Qing economy?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

13. Analyze Interactions Why do you think Lord Macartney’s mission to China became a problem for future relations between the British and Qing China? Support your answer with details from the text.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Korea and Japan Choose Isolation: Text14. Draw Conclusions What was Korea’s main reason for choosing isolation?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

15. Compare Why did both Japan and Korea respond to increased foreign contact by going into isolation?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________16. Infer Why did Japan allow limited contact with the Dutch but not with the Spanish or Portuguese?

_______________________________________________________________________________________11

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


12


_____1. What strategy did the Portuguese use most successfully in building a trading empire in South and Southeast Asia?A. alliances with other European countriesB. military force against some Asian peoples; diplomatic relations with othersC. invasions deep into Asian lands; then divide and conquerD. an alliance with China to drive out rival Europeans

_____2. Which statement summarizes advantages that Dutch East India Company traders had over Portuguese and Spanish traders?A. The company had helpful agreements with English merchants.B. The company was not permitted to raise armies or sign treaties.C. The company was closely supervised by the Dutch government.D. The company could wage war and govern overseas territories.

_____3. Why did the Mughal emperor recognize the right of the British East India Company to collect taxes in northeastern India?A. The emperor decided that only the British could effectively collect these taxes.B. The French and Dutch East Companies made the weak emperor grant this right.C. The British East India Company forced the weak emperor to accept this right.D. The emperor was secretly plotting with the Dutch to attack the British.

_____4. Why did Matteo Ricci make such a strong impression on the Chinese?A. He did not attempt to convert them to Christianity.B. He was a Renaissance scholar with very limited interest in China.C. He did not share information about China with curious Europeans.D. He offered them knowledge about Renaissance Europe.

_____5. Spain's seizing control of the Philippines in the 1600s caused the Tokugawa shoguns toA. persecute Japanese Christians and ban European traders.B. encourage diplomatic and trade activities with the Dutch.C. limit Buddhist practices and celebration of seasonal festivals.D. dispatch an ambassador to Rome to learn about Christianity.

Interactive Reading NotepadTopic 2 Lesson 3 European Conquests in the Americas—Pages: 121 to 129

13

Key Terms —Use the textbook to define the following terms on a separate sheet of paper.1. Taíno2. conquistador3. Hernán Cortés4. Tenochtitlán5. Moctezuma6. Francisco Pizarro7. encomienda8. Bartolomé de Las Casas9. peon10. peninsular11. creole12. mestizo13. mulatto

Academic Vocabulary—This is just for referenceencounter: meetingornament: a small, fancy object that is put on something else to make it more attractiveinfluenza: a common illness that is caused by a virus and that causes fever, weakness, severe aches and pains, and breathing problems turquoise: bluish-green stone used in jewelry negotiate: to discuss something formally in order to make an agreementmonitor: to watch, keep track of, or check (something) usually for a special purpose over a period of timesymbolize: to represent, express, or identify by a symbol, an action, object, event, etc., that expresses or represents a particular idea or quality

First Encounters: Text1. Sequence Events Keep track of the sequence of events that led to European empires in the Americas

by completing a chart like the one below.

2. Identify Supporting Details What details under “The Taínos Meet Columbus” support the idea that the Spanish treated the Taínos harshly?

14

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Cortés Conquers the Aztecs: Text 3. Hypothesize Why do you think Malinche advised and translated for Cortés? How did she contribute to

the impact of European exploration on the Aztec empire?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. Cite Evidence Why did many Native American groups agree to make alliances with Cortés? Cite evidence from the text in support of your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. Identify Cause and Effect What caused Moctezuma to be terrified of Cortés? How did that affect his response to the arrival of the Spanish in Mexico?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

6. Infer Why do you think Moctezuma signed over his land and treasure to the Spanish? Use evidence from the text to support your answer.

15

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The Incan Empire and Beyond: Text7. Infer How do you think the bloody civil war between Atahualpa and his brother may have affected the

ability of the Incas to resist Pizarro?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

8. Summarize What was Pizarro’s response when Atahualpa refused the demands of the Spanish? Use evidence from the text to support your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

9. Identify Supporting Details What do you think is significant about the fact that “Unlike Spain’s American colonies, Brazil offered no instant wealth from silver or gold”? List details from the text that support this assertion.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

10. Draw Conclusions Why did some European governments approve of the operations of privateers? Support your conclusions with evidence from the text.

16

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Governing the Spanish Empire: Text11. Cite Evidence How did the Catholic Church work with the government to convert Native Americans to

Christianity and to make them loyal Spanish subjects? Cite evidence from the text to support your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

12. Identify Cause and Effect How did Spain’s desire to ensure profits from its American empire affect the economic activities of Spanish America?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

13. Analyze Information How did the introduction of sugar cane to the Americas impact Native Americans and Africans? Support your answer with details from the text.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Society and Culture in Spanish America: Text17

14. Make Generalizations How did a person’s occupation in Spanish colonial society reflect his or her social class? Supply details from the text to support your response.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

15. Infer The text states, “Women wishing an education might enter a convent.” What does this imply about Spanish colonial society?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

________________________________________________________________________________________

The Impact of Spanish Colonization: Text16. Identify Key Steps in a Process The wealth Spain gathered from the Americas made it Europe’s

greatest power. List actions that Spain took that support this statement.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

________________________________________________________________________________________

17. Contrast How did the impact of Spanish colonization in the Americas differ for the Spanish and Native Americans? Cite evidence from the text to support your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


18


_____1. Why were the results of Columbus's first meeting with Native Americans in the West Indies important?A. It had a sudden, short-term effect on European expansion.B. It had a serious, far-reaching impact on Native Americans.C. It had a major but gradual effect on Portuguese colonization.D. It had an unexpected, long-lasting impact on trade with Africa.

_____2. How were the Aztec and Inca empires impacted by Spanish conquistadors and European colonization?A. Conquistadors made peace with the empires, and then Europeans set up colonies.B. The Aztec and Inca empires shrank and survived only into the 1700s.C. Conquistadors destroyed the empires, and then Europeans built new settlements.D. The Aztec and Inca resisted and expelled both conquistadors and European settlers.

_____3. How did Portugal and other European nations challenge Spanish power?A. Portugal colonized Brazil, and other nations backed privateers and explorers.B. France colonized Brazil, and Portugal and others invaded Peru and New Spain.C. Netherlands captured the Philippines, and Portugal and others backed privateers.D. Portugal attacked Spain's colonies, and other nations aided the Spanish.

_____4. Which was an effect of Spain's regulation of trade in its American colonies?A. Colonists could only trade with other Spanish colonies.B. Colonists could export raw materials only to Spain.C. Colonists could trade silver with other European nations.D. Colonists could not buy Spanish manufactured goods.

_____5. Which was a major impact of Spanish colonization of the Americas?A. It gave Spain absolute control over all of South America.B. The cost of maintaining overseas colonies quickly drained the Spanish treasury.C. All traces of Native American culture were wiped out in the Americas.D. For the first time, sea routes connected much of the world.

Interactive Reading Notepad

19

Topic 2 Lesson 4: European Colonies in North America—Pages: 130 to 134

Key Terms —Use the textbook to define the following terms on a separate sheet of paper.1. New France2. Jacques Cartier3. Samuel de Champlain4. John Cabot5. Pilgrim6. compact7. French and Indian War8. Treaty of Paris

Academic Vocabulary—This is just for reference.prevail: to triumph

New France: Text1. Integrate Information from Diverse Sources Review the map and the text that detail New France’s

territorial extent, climate, and geography. What do the text and the map indicate about the geography of New France and the French colonists’ resourcefulness in making a profit despite geographical challenges?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Summarize How was the government of New France structured?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The 13 English Colonies: Text3. Draw Conclusions Why did English colonists have more self-government than the colonists of New

France? Use details from the text to elaborate.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. Compare and Contrast Create your own graphic organizer with two columns titled “English Colonies” and “Economy,” and three rows under those headings. Using the text, list three English colonial regions

20

of North America under the “Colonies” head. Then, under the “Economy” head, describe the kind of economy each colonial region had.

English Colonies Economy

A Power Struggle Begins: Text

5. Analyze Maps Using the map displaying North America before and after 1763, describe the changes that occurred in 1763 and the reasons for the changes.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

6. Identify Main Ideas How did the Seven Years’ War affect the balance of power in North America?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


21


_____1. As Europeans struggled for power in North America, Native Americans dealt with them byA. trading Native American gold for colonists' weapons.B. selling land claims and receiving permanent rights to live on the land.C. joining the conflict and playing the Europeans against one another.D. moving north to avoid the conflict.

_____2. The Pilgrims created the Mayflower Compact becauseA. they needed to establish their religious beliefs before landing.B. they wanted to set some guidelines for governing their colony.C. they wanted to make sure all men and women had the right to vote.D. there were royal officials onboard who required a constitution.

_____3. How did England's political traditions affect the types of government established in England's American colonies?A. English colonies were direct democracies with rights and freedoms.B. English colonial governments prohibited discrimination based on race or religion.C. English colonists had some limited representative self-government.D. English colonists elected members of Parliament.

_____4. The colonies of New France expanded into a vast territory, but grew slowly due toA. France's focus on receiving revenues from imported goods and taxes.B. the difficulty in maneuvering through the dense wilderness along the east coast.C. the difficulty in farming in the Canadian climate.D. England's obstruction of French trade routes along the Mississippi River.

_____5. How did England become the dominant power in North America?A. by paying mercenaries and privateers to fight the IndiansB. by winning a global war against FranceC. by staying neutral in the French and Indian WarD. by buying Canada and Florida from Spain

Interactive Reading Notepad

22

Topic 2 Lesson 5: The Slave Trade and Its Impact on Africa—Pages: 130 to 140

Key Terms —Use the textbook to define the following terms on a separate sheet of paper.1. plantation2. Afonso I3. missionary4. Olaudah Equiano5. triangular trade6. Middle Passage7. Osei Tutu 8. Oyo empire

Academic Vocabulary—This is just for reference.convert: cause to changedominate: to rule or control by superior powerunified: combined into onecommodity: anything bought and soldrestrain: to keep under control; to keep from actionThe African Slave Trade Expands: Text

1. Determine Central Ideas What is a main point about slavery that is communicated by the first three paragraphs of this section?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Analyze Interactions Read the section in this text called “African Resistance.” How did some African leaders try to resist slave trading? What were the European responses to these efforts?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The Atlantic Slave Trade: Text23

3. Analyze Sequence Read the text and look at the triangular trade map. Use a flowchart like the one below to show the general sequence of events in triangular trade (i.e., What were the first, second, and third legs of the triangular trade?).

4. Summarize How did port cities in New England benefit from slave trading even though few slaves

were brought to work in New England?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Horrors of the Middle Passage: Text5. Identify Supporting Details: The author makes the statement that “For enslaved Africans, the

Middle Passage was a horror.” Find and list some details from the text that support this statement.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

6. Determine Central Ideas Why does the author use the phrase “floating coffins” to describe slave ships?

_______________________________________________________________________________________

_______________________________________________________________________________________

Impact of the Slave Trade: Text24

7. Integrate Information from Diverse Sources Read this section and look at the map of Major African States About 1700. What does the text tell you about African states that benefited from the slave trade? What information does the map give you about these states?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Topic 2 Lesson 5 Quiz25


_____1. What was one main reason why slave trading greatly expanded beginning around the 1500s?A. Africans gave up trying to resist capture by European slave traders.B. Europeans started depending on slaves for free labor in new colonies.C. Europeans needed more slaves in their countries to manage the arrival of new colonial

goods.D. Arab merchants expanded the slave trade into South and East Asia.

_____2. How did the Atlantic slave trade contribute to the rise of some African states?A. Europeans brought some African leaders to Europe to teach them how to be kings.B. Europeans encouraged African empires to fight against each other.C. Some African groups moved inland to avoid the slave trade.D. Some African states participated in slave trading to gain wealth and power.

_____3. Which statement describes the third and final leg of the triangular trade?A. American goods were sold in Europe.B. Enslaved Africans were sold in the Americas.C. European goods were sold in Africa.D. European profits were used to buy plantations in the Americas.

_____4. Why was there such a high death rate during the Middle Passage?A. Slaves were branded and separated from their families.B. Slaves died of diseases and mistreatment.C. Many ships were sunk by pirates and privateers.D. The captains of slave ships committed genocide.

_____5. Which of the following conclusions about the slave trade is most valid based on the historical record?A. It affected millions of Africans.B. It prevented Brazil from becoming a prosperous country.C. It caused Europeans to establish colonies in the Americas.D. It caused Africans to unite and support the abolition of slavery.

Video: The Columbian Exchange26

1. (:40) John immediately lists a number of thing that occurred because of the Columbian Exchange. What are they?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. (1:35) Due to the Columbian Exchange, Europeans introduced new diseases to American populations, which resulted in death. About how many natives died from exposure to European diseases?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. (2:30 - 3:00) What are some of the side effects of diseases being introduced in the Americas?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. (4:15) Aside from venereal disease, what’s the one gift the New World gave to the Old World?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. (5:55) What animals brought to the Americas are listed by John as being ‘revolutionary’?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________6. (7:00) What from the Columbian Exchange had perhaps the biggest impact on the world?

27

_______________________________________________________________________________________

_______________________________________________________________________________________

7. (8:30) What happened to the world between 1650 and 1850 CE?

_______________________________________________________________________________________

_______________________________________________________________________________________

8. (9:50) In 2005, 58% of corn grown in America was used for what purpose?

_______________________________________________________________________________________

_______________________________________________________________________________________

Interactive Reading Notepad28

Topic 2 Lesson 6: Effects of Global Contact—Pages: 141 to 145

Key Terms —Use the textbook to define the following terms on a separate sheet of paper.1. Columbian Exchange2. Commercial Revolution3. price revolution4. capitalism5. free enterprise system6. entrepreneur7. mercantilism8. tariff

Academic Vocabulary—This is just for reference.dispersal: gathering, spreading ofmigration: movement from one country or place to anotherinvestment: the outlay of moneyexport: to send goods to other countries or places for saleexploited: made full use of, often selfishly

The Columbian Exchange: Text1. Analyze Sequence As you read this text, fill in the flowchart to analyze the sequence of events

having to do with the causes and effects of the Columbian Exchange.

29

2. Compare and Contrast Consider the Columbian Exchange and its effects on populations in Africa, Europe, and the Americas. How did the exchanges cause some populations to decline in number, while others rose in number?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

A Commercial Revolution: Text

3. Analyze Data: Look at the infographic on the first screen. What was the average Dutch annual income in the 1630s? At the same time, the price of one tulip bulb was approximately how many times more than the average annual salary? What does this data show about the effects of runaway inflation on an individual’s buying power?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. Identify Cause and Effect: What were some effects of the growth of European capitalism?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. Draw Inferences Read the section called “New Business Methods” What are some modern-day examples of joint-stock companies? Both in the past and today, what are the potential risks and rewards for investors?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

30

Mercantilism: Text

6. Identify Steps in a Process: By what steps did European governments put mercantilist principles into practice?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

7. Assess an Argument Consider the following statement: “The Commercial Revolution was very beneficial for European society.” How valid is that statement? Cite evidence from the text to agree or disagree with the statement.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

31



_____1. What was an effect of the movement of foods like corn and potatoes from the Western Hemisphere to the Eastern Hemisphere?A. Foods from the Americas contributed to population growth around the world.B. Foods from the Americas contributed to a rise in food prices around the world.C. Foods from Europe did not grow well in the Old World and famine resulted.D. Foods from the Americas became widely grown in Africa.

_____2. Which two events were most directly responsible for major population migrations in the 1700s?A. the African slave trade and potato famineB. the Commercial Revolution and Atlantic slave tradeC. the Commercial Revolution and price revolutionD. the Columbian Exchange and Atlantic slave trade

_____3. Which statement correctly summarizes an economic development that was part of the Commercial Revolution in the 1500s?A. Entrepreneurs made sure that no new laws imposed taxes or tariffs on businesses.B. Entrepreneurs were more interested in investing in agriculture than in global trade.C. Prices rose as more money, silver, and gold became available.D. Colonies were forced to import raw materials and export manufactured goods.

_____4. Which statement describes a characteristic of the free enterprise system of capitalism that expanded in Europe in the 1500s?A. Most businesses were owned and regulated by governments.B. Most businesses were privately operated by risk-taking entrepreneurs.C. Most businesses had to follow the rules established by churches and town guilds.D. Most businesses were freed from burdensome bank loans with interest.

_____5. According to mercantilists, what was the purpose of colonies?A. to export manufactured goods to parent countriesB. to import luxuries from parent countries at discounted pricesC. to provide inexpensive resources and raw materials to parent countriesD. to reduce competition and tariffs

32

Columbian Exchange Document Based InvestigationDirections: Read each document and chart and answer the questions that follow each.

Document A: Migration of Disease

IntroductionIt was not just people who migrated. As people traveled back and forth across the Atlantic, they carried with them their belongings, their cultures, and also their diseases. Some of the effects are described in the magazine article excerpt that follows.

Secondary Source

Although scholars debate the exact numbers, in Alvin Josephy's estimate, the Indian population fell from between fifteen and twenty million when the white man first arrived to a fraction of that 150 years later. Undoubtedly the Indians perished in great numbers. Yet although European enslavement of Indians and the Spanish forced labor system extracted a heavy toll in lives, the vast majority of Indian casualties occurred not as a result of hard labor or deliberate destruction but because of contagious diseases that the Europeans transmitted to the Indians. The spread of infection and unhealthy patterns of behavior was also reciprocal. From the Indians the Europeans contracted syphilis. The Indians also taught the white man about tobacco and cocaine, which would extract an incalculable human toll over the next several centuries. The Europeans, for their part, gave the Indians measles and smallpox. (Recent research has shown that tuberculosis predated the European arrival in the new world.) Since the Indians had not developed any resistance or immunity to these unfamiliar ailments, they perished in catastrophic numbers.

-- From ‘The Crimes of Christopher Columbus’ by Dinesh D'Souza, 1995

_____1. The author of this article believes that the Native American population declined greatly mostly because of A. enslavement, mistreatment, and hard labor.B. lack of immunity to some diseases.C. violent conflict.D. unhealthy patterns of behavior.

_____2. Which of the following statements about the effects of the Columbian Exchange can be supported by evidence in this article?A. Contagious diseases spread to both Europe and the Americas.B. Europeans deliberately killed between 15 and 20 million Indians.C. Tuberculosis was responsible for most Indian deaths.D. Europeans committed genocide against Native Americans.

3. Summarize How did the Columbian Exchange cause health problems for both Europeans and Native Americans?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

33

Document B: Exchange of Plants and Animals

Introduction

A wide variety of plants and animals were exchanged between the Americas in the Western Hemisphere and Europe and Africa in the Eastern Hemisphere. The table below provides a sample of these.

Secondary Source

_____1. According to the data in this chart, which two food plants were introduced to the Americas as part of the Columbian Exchange?A. Corn and squashB. Tobacco and coffeeC. Horses and riceD. Oats and wheat

_____2. According to the data in this chart, which two food plants were introduced to Europe and Africa as part of the Columbian Exchange?A. Melons and olivesB. Turkeys and llamasC. Tomatoes and pumpkinsD. Coffee and wheat

3. Hypothesize What effect, if any, do you think the Columbian Exchange of plants and animals has had on average life expectancy around the world? Explain your hypothesis.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________34

Document C: Missions in the Americas

Introduction

Wherever the Spanish traveled and settled in the Americas, Catholic missionary priests went with them. In 1772, Father Antonio Reyes, a Franciscan priest, compiled a report on the conditions of Franciscan missions in and around Sonora, Mexico. The excerpt that follows is from Father Reyes’s Report of 1772.

Primary Source

Every day at sunrise the bells call the Indians to Mass. An old Indian, commonly called mador, and two fiscales, go through the whole pueblo, requiring all children and unmarried persons to go to the church, to take part in the devotion and silence of the Mass. This over, they repeat in concert, in Spanish, with the minister, the prayers and the Creed. At sunset this exercise is repeated at the door of the church, and is concluded with saying the rosary and chanting the salve or the alvado. Themador and the fiscales are charged, on Sundays and feast days, to take care to require all men, women, and children at Mass, with their poor clothes clean, and all washed and combed.

-- From Report of 1772 by Father Antonio Reyes

_____1. Father Reyes reported that the Indians of the pueblo went to Mass becauseA. The Franciscan priests taught them about Christianity.B. The Indians of the pueblo were required to go to Mass.C. The mador and the fiscales prayed and chanted.D. Devotion and silence were important parts of the Mass.

_____2. According to the report, which of the following is TRUE about the Mass in the pueblo?A. Participants in the Mass spoke in Spanish.B. Few Indians went to the Mass.C. Franciscan priests preached about social equality.D. All Indians had to go to Mass every day.

3. Support a Point of View with Evidence Based on this historical report and your knowledge of the influence of European cultures in the Americas do you think the Catholic missions in Spanish America had a negative, positive, or mixed effect on Native Americans? Support your viewpoint with evidence.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

35

Document D: Society of Lima, Peru

Introduction

Antonio de Ulloa was a Spanish naval officer, scientist, and colonial official. He and fellow Spaniard Jorge Juan were in South America on a scientific expedition from 1736 to 1744. The excerpt that follows is from their book on the places and societies they encountered in South America.

Primary Source

The inhabitants of Lima are composed of whites, or Spaniards, Negroes, Indians, Mestizos, and other casts, proceeding from the mixture of all three. The Spanish families are very numerous; Lima according to the lowest computation, containing sixteen or eighteen thousand whites, Among these are reckoned a third or fourth part of the most distinguished nobility of Peru; and many of these dignified with the stile of ancient or modern Castilians, among which are no less than 45 counts and marquises. The number of knights belonging to the several military orders is also very considerable. Besides these are many families no less respectable and living in equal splendor; particularly 24 gentlemen of large estates, but without titles, tho' most of them have ancient seats, a proof of the antiquity of their families. One of these traces, with undeniable certainty, his descent from the Incas. The name of this family is Ampuero, so called from one of the Spanish commanders at the conquest of this country, who married a Coya, or daughter of the Inca. To this family the kings of Spain have been pleased to grant several distinguishing honours and privileges, as marks of its great quality: and many of the most eminent families in the city have desired intermarriages with it.

-- From A Voyage to South America by Jorge Juan and Antonio de Ulloa, 1748

_____1. One of the main ideas of this primary source is thatA. The various classes of Peruvian society all had equal rights.B. The Inca were the highest class in Peruvian society.C. Peruvian society was racially and ethnically diverse.D. Native Americans were one of the lowest classes in Peru.

_____2. Which of the following was TRUE about the Ampuero family of Lima, Peru?A. They were the hereditary rulers of Peru.B. They were descended from enslaved Africans.C. They were one of the noblest families of Spain.D. They had a mix of Spanish and Inca ancestry.

3. Cite Evidence Which groups of people in Spanish colonial society were the highest classes and why? Cite evidence from this primary source to support your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

36

Topic 2 Test—New Global Connections37

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. Which phrase best completes the chart showing causes of European exploration?

A. government oppression at homeB. desire for direct access to the valuable Asian spice tradeC. desire to improve their standard of livingD. search for a better climate

____ 2. Who led the expedition referenced in the text?

On September 8, 1522, nearly three years after setting out, the survivors—one ship and 18 sailors—reached Spain. The survivors had been the first people to circumnavigate, or sail around, the world. Antonio Pigafetta, one of the few survivors of the expedition, observed: “I believe of a certainty that no one will ever again make such a voyage.”A. Christopher ColumbusB. Ferdinand MagellanC. Osei TutuD. Prince Henry

____ 3. Portuguese traders and the Boers were similar in that both . . .A. sought gold, silver, and precious gems.B. looked on Africans as their inferiors.C. generally failed in their efforts to trade with Ming China.D. established forts throughout West Africa.

____ 4. Which statement is true in the context of early European exploration?A. The voyage of Christopher Columbus was sponsored by Portugal.B. The Treaty of Tordesillas was signed between Spain and Portugal.C. A Line of Demarcation divided Europe into two zones.D. Christopher Columbus was the one who gave the Americas that name.

____ 5. Which statement is true in the context of European exploration in Asia?A. The Dutch East India Company had full sovereign powers unlike Portuguese traders.B. The Dutch failed to compete with the Portuguese and could not enforce a monopoly over

Spice Islands.C. The Europeans saw no promise in Mughal India and never sought trading rights from the

Mughal emperors.D. The Ming dynasty in China showed great interest in establishing trade relationships with

the Portuguese.

____ 6. Which statement most accurately describes the encounter between Hernán Cortés and the Aztecs?A. The Aztec king Moctezuma was hostile towards Cortés and wanted to imprison him.

38

B. The Spanish scorned the Aztecs’ religion and sought to convert them to Christianity.C. The conflict between the Aztecs and Cortés resulted in the death of Cortés.D. The Spanish and Cortés failed to reach the capital of the Aztec empire.

____ 7. Which statement about the slave trade is true?A. European traders often went into Africa's interior on slave raids.B. Some African leaders, such as Afonso, tried to end the slave trade, while others

encouraged it.C. The slave trade had minimal effects on West Africa in the 1600s and 1700s.D. The Middle Passage was a relatively easy voyage to the Americas.

____ 8. The 1763 ________ officially ended the Seven Years’ War and ensured British dominance in North America.A. Treaty of ParisB. Treaty of TordesillasC. Treaty of MelfiD. Treaty of Windsor

____ 9. Which statement is true about Osei Tutu?A. He ensured that no slave trade happened during the rule of the Asante kingdom.B. His kingdom was defeated by a powerful neighboring kingdom known as the Denkyera.C. He claimed that his right to rule came from heaven, and that people in the kingdom were

linked by spiritual bonds.D. He could not manage to build a stable state, as he refused to trade with Europeans and

could not control gold mining.

____ 10. Which statement is true about Portuguese exploration?A. The exploration ended after the death of Prince Henry in 1460.B. The Portuguese were attacked and defeated by Muslim traders on the East African coast.C. The Portuguese explored the interiors of Africa and established footholds.D. The Portuguese found a trade route through the Indian Ocean to Asia.

____ 11. This photograph shows a place which was also the departure point for _______________, a Portuguese navigator who set out for Asia in 1497.

A. Christopher ColumbusB. Prince HenryC. Hernán CortésD. Vasco da Gama

____ 12. Which statement is true in the context of European exploration in Asia?A. Spain was the first European power to gain a foothold in Asia.B. Portugal seized the island of Goa, making it their major military and commercial base.

39

C. For most of the 1500s, Portugal could not control the spice trade between Europe and Asia.

D. Italy was the first European country to challenge Portuguese domination of Asian trade in the 1500s.

____ 13. Devastated by the two invasions, Korean rulers adopted a policy of isolation, excluding foreigners except the Chinese and a few Japanese. When European sailors were shipwrecked on Korean shores, they were imprisoned and held as spies.

Which country carried out one of the invasions in Korea discussed in the text?A. ItalyB. JapanC. PortugalD. Spain

____ 14. Which statement is true about European conquests in the Americas?A. When Columbus first arrived in the West Indies, he was faced with the hostility of the

Taíno people.B. Columbus’s men assaulted Taíno men and women and claimed their land for Spain.C. After Columbus’s encounter, no Spanish conquerors explored the Americas.D. The Spanish invaders did not have enough weapons to conquer the Native Americans.

____ 15. Who said this about the Taínos who lived in the West Indies?

“Artless and generous . . . to such a degree as no one would believe but him who had seen it. Of anything they have, if it be asked for, they never say no, but do rather invite the person to accept it, and show as much lovingness as though they would give their hearts . . .” A. Christopher ColumbusB. Vasco da GamaC. Affonso ID. Ferdinand Magellan

____ 16. When colonists later protested British policies in North America, they viewed themselves as “freeborn Englishmen” who were defending their traditional rights.

Which of the following describes one of the “traditional rights” being referred to in the text?A. the right to own lands in American coloniesB. the right to covert Native Americans to ChristianityC. the right to marry settlers from different countriesD. the right to have representative assemblies and Parliament

____ 17. Why did the colony of New France grow slowly?A. The Native Americans strongly resisted the French who were exploring inland Canada.B. The French were resisted by the Swedish settlers in Canada, which halted the growth of

New France.C. The harsh Canadian climate with long winters attracted few French peasants.D. Fur trapping and trading did not yield good profits for Canadian settlers.

____ 18. Which phrase best explains the scene depicted in this image?

40

A. decks of slave ships with African captivesB. bodies of European explorersC. illustration of the Columbian ExchangeD. survivors of Magellan’s expedition

____ 19. _________ is a policy by which a nation sought to export more than it imported in order to build its supply of gold and silver.

A. MercantilismB. CommunismC. SocialismD. Capitalism

____ 20. So that the largest possible cargo might be carried, the captives were wedged belowdecks, chained to low-lying platforms stacked in tiers, with an average individual space allotment that was 6 feet long, 16 inches wide, and perhaps 3 feet high (183 cm by 41 cm by 91 cm). Unable to stand erect or turn over, many slaves died in this position.

The text is most likely describingA. the Middle Passage.B. the Macartney embassy.C. the Magellan circumnavigation expedition.D. Encomienda.

Essay--Answer 3 of the following 6 questions on a separate piece of paper. Use complete sentences that include capitalizing the first word in a sentence, capitalizing proper nouns, and putting punctuation at the end of each sentence. Spell the words to the best of your ability. Each question is worth 5 points.

1. How did the Dutch settlers in Africa treat the native people?

2. How did Moctezuma misjudge Cortés?

3. What was the Mayflower Compact, and why was it significant?

4. Explain the importance of Ferdinand Magellan’s expedition.

5. Describe the global struggle between Britain and France during the 1700s.

6. Explain the Columbian Exchange.

41

Documents

public.rcas.org History Modern 2… · Web viewpublic.rcas.org