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Hernn Corts
404
The Age of Exploration
15001800
Key EventsAs you read this chapter, look for the key events of
the Age of Exploration.
Europeans risked dangerous ocean voyages to discover new sea
routes. Early European explorers sought gold in Africa then began
to trade slaves.
Trade increased in Southeast Asia, and the Dutch built a trade
empire based on spices in the Indonesian Archipelago.
The Impact TodayThe events that occurred during this time period
still impact our lives today.
European trade was a factor in producing a new age of commercial
capitalism that was one of the first steps toward todays world
economy.
The consequences of slavery continue to impact our lives today.
The Age of Exploration led to a transfer of ideas and products,
many of which are still
important in our lives today.
World History Video The Chapter 13 video, Magellans
Voyage,chronicles European exploration of the world.
1480 1510 1540 1570 1600
1497John Cabot andAmerigo Vespucciexplore theAmericas
1519Spanish beginconquest ofMexico
1492ChristopherColumbusreaches theAmericas
1518First boatloadof slavesbrought directlyfrom Africa tothe
Americas
1520Magellan sailsinto PacificOcean
Amerigo Vespucci
1595First Dutch fleetarrives in India
Shackled African slaves
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405
HISTORY
Chapter OverviewVisit the Glencoe WorldHistory Web site at
and click on Chapter 13ChapterOverview to preview chapter
information.
wh.glencoe.com1630 1660 1690 1720 1750
1767Burmese sackThai capital
1630English foundMassachusettsBay Colony
World map, 1630
Ships of the Dutch East India Company
c. 1650Dutch occupyPortuguese fortsin Indian Oceantrading
areas
c. 1700English establishcolonial empire inNorth America
http://wh.glencoe.com
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Strait of Magellan
ATLANTICOCEAN
PACIFICSEA
SOUTHAMERICA
406
onvinced that he could find a sea passage to Asia throughthe
Western Hemisphere, the Portuguese explorer Ferdi-
nand Magellan persuaded the king of Spain to finance his
voy-age. On September 20, 1519, Magellan set sail on the
AtlanticOcean with five ships and a Spanish crew of about 250
men.
After reaching South America, Magellans fleet moveddown the
coast in search of a strait, or sea passage, thatwould take them
through America. His Spanish ship captainsthought he was crazy: The
fool is obsessed with his searchfor a strait, one remarked.
At last, in November 1520, Magellan passed through a nar-row
waterway (later named the Strait of Magellan) andemerged in the
Pacific Ocean,which he called the Pacific Sea.Magellan reckoned
that itwould be a short distance from there to the Spice Islandsof
the East.
Week after week he and hiscrew sailed on across the Pacificas
their food supplies dwindled. At last they reached thePhilippines
(named after the future King Philip II of Spain).There, Magellan
was killed by the native peoples. Only one ofhis original fleet of
five ships returned to Spain, but Magellanis still remembered as
the first person to sail around the world.
CMagellan Sails Around the World
FerdinandMagellan
Discovery of Magellan Strait by an unknown artist
Why It MattersAt the beginning of the sixteenthcentury, European
adventurerslaunched their small fleets into thevast reaches of the
Atlantic Ocean.They were hardly aware that theywere beginning a new
era, not onlyfor Europe but also for the peoplesof Asia, Africa,
and the Americas.These European voyages markedthe beginning of a
process that ledto radical changes in the political,economic, and
cultural life of theentire non-Western world.
History and You Create a mapto scale that shows Spain,
SouthAmerica, and the Philippines. Drawthe route Magellan took from
Spainto the Philippines. If the voyage tookabout 20 months, how
many mileseach day, on average, did Magellantravel? How long would
a similarsea voyage take today?
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1494The Treaty of Tordesillasdivides the Americas
1500Pedro Cabral lands in South America
Guide to Reading
Exploration and Expansion
Preview of Events
1550Spanish gain controlof northern Mexico
1480 1495 1510 1525 1540 1555
In a letter to the treasurer of the king and queen of Spain,
Christopher Columbusreported on his first journey:
Believing that you will rejoice at the glorious success that our
Lord has granted mein my voyage, I write this to tell you how in
thirty-three days I reached the Indies withthe first fleet which
the most illustrious King and Queen, our Sovereigns, gave me,where
I discovered a great many thickly-populated islands. Without
meeting resistance,I have taken possession of them all for their
Highnesses. . . . When I reached [Cuba], Ifollowed its coast to the
westward, and found it so large that I thought it must be
themainlandthe province of [China], but I found neither towns nor
villages on the sea-coast, save for a few hamlets.
Letters from the First Voyage, edited 1847
To the end of his life, despite the evidence, Columbus believed
he had found a newroute to Asia.
Motives and MeansThe dynamic energy of Western civilization
between 1500 and 1800 was most
apparent when Europeans began to expand into the rest of the
world. First Portu-gal and Spain, then later the Dutch Republic,
England, and France, all rose to neweconomic heights through their
worldwide trading activity.
Voices from the Past
Main Ideas In the fifteenth century, Europeans
began to explore the world. Portugal, Spain, the Dutch Republic,
and
England reached new economic heightsthrough worldwide trade.
Key Termsconquistador, colony, mercantilism,balance of trade
People to IdentifyVasco da Gama, Christopher Columbus,John
Cabot, Amerigo Vespucci, FranciscoPizarro, Ferdinand Magellan
Places to LocatePortugal, Africa, Melaka, Cuba
Preview Questions1. Why did Europeans travel to Asia?2. What
impact did European expansion
have on the conquerors and theconquered?
Reading StrategySummarizing Information Use a chartlike the one
below to list reasons whyMelaka, a port on the Malay Peninsula,was
important to the Portuguese.
CHAPTER 13 The Age of Exploration 407
Importance of Melaka
1488Bartholomeu Dias roundsthe Cape of Good Hope
Christopher Columbus
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Lambert Azimuthal Equal-Area projection2,000 kilometers0
2,000 miles0
N
S
EW
Death ofMagellanApril 1521
30E60W 60E 90E 120E 150E 180120W 90W150W 030W
0
30S
30N
60N
60S
EQUATOR
TROPIC OFCAPRICORN
TROPIC OF CANCER
Dias 14
87 Elcano (for
Magellan) 1
522
Elcano
Mag
ellan
1519-
1520
Magellan 1521
Cortes 1519 Columbus 149
2
Verrazano
1524
da Gam
aCa
bral
150
0Cab
ral
daG
am
a 1497
Cartier 1534
Cabot
1497
Hudson 1610
Hudson 1609
Magellan
Pizarro
1531-1532 AtlanticOcean
INDIanOcean
pacificOcean
HudsonBay
CaribbeanSea
pacificOcean
Strait of Magellan
Strait ofMalacca
A S I A
AFRICA
EUROPE
AUSTRALIASOUTHAMERICA
NORTHAMERICA
Philippines
Greenland
HispaniolaBahamasCuba
Spice Islands(Moluccas)
SPAINPORTUGAL
NETHERLANDSFRANCE
PERU
CHINAINDIA
JAPAN
HONDURAS
MEXICO
ENGLAND
Lima
Tenochtitlan(Mexico City)
MelakaCalicut
Goa
For almost a thousand years, Europeans hadmostly remained in one
area of the world. At the endof the fifteenth century, however,
they set out on aremarkable series of overseas journeys. What
causedthem to undertake such dangerous voyages to theends of the
earth?
Europeans had long been attracted to Asia. In thelate thirteenth
century, Marco Polo had traveled withhis father and uncle to the
Chinese court of the greatMongol ruler Kublai Khan. He had written
anaccount of his experiences, known as The Travels. Thebook was
read by many, including Columbus, whowere fascinated by the exotic
East. In the fourteenthcentury, conquests by the Ottoman Turks
reduced theability of westerners to travel by land to the
East.People then spoke of gaining access to Asia by sea.
Economic motives loom large in European expan-sion. Merchants,
adventurers, and state officials hadhigh hopes of expanding trade,
especially for thespices of the East. The spices, which were needed
topreserve and flavor food, were very expensive afterbeing shipped
to Europe by Arab middlemen. Euro-peans also had hopes of finding
precious metals. OneSpanish adventurer wrote that he went to the
Amer-icas to give light to those who were in darkness, andto grow
rich, as all men desire to do.
This statement suggests another reason for theoverseas voyages:
religious zeal. Many people sharedthe belief of Hernn Corts, the
Spanish conqueror ofMexico, that they must ensure that the natives
areintroduced into the holy Catholic faith.
There was a third motive as well. Spiritual andsecular affairs
were connected in the sixteenth cen-tury. Adventurers such as Corts
wanted to convertthe natives to Christianity, but grandeur, glory,
and aspirit of adventure also played a major role in Euro-pean
expansion.
God, glory, and gold, then, were the chiefmotives for European
expansion, but what made thevoyages possible? By the second half of
the fifteenthcentury, European monarchies had increased their
408 CHAPTER 13 The Age of Exploration
DutchEnglishFrenchPortugueseSpanish
European Voyages of Discovery
For more than a hundred years European explorers sailedthe globe
searching for wealth and glory.
1. Interpreting Maps Which continents were leftuntouched by
European explorers?
2. Applying Geography Skills Create a table that orga-nizes the
information on this map. Include the explorer,date, sponsoring
country, and area explored.
-
power and their resources. They could now turn theirenergies
beyond their borders. Europeans had alsoreached a level of
technology that enabled them tomake a regular series of voyages
beyond Europe. Anew global age was about to begin.
Explaining What does the phraseGod, glory, and gold mean?
The Portuguese Trading EmpirePortugal took the lead in European
exploration.
Beginning in 1420, under the sponsorship of PrinceHenry the
Navigator, Portuguese fleets began prob-ing southward along the
western coast of Africa.There, they discovered a new source of
gold. The
Reading Check
southern coast of West Africa thus became known toEuropeans as
the Gold Coast.
Portuguese sea captains heard reports of a route toIndia around
the southern tip of Africa. In 1488,Bartholomeu Dias rounded the
tip, called the Cape ofGood Hope. Later, Vasco da Gama went around
thecape and cut across the Indian Ocean to the coast ofIndia. In
May of 1498, he arrived off the port of Cali-cut, where he took on
a cargo of spices. He returnedto Portugal and made a profit of
several thousandpercent. Is it surprising that da Gamas voyage
wasthe first of many along this route?
Portuguese fleets returned to the area to destroyMuslim shipping
and to gain control of the spicetrade, which had been controlled by
the Muslims. In
409CHAPTER 13 The Age of Exploration
Early compass
Sea Travel in an Age of Exploration
European voyagers acquired much of theirknowledge about sailing
from the Arabs. Forexample, sailors used charts that Arab
navigatorsand mathematicians had drawn in the thirteenthand
fourteenth centuries. Known as portolani,these charts recorded the
shapes of coastlines anddistances between ports. They were very
valuable inEuropean waters. Because the charts were drawnon a flat
scale and took no account of the curvatureof the earth, however,
they were of little help onoverseas voyages.
Only as sailors began to move beyond the coastsof Europe did
they gain information about theactual shape of the earth. By 1500,
cartographythe art and science ofmapmakinghad reached the point
where Europeans had fairly accuratemaps of the areas they had
explored.
Europeans also learned new navigational techniques from the
Arabs. Pre-viously, sailors had used the position of the North Star
to determine their lat-itude. Below the Equator, though, this
technique was useless. The compassand the astrolabe (also perfected
by the Arabs) greatly aided exploration.The compass showed in what
direction a ship was moving. The astrolabeused the sun or a star to
ascertain a ships latitude.
Finally, European shipmakers learned how to use lateen
(triangular) sails,which were developed by the Arabs. New ships,
called caravels, were moremaneuverable and could carry heavy cannon
and more goods.
Evaluating Which one advance was the most important for
earlyexplorers? Why?
Map of the world, 1571
Caravel (small fifteenth- and sixteenth-century ship)
Cargo hold
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1509, a Portuguese fleet of warships defeated a com-bined fleet
of Turkish and Indian ships off the coastof India. A year later,
Admiral Afonso de Albu-querque set up a port at Goa, on the western
coast of India.
The Portuguese then began to range more widelyin search of the
source of the spice trade. Soon, Albu-querque sailed into Melaka on
the Malay Peninsula.Melaka was a thriving port for the spice trade.
ForAlbuquerque, control of Melaka would help todestroy Arab control
of the spice trade and providethe Portuguese with a way station on
the route to theMoluccas, then known as the Spice Islands.
From Melaka, the Portuguese launched expedi-tions to China and
the Spice Islands. There, theysigned a treaty with a local ruler
for the purchase andexport of cloves to the European market. This
treatyestablished Portuguese control of the spice trade.
ThePortuguese trading empire was complete. However,it remained a
limited empire of trading posts. The
Portuguese had neither the power, the people, northe desire to
colonize the Asian regions.
Why were the Portuguese the first successfulEuropean explorers?
Basically it was a matter of gunsand seamanship. Later, however,
the Portuguesewould be no match for other European
forcestheEnglish, Dutch, and French.
Explaining Why did Afonso deAlbuquerque want control of
Melaka?
Voyages to the AmericasThe Portuguese sailed eastward through
the
Indian Ocean to reach the source of the spice trade.The Spanish
sought to reach it by sailing westwardacross the Atlantic Ocean.
With more people andgreater resources, the Spanish established an
over-seas empire that was quite different from the Por-tuguese
trading posts.
Reading Check
What Was the Impact of Columbuson the Americas?Historians have
differed widelyover the impact of Columbuson world history. Was he
ahero who ushered in eco-nomic well being through-out the world?
Or, was he a prime mover in thedestruction of the peo-ple and
cultures ofthe Americas?
The whole history of the Americas stems fromthe Four Voyages of
Columbus. . . . Today a core ofindependent nations unite in homage
to Christo-pher, the stout-hearted son of Genoa, who
carriedChristian civilization across the Ocean Sea.
Samuel Eliot Morison, 1942Admiral of the Ocean Sea,
A Life of Christopher Columbus
Just twenty-one years after Columbuss first land-ing in the
Caribbean, the vastly populous islandthat the explorer had re-named
Hispaniola waseffectively desolate; nearly 8,000,000 people. . .had
been killed by violence, disease, and despair.[W]hat happened on
Hispaniola was the equivalentof more than fifty Hiroshimas.* And
Hispaniola wasonly the beginning.
David E. Stannard, 1992American Holocaust: Columbus
and the Conquest of the New World*The atom bomb dropped on
Hiroshima, Japan, killed at least130,000 people.
410 CHAPTER 13 The Age of Exploration
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The Voyages of Columbus An important figure inthe history of
Spanish exploration was an Italian,Christopher Columbus. Educated
Europeans knewthat the world was round, but had little
understand-ing of its circumference or of the size of the
continentof Asia. Convinced that the circumference of Earthwas not
as great as others thought, Columbusbelieved that he could reach
Asia by sailing westinstead of east around Africa.
Columbus persuaded Queen Isabella of Spain tofinance an
exploratory expedition. In October 1492,he reached the Americas,
where he explored thecoastline of Cuba and the island of
Hispaniola.
Columbus believed he had reached Asia.Through three more
voyages, he sought in vain tofind a route through the outer islands
to the Asianmainland. In his four voyages, Columbus reachedall the
major islands of the Caribbean and Hondurasin Central Americaall of
which he called theIndies.
A Line of Demarcation By the 1490s, then, the voy-ages of the
Portuguese and Spanish had alreadyopened up new lands to
exploration. Both Spain andPortugal feared that the other might
claim some of itsnewly discovered territories. They resolved their
con-cerns by agreeing on a line of demarcation, an imag-inary line
that divided their spheres of influence.
According to the Treaty of Tordesillas (TAWRduhSEEyuhs), signed
in 1494, the line wouldextend from north to south through the
AtlanticOcean and the easternmost part of the South Ameri-can
continent. Unexplored territories east of the linewould be
controlled by Portugal, and those west ofthe line by Spain. This
treaty gave Portugal controlover its route around Africa, and it
gave Spain rightsto almost all of the Americas.
Race to the Americas Other explorers soon real-ized that
Columbus had discovered an entirely newfrontier.
Government-sponsored explorers frommany countries joined the race
to the Americas. AVenetian seaman, John Cabot, explored the
NewEngland coastline of the Americas for England. ThePortuguese sea
captain Pedro Cabral landed in SouthAmerica in 1500. Amerigo
Vespucci (vehSPOOchee), a Florentine, went along on several
voyagesand wrote letters describing the lands he saw. Theseletters
led to the use of the name America (afterAmerigo) for the new
lands.
411CHAPTER 13 The Age of Exploration
Columbus petitions Queen Isabella for financial support of
hisexplorations.
When the two races first met on the easterncoast of America,
there was unlimited potentialfor harmony. The newcomers could have
adaptedto the hosts customs and values. . . . But this didnot
happen . . . [Columbus] viewed the natives ofAmerica with arrogance
and disdain . . . Colum-bus wrote of gold, . . . and of spices, . .
. andslaves, as many as they shall order to beshipped. . . .
George P. Horse Capture, 1992An American Indian Perspective,
Seeds of Change
1. Using information from the text and outsidesources, write an
account of Columbuss voyagesfrom his point of view. If Columbus
were toundertake his voyages today, would he doanything
differently? If not, why not?
2. Using the information in the text and your ownresearch,
evaluate the validity of these threeexcerpts. Which excerpt
corroborates theinformation of the other? What might account forthe
difference in the viewpoints expressed here?
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Europeans called these territories the New World,but the lands
were hardly new. They already hadflourishing civilizations made up
of millions of peo-ple when the Europeans arrived. The Americas
were,of course, new to the Europeans, who quickly sawopportunities
for conquest and exploitation.
Examining Why did the Spanish andPortuguese sign the Treaty of
Tordesillas?
The Spanish EmpireThe Spanish conquerors of the
Americasknown
as conquistadorswere individuals whose guns anddetermination
brought them incredible success. Theforces of Hernn Corts took only
three years to over-throw the mighty Aztec Empire in Central
Mexico(see Chapter 11). By 1550, the Spanish had gainedcontrol of
northern Mexico. In South America, anexpedition led by Francisco
Pizarro took control ofthe Incan Empire high in the Peruvian Andes.
Within30 years, the western part of Latin America, as theselands in
Mexico and Central and South America werecalled, had been brought
under Spanish control. (ThePortuguese took over Brazil, which fell
on their sideof the line of demarcation.)
By 1535, the Spanish had created a system of colo-nial
administration in the Americas. Queen Isabelladeclared Native
Americans (then called Indians, afterthe Spanish word Indios,
inhabitants of the Indies) to be her subjects. She granted the
Spanish encomienda,or the right to use Native Americans as
laborers.
The Spanish were supposed to protect Native Amer-icans, but the
settlers were far from Spain and largelyignored their rulers.
Native Americans were put towork on sugar plantations and in gold
and silver mines.Few Spanish settlers worried about protecting
them.
Forced labor, starvation, and especially diseasetook a fearful
toll on Native American lives. With lit-tle natural resistance to
Europeandiseases, the native peoples wereravaged by smallpox,
measles,and typhus, and many of themdied. Hispaniola, for example,
hada population of 250,000 whenColumbus arrived. By 1538, only500
Native Americans had sur-vived. In Mexico, the populationdropped
from 25 million in 1519 to1 million in 1630.
In the early years of the con-quest, Catholic missionaries
con-verted and baptized hundreds of
Reading Check
thousands of native peoples. With the arrival of themissionaries
came parishes, schools, and hospitalsall the trappings of a
European society. Native Amer-ican social and political structures
were torn apartand replaced by European systems of religion,
lan-guage, culture, and government.
Evaluating What was the impact of the Spanish settlement on the
Native Americans?
Economic Impact and CompetitionInternational trade was crucial
in
creating a new age of commercial capitalism, one of thefirst
steps in the development of the world economy.Spanish conquests in
the Americas affected
not only the conquered but also the conquerors. This was
especially true in the economic arena.Wherever they went, Europeans
sought gold and sil-ver. One Aztec commented that the Spanish
con-querors longed and lusted for gold. Their bodiesswelled with
greed; they hungered like pigs for that gold. Rich silver deposits
were found andexploited in Mexico and southern Peru
(modernBolivia).
Colonists established plantations and ranches toraise sugar,
cotton, vanilla, livestock, and other prod-ucts introduced to the
Americas for export to Europe.Agricultural products native to the
Americas, such aspotatoes, cocoa, corn, and tobacco, were also
shippedto Europe. The extensive exchange of plants and ani-mals
between the Old and New Worldsknown asthe Columbian
Exchangetransformed economicactivity in both worlds.
At the same time, Portuguese expansion in the East created its
own economic impact. With their Asiantrading posts, Portugal soon
challenged the Italian states as the chief entry point of the
eastern trade in spices, jewels, silk, and perfumes. Other
European nations soon soughtsimilar economic benefits.
New Rivals Enter the SceneBy the end of the sixteenthcentury,
several new Euro-pean rivals had entered thescene for the eastern
trade.The Spanish establishedthemselves in the PhilippineIslands,
where FerdinandMagellan had landed earlier.They turned the
Philippinesinto a major Spanish base for
Reading Check
412 CHAPTER 13 The Age of Exploration
Incan mask
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trade across the Pacific. Spanish ships carried silverfrom
Mexico to the Philippines and returned to Mex-ico with silk and
other luxury goods.
At the beginning of the seventeenth century, anEnglish fleet
landed on the northwestern coast ofIndia and established trade
relations with the peoplethere. Trade with Southeast Asia soon
followed.
The first Dutch fleet arrived in India in 1595.Shortly after,
the Dutch formed the East India Com-pany and began competing with
the English and thePortuguese.
The Dutch also formed the West India Company tocompete with the
Spanish and Portuguese in theAmericas. The Dutch colony of New
Netherlandstretched from the mouth of the Hudson River as farnorth
as Albany, New York. Present-day names suchas Staten Island,
Harlem, and the Catskill Mountainsremind us that it was the Dutch
who initially settledthe Hudson River valley.
After 1660, however, rivalry with the English andthe French (who
had also become active in NorthAmerica) brought the fall of the
Dutch commercialempire in the Americas. The English seized the
colonyof New Netherland and renamed it New York.
During the 1600s, the French colonized parts ofwhat is now
Canada and Louisiana. English settlers,meanwhile, founded Virginia
and the MassachusettsBay Colony. By 1700, the English had
established acolonial empire along the eastern seaboard of
NorthAmerica. They also had set up sugar plantations onvarious
islands in the Caribbean Sea.
413CHAPTER 13 The Age of Exploration
Checking for Understanding1. Define conquistador, colony,
mercan-
tilism, balance of trade.
2. Identify Vasco da Gama, ChristopherColumbus, John Cabot,
AmerigoVespucci, Francisco Pizarro, FerdinandMagellan.
3. Locate Portugal, Africa, Melaka, Cuba.
4. Explain why the Spanish were so hun-gry for gold.
5. List the institutions of European societythat were brought to
the Americas byEuropean missionaries.
Critical Thinking6. Describe Identify and briefly describe
the negative consequences of the Span-ish encomienda system.
Were thereany positive consequences?
7. Identifying Information Use a webdiagram like the one below
to listmotives for European exploration.
Analyzing Visuals8. Examine the photograph of the Incan
mask shown on page 412 of your text.How could artifacts such as
this haveincreased the European desire toexplore and conquer the
Americas?
Motives forExploration
9. Descriptive Writing Research oneof the expeditions discussed
in thissection. Write a journal entrydescribing your experiences as
a sailor on the expedition. Providedetails of your daily life on
the shipand what you found when you firstreached land.
Trade, Colonies, and Mercantilism Led by Por-tugal and Spain,
European nations in the 1500s and1600s established many trading
posts and coloniesin the Americas and the East. A colony is a
settle-ment of people living in a new territory, linked withthe
parent country by trade and direct governmentcontrol.
With the development of colonies and tradingposts, Europeans
entered an age of increased interna-tional trade. Colonies played a
role in the theory ofmercantilism, a set of principles that
dominated eco-nomic thought in the seventeenth century. Accordingto
mercantilists, the prosperity of a nation dependedon a large supply
of bullion, or gold and silver. Tobring in gold and silver
payments, nations tried tohave a favorable balance of trade. The
balance oftrade is the difference in value between what a
nationimports and what it exports over time. When the bal-ance is
favorable, the goods exported are of greatervalue than those
imported.
To encourage exports, governments stimulatedexport industries
and trade. They granted subsidies, orpayments, to new industries
and improved transporta-tion systems by building roads, bridges,
and canals. Byplacing high tariffs, or taxes, on foreign goods,
theytried to keep these goods out of their own countries.Colonies
were considered important both as sources ofraw materials and
markets for finished goods.
Identifying What products were sentfrom the Americas to
Europe?
Reading Check
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414
Columbus Lands in the AmericasON RETURNING FROM HIS VOYAGE TO
THEAmericas, Christopher Columbus wrote a
letter describinghis experience. Inthis passage fromthe letter,
he tellsof his arrival onthe island ofHispaniola.
The people of this island and of all the otherislands which I
have found and of which I haveinformation, all go naked, men and
women, as theirmothers bore them. They have no iron or steel
orweapons, nor are they fitted to use them. This is notbecause they
are not well built and of handsomestature, but because they are
very marvelously timid.They have no other arms than spears made
ofcanes, cut in seeding time, to the end of which theyfix a small
sharpened stick.
They refuse nothing that they possess, if it beasked of them; on
the contrary, they invite any oneto share it and display as much
love as if they wouldgive their hearts. They are content with
whatever tri-fle of whatever kind they may be given to them,whether
it be of value or valueless. I forbade thatthey should be given
things so worthless as frag-ments of broken crockery, scraps of
broken glassand lace tips, although when they were able to getthem,
they fancied that they possessed the bestjewel in the world. So it
was found that for a leatherstrap a soldier received gold to the
weight of twoand half castellanos, and others received muchmore for
other things which were worthless. . . . I gave them a thousand
handsome good things,which I had brought, in order that they might
con-ceive affection for us and, more than that, mightbecome
Christians and be inclined to the love andservice of Your
Highnesses [king and queen ofSpain], and strive to collect and give
us of the thingswhich they have in abundance and what are necessary
to us.
They practice no kind of idolatry, but have a firmbelief that
all strength and power, and indeed allgood things, are in heaven,
and that I haddescended from thence with these ships and
sailors,and under this impression was I received after theyhad
thrown aside their fears. Nor are they slow orstupid, but of very
clear understanding; and thosemen who have crossed to the
neighbouring islandsgive an abominable description of everything
theyobserved; but they never saw any people clothed,nor any ships
like ours.
Christopher Columbus, The Journal of Christopher Columbus
Caribbean Sea
ATLANTICOCEAN
HispaniolaCUBA
HAITI DOMINICANREPUBLIC
Columbus landing in the Americas
Analyzing Primary Sources
1. Why did Columbus give the peoples of Hispaniola a thousand
handsome good things?
2. How did the explorers take advantage of Native Americans?
-
Guide to Reading
Africa in an Age of Transition
Preview of Events
Early European explorers sought gold in Africa but were soon
involved in the slavetrade. One Dutch trader noted:
As the slaves come down to Fida [a port on the west coast of
Africa] from theinland country, they are put into a booth, or
prison, built for that purpose, near thebeach, all of them
together; and when the Europeans are to receive them, they
arebrought out into a large plain, where the surgeons examine every
part of them, menand women being all stark naked. Such as are found
good and sound are set on oneside. Each of those which have passed
as good is marked . . . with a red-hot iron,imprinting the mark of
the French, English, or Dutch companies, so that each nationmay
distinguish its own and prevent their being changed by the natives
for worse.
Documents Illustrative of the Slave Trade to America, Elizabeth
Dorman, ed.,1930
The exchange of slaves became an important part of European
trading patterns.
The Slave TradeTraffic in slaves was not new, to be sure. As in
other areas of the world, slavery
had been practiced in Africa since ancient times. In the
fifteenth century, it con-tinued at a fairly steady level.
The primary market for African slaves was Southwest Asia, where
most slaveswere used as domestic servants. Slavery also existed in
some European countries.
Voices from the Past
Main Ideas European expansion affected Africa with
the dramatic increase of the slave trade. Traditional political
systems and cul-
tures continued to exist in most ofAfrica.
Key Termsplantation, triangular trade, MiddlePassage
People to IdentifyKing Afonso, Ibo
Places to LocateBrazil, Benin, South Africa, Mozambique
Preview Questions1. How did European expansion affect
Africas peoples and cultures? 2. How were the African states
structured
politically?
Reading StrategyCause and Effect Use a table like theone below
to identify economic and polit-ical factors that caused the slave
trade tobe profitable. List the economic and polit-ical effects of
the trade.
CHAPTER 13 The Age of Exploration 415
Economic/ Economic/Political Factors Political Effects
1518A Spanish ship carries the first boat-load of African slaves
to the Americas
1591Moroccan forces defeatthe Songhai army
1510 1525 1540 1555 1570 1585 1600
Captured Africans,yoked and shackled
-
During the last half of the fifteenth century, for exam-ple,
about a thousand slaves were taken to Portugaleach year. Most wound
up serving as domestic ser-vants. The demand for slaves changed
dramatically,however, with the discovery of the Americas in
the1490s and the planting of sugarcane there.
Cane sugar was introduced to Europe from South-west Asia during
the Middle Ages. During the six-teenth century, plantations, large
agricultural estates,were set up along the coast of Brazil and on
islandsin the Caribbean to grow sugarcane. Growing canesugar
demands much labor. The small Native Amer-ican population, much of
which had died of diseasesimported from Europe, could not provide
the laborneeded. Thus, African slaves were shipped to Braziland the
Caribbean to work on the plantations.
Growth of the Slave Trade In 1518, a Spanish shipcarried the
first boatload of African slaves directly fromAfrica to the
Americas. During the next two centuries,the trade in slaves grew
dramatically and became partof the triangular trade that marked the
emergence of anew world economy. The pattern of triangular
tradeconnected Europe, Africa and Asia, and the Americancontinents.
European merchant ships carried Europeanmanufactured goods, such as
guns and cloth, to Africa,where they were traded for a cargo of
slaves. Theslaves were then shipped to the Americas and
sold.European merchants then bought tobacco, molasses,sugar, and
raw cotton and shipped them back toEurope to be sold in European
markets.
An estimated 275,000 African slaves were exportedduring the
sixteenth century. Two thousand wentevery year to the Americas
alone. In the seventeenthcentury, the total climbed to over a
million and jumpedto six million in the eighteenth century. By then
thetrade had spread from West Africa and central Africa toEast
Africa. Altogether, as many as ten million Africanslaves were
brought to the Americas between the earlysixteenth and the late
nineteenth centuries.
One reason for these astonishing numbers, ofcourse, was the high
death rate. The journey of slavesfrom Africa to the Americas became
known as theMiddle Passage, the middle portion of the
triangulartrade route. Many slaves died on the journey. Thosewho
arrived often died from diseases to which theyhad little or no
immunity.
Death rates were higher for newly arrived slavesthan for those
born and raised in the Americas. Thenew generation gradually
developed at least a partialimmunity to many diseases. Owners,
however, rarelyencouraged their slaves to have children. Many
slaveowners, especially on islands in the Caribbean,believed that
buying a new slave was less expensivethan raising a child from
birth to working age.
Sources of Slaves Before the coming of Europeansin the fifteenth
century, most slaves in Africa wereprisoners of war. When Europeans
first began to takepart in the slave trade, they bought slaves from
localAfrican merchants at slave markets on the coasts inreturn for
gold, guns, or other European goods.
416 CHAPTER 13 The Age of Exploration
Lambert Azimuthal Equal-Area projection2,000 kilometers0
2,000 miles0
N
S
EW
30E90W 60W 30W 0
0
30S
30N
EQUATOR
TROPIC OF CANCER
TROPIC OF CAPRICORN
AtlanticOcean
pacificOcean
CaribbeanSea
Con
go R.
Niger R.
.R
ipp
issi
ssi
M
.RnozamA
AFRICA
EUROPE
SOUTHAMERICA
NORTHAMERICA
West Indies
BRAZIL
MOROCCO
Timbuktu
Fida(Whydah)
Mozambique
Lisbon
Liverpool
Nantes
Salvador
SavannahNew Orleans
Rio de Janeiro
Atlantic Slave Trade, 1500s1600s
Slave-gathering areasMajor concentrations of slavesGold
CoastIvory CoastSlave CoastRoutes of slave traders
From 1450 to 1600, about275,000 Africans wereexported as slaves
to theAmericas.
1. Interpreting MapsWhat part of Africa wasthe greatest source
ofslaves? Why?
2. Applying GeographySkills What, if any,adjustments to
climatewould African slaveshave to make in NorthAmerica and
Europe?
-
At first, local slave traders obtained their suppliesof slaves
from the coastal regions nearby. As demandincreased, however, they
had to move farther inlandto find their victims.
Local rulers became concerned about the impact ofthe slave trade
on the well-being of their societies. Ina letter to the king of
Portugal in 1526, King Afonsoof Congo (Bakongo) said, so great is
the corruptionthat our country is being completely depopulated.
Protests from Africans were generally ignored byEuropeans,
however, as well as by other Africans. Asa rule, local rulers who
traded slaves viewed theslave trade as a source of income. Many
sent raidersinto defenseless villages in search of victims.
Effects of the Slave Trade The effects of the slavetrade varied
from area to area. Of course, it alwayshad tragic effects on the
lives of individual victimsand their families. The slave trade led
to the depopu-lation of some areas, and it deprived many
Africancommunities of their youngest and strongest menand
women.
The desire of local slave traders to provide a con-stant supply
of slaves led to increased warfare inAfrica. Coastal or
near-coastal African leaders andtheir followers, armed with guns
acquired from thetrade in slaves, increased their raids and wars
onneighboring peoples.
Only a few Europeanslamented what they weredoing to traditional
Africansocieties. One Dutch slavetrader remarked, From usthey have
learned strife,quarrelling, drunkenness,trickery, theft,
unbridleddesire for what is not onesown, misdeeds unknownto them
before, and theaccursed lust for gold.
The slave trade had a devastating effect on someAfrican states.
The case of Benin in West Africa is agood example. A brilliant and
creative society in thesixteenth century, Benin was pulled into the
slavetrade.
As the population declined and warfare increased,the people of
Benin lost faith in their gods, their artdeteriorated, and human
sacrifice became more com-mon. When the British arrived there at
the end of thenineteenth century, they found a corrupt and
brutalplace. It took years to discover the brilliance of theearlier
culture destroyed by slavery.
Describing Describe the purposeand path of the triangular
trade.
Political and Social StructuresThe slave trade was one of the
most noticeable
effects of the European presence in Africa between1500 and 1800.
Generally, European influence did notextend beyond the coastal
regions. Only in a fewareas, such as South Africa and Mozambique,
werethere signs of a permanent European presence.
Traditional Political Systems In general, tradi-tional African
political systems continued to exist. Bythe sixteenth century,
monarchy had become a com-mon form of government throughout much of
thecontinent. Some states, like the kingdom of Benin inWest Africa,
were highly centralized, with the kingregarded as almost
divine.
Other African states were more like collections ofsmall
principalities knit together by ties of kinship orother loyalties.
The state of Ashanti on the GoldCoast was a good example. The
kingdom consistedof a number of previously independent small
stateslinked together by kinship ties and subordinated tothe king.
To provide visible evidence of this unity,each local ruler was
given a ceremonial stool of officeas a symbol of the kinship ties
that linked the rulers
Reading Check
CHAPTER 13 The Age of Exploration 417
Slaves were kept in the ships cargo deck, called the hold.
HISTORY
Web Activity Visitthe Glencoe WorldHistory Web site at
andclick on Chapter 13Student Web Activity to learn more about
theAge of Exploration.
wh.glencoe.com
http://wh.glencoe.com
-
Nevertheless, the Europeans were causing changes,sometimes
indirectly. In the western Sahara, forexample, trade routes shifted
toward the coast. Thisled to the weakening of the old Songhai
tradingempire and the emergence of a vigorous new Moroc-can dynasty
in the late sixteenth century.
Morocco had long hoped to expand its influenceinto the Sahara in
order to seize control over the tradein gold and salt. In 1591,
after a 20-week trek across thedesert, Moroccan forces defeated the
Songhai armyand then occupied the great trading center of
Tim-buktu. Eventually, the Moroccans were forced to leave,but
Songhai was beyond recovery. Its next two centuries were marked by
civil disorder.
Foreigners also influenced African religious beliefs.Here,
however, Europeans had less impact than theIslamic culture. In
North Africa, Islam continued toexpand. Muslim beliefs became
dominant along thenorthern coast and spread southward into the
statesof West and East Africa.
Although their voyages centered on trade with theEast, Europeans
were also interested in spreadingChristianity. The Portuguese
engaged in some mis-sionary activity, but the English, the Dutch,
and theFrench made little effort to combine their tradingactivities
with the Christian message. Except for atiny European foothold in
South Africa and the iso-lated kingdom of Ethiopia, Christianity
did not stopthe spread of Islam in Africa.
Describing What was the mostcommon form of government throughout
Africa? What otherpolitical systems existed?
Reading Check
418 CHAPTER 13 The Age of Exploration
Checking for Understanding1. Define plantation, triangular
trade,
Middle Passage.
2. Identify King Afonso, Ibo.
3. Locate Brazil, Benin, South Africa,Mozambique.
4. Explain how the Europeans obtainedaccess to slaves. To what
port cities inEurope and the Americas were theAfrican slaves
shipped?
5. Identify the effects of the slave trade onthe culture of
Benin.
Critical Thinking6. Analyze Why did Africans engage in
slave trade? Did they have a choice?
7. Compare and Contrast Use a tablelike the one below to compare
andcontrast the political systems of Benin,the state of Ashanti,
and the Ibo peoples.
Analyzing Visuals8. Examine the picture of the inside of a
slave ship shown on page 417. Fromlooking at this picture, what
conclu-sions can you draw about the condi-tions that slaves endured
during theirvoyage to the Americas?
9. Persuasive Writing Does the factthat Africans participated in
enslav-ing other Africans make the Euro-pean involvement in the
slave tradeany less reprehensible? Write an editorial supporting
your position.
together. The king had an exquisite golden stool tosymbolize the
unity of the entire state.
Many Africans continued to live in small political units in
which authority rested in a villageleader. For example, the Ibo
society of eastern Nigeriawas based on independent villages. The
Ibo wereactive traders, and the area produced more slaves
thanpractically any other in the continent.
Foreign Influences Many African political systems,then, were
affected little by the European presence.
Benin Ashanti Ibo
King Afonso Ic.1456c.1545African king
Afonso I was the greatest king ofCongo (present-day Angola and
theDemocratic Republic of the Congo).He was born Mvemba Nzinga, son
ofthe king of Congo. After the Portuguesearrived in the kingdom,
Mvemba con-verted to Catholicism and changed his name toAfonso.
After he became king in 1506, Afonso soughtfriendly relations with
the Portuguese. In return for tradeprivileges, the Portuguese sent
manufactured goods,missionaries, and craftspeople to Congo. Afonso
soonfound, however, that the Portuguese could not betrusted. They
made more and more raids for Africanslaves and even attempted to
assassinate King Afonsowhen they thought that the king was hiding
gold fromthem. Afonso remained a devout Christian, buildingchurches
and schools.
-
1511Portuguese seizeMelaka
c. 1600Dutch enter spicetrade
1619Dutch establish a fort at Batavia(present-day Jakarta)
Guide to Reading
Southeast Asia in theEra of the Spice Trade
Preview of Events1510 1530 1550 1570 1590 1610 1630
After establishing control of the island of Java, the Dutch
encountered a problem inruling it. One observer explained:
The greatest number of the Dutch settlers in Batavia
[present-day Jakarta, Indone-sia], such as were commonly seen at
their doors, appeared pale and weak, and as iflaboring with death.
. . . Of the fatal effects of the climate upon both sexes, however,
a strong proof was given by a lady there, who mentioned, that out
of eleven personsof her family who had come to Batavia only ten
months before, her father, brother-in-law, and six sisters had
already died. The general reputation of the unhealthiness of
Batavia for Europeans, deter most of those, who can reside at home
with anycomfort, from coming to it, notwithstanding the temptations
of fortunes to be quicklyamassed in it.
Lives and Times: A World History Reader, James P. Holoka and
Jiu-Hwa L. Upsher, eds., 1995
Such difficult conditions kept Southeast Asia largely free of
European domination.
Emerging Mainland StatesIn 1500, mainland Southeast Asia was a
relatively stable region. Throughout
mainland Southeast Asia, from Burma in the west to Vietnam in
the east, king-doms with their own ethnic, linguistic, and cultural
characteristics were beingformed.
Voices from the Past
Main Ideas The Portuguese occupied the Moluccas
in search of spices but were pushed outby the Dutch.
The arrival of the Europeans greatlyimpacted the Malay
Peninsula.
Key Termsmainland states, bureaucracy
People to IdentifyKhmer, Dutch
Places to LocateMoluccas, Sumatra, Java, Philippines
Preview Questions1. How did the power shift from the Por-
tuguese to the Dutch in the control ofthe spice trade?
2. What religious beliefs were prevalentin Southeast Asia?
Reading StrategySummarizing Information Use a chartlike the one
below to list reasons why,unlike in Africa, the destructive effects
ofEuropean contact in Southeast Asia wereonly gradually felt.
CHAPTER 13 The Age of Exploration 419
European Contact in Southeast Asia
A parasol shades a European from the sun.
-
420 CHAPTER 13 The Age of Exploration420 CHAPTER 5 Rome and the
Rise of ChristianityCHAPTER 5 Rome and the Rise of Christianity
Gunpowder and Gunpowder EmpiresGunpowder and guns were invented
in China in the
tenth century and spread to Europe and Southwest Asiain the
fourteenth century. However, the full impact ofgunpowder was not
felt until after 1500.
Between 1500 and 1650, the world experienced adramatic increase
in the manufacture of weaponsbased on gunpowder. Large-scale
production of can-nons was especially evident in Europe, the
Ottoman
Empire, India, and China. By 1650, gunswere also being made in
Korea,
Japan, Thailand, Iran, and, to alesser extent, in Africa.
Firearms were a crucialelement in the creation ofnew empires
after 1500.Spaniards armed withfirearms devastated the
civi-lizations of the Aztec and Incaand carved out empires
inCentral and South America.The Ottoman Empire, the
Mogul Empire in India, and theSafavid Empire in Persia alsoowed
much of their success in cre-ating and maintaining their
largeempires to the use of the new weapons.Historians have labeled
these empires thegunpowder empires.
The success of Europeans in creating newtrade empires in the
East owed much to the useof cannons as well. Portuguese ships,
armed withheavy guns that could sink enemy ships at a dis-tance of
100 yards (91 m) or more, easily defeated thelighter fleets of the
Muslims in the Indian Ocean.
Although gunpowder was invented in China, it wasthe Europeans
who used it most effectively toestablish new empires. Evaluate the
reasons whythis occurred. In your explanation, be sure toinclude
the historical impact of European expansionthroughout the
world.
Spanish galleon with cannons
Seventeenth-century
pistol
Conflicts did erupt among the emerging states onthe Southeast
Asian mainland. The Thai peoples hadsecured their control over the
lower Chao PhrayaRiver valley. Conflict between the Thai and
theBurmese was bitter until a Burmese army sacked theThai capital
in 1767, forcing the Thai to create a newcapital at Bangkok,
farther to the south.
Across the mountains to the east, the Vietnamesehad begun their
March to the South. By the end ofthe fifteenth century, they had
subdued the rival stateof Champa on the central coast. The
Vietnamese thengradually took control of the Mekong delta from
theKhmer. By 1800, the Khmer monarchy (the successorof the old
Angkor kingdomsee Chapter 8) had vir-tually disappeared.
The situation was different in the Malay Peninsulaand the
Indonesian Archipelago. The area was grad-ually penetrated by
Muslim merchants attracted tothe growing spice trade. The creation
of an Islamictrade network had political results as new statesarose
along the spice route. Islam was accepted firstalong the coast and
then gradually moved inland.
The major impact of Islam, however, came in thefifteenth
century, with the rise of the new sultanate at
Melaka. Melaka owed its new power to its strategiclocation
astride the strait of the same name, as well asto the rapid growth
of the spice trade itself. Within afew years, Melaka had become the
leading power inthe region.
Examining How did Muslim mer-chants affect the peoples of
Southeast Asia?
The Arrival of EuropeansIn 1511, the Portuguese seized Melaka
and soon
occupied the Moluccas. Known to Europeans as theSpice Islands,
the Moluccas were the chief source ofthe spices that had originally
attracted the Por-tuguese to the Indian Ocean.
The Portuguese, however, lacked the military andfinancial
resources to impose their authority overbroad areas. Instead, they
set up small settlementsalong the coast, which they used as trading
posts oras way stations en route to the Spice Islands.
A Shift in Power The situation changed with thearrival of the
English and Dutch traders, who werebetter financed than were the
Portuguese. The shift in
Reading Check
420
-
N
S
EW
1,000 kilometers0Two-Point Equidistant projection
1,000 miles0
MekongRiverDelta
Mekong
R.
Ganges R.
ChaoPhraya R.
PacificOcean
SouthChina
Sea
Bay ofBengal
LAOS
CAMBODIA
INDIA
CHINA
THAILAND
Ceylon(Sri Lanka)
BURMAPhilippines
VIE
TN
AM
Java
Borneo
Sumatra
MalayPeninsula
SpiceIslands
(Moluccas)
RECNACFOCIPORT
ROTAUQE
20N
10N
0
10S
70E 80E 90E 100E 110E 120E
Daman
Pondicherry
Ayutthaya
Macao
Bangkok
Manila
Batavia(Jakarta)
Melaka
Madras
Bombay
Colombo
Goa
Calcutta
CalicutCochin
power began in the early 1600s when the Dutch seizeda Portuguese
fort in the Moluccas and then graduallypushed the Portuguese out of
the spice trade.
During the next 50 years, the Dutch occupied mostof the
Portuguese coastal forts along the trade routesthroughout the
Indian Ocean, including the island ofCeylon (todays Sri Lanka) and
Melaka. The aggres-sive Dutch traders drove the English traders out
ofthe spice market, reducing the English influence to asingle port
on the southern coast of Sumatra.
The Dutch also began to consolidate their politicaland military
control over the entire area. They triedto dominate the clove trade
by limiting cultivation ofthe crop to one island and forcing others
to stopgrowing and trading the spice. Then the Dutchturned their
attention to the island of Java, wherethey established a fort at
Batavia in 1619. The pur-pose of the fort was to protect Dutch
possessions inthe East. Gradually the Dutch brought the
entireisland under their control.
Impact on the Mainland Portuguese and thenDutch influence was
mostly limited to the MalayPeninsula and the Indonesian
Archipelago.
The arrival of the Europeans had less impact onmainland
Southeast Asia. The Portuguese estab-lished limited trade relations
with several mainlandstates (part of the continent, as
distinguished frompeninsulas or offshore islands), including
Thailand,Burma, Vietnam, and the remnants of the old Angkorkingdom
in Cambodia. By the early seventeenth cen-tury, other European
nations had begun to competeactively for trade and missionary
privileges. In gen-eral, however, the mainland states were able to
uniteand drive the Europeans out.
In Vietnam, a civil war temporarily divided thecountry into two
separate states, one in the south andone in the north. After their
arrival in the mid-seventeenth century, the European powers began
totake sides in local politics. The Europeans also set uptrading
posts for their merchants.
By the end of the seventeenth century, however, ithad become
clear that economic opportunities werelimited. Most of the posts
were abandoned at thattime. French missionaries tried to stay, but
theirefforts were blocked by the authorities, who viewedconverts to
Catholicism as a threat to the prestige ofthe Vietnamese
emperor.
Why were the mainland states better able to resistthe European
challenge than the states in the MalayPeninsula and the Indonesian
Archipelago? Themainland states of Burma, Thailand, and Vietnamhad
begun to define themselves as distinct politicalentities. They had
strong monarchies that resistedforeign intrusion.
In the non-mainland states, there was less politicalunity.
Moreover, these states were victims of their own
421CHAPTER 13 The Age of Exploration
Port city controlled by:EnglandFranceNetherlands
PortugalSpain
Trading forts were established in port cities of India
andSoutheast Asia.
1. Interpreting Maps According to this map, which coun-try
controlled the most ports?
2. Applying Geography Skills Do outside research tocreate your
own map of European trade. Show the traderoutes each country used.
What route do ships taketoday between Europe and Southeast
Asia?
European Trade in Southeast Asia, 1700
Replica of a Dutch ship.
-
sacred and the material world. The royal palace wasdesigned to
represent the center of the universe. Raysspread outward to the
corners of the realm.
Islamic sultans were found on the Malay Penin-sula and in the
small coastal states of the IndonesianArchipelago. In the Islamic
pattern, the head of statewas a sultan. He was viewed as a mortal,
although hestill possessed some special qualities. He was adefender
of the faith and staffed his bureaucracy (abody of nonelective
government officials) mainlywith aristocrats.
In Vietnam, kingship followed the Chinese model.Like the Chinese
emperor, the Vietnamese emperorruled according to the teachings of
Confucius. Hewas seen as a mortal appointed by Heaven to
rulebecause of his talent and virtue. He also served as
theintermediary between Heaven and Earth.
Comparing How did the Javanesestyle of kingship compare to the
Buddhist style of kingship?
Reading Check
422 CHAPTER 13 The Age of Exploration
Checking for Understanding1. Define mainland states,
bureaucracy.
2. Identify Khmer, Dutch.
3. Locate Moluccas, Sumatra, Java,Philippines.
4. Explain why the Portuguese decided toset up only small
settlements in theMoluccas.
5. List the places where the Dutch estab-lished their forts.
What were the majorobjectives of the Dutch? How did theygo about
accomplishing their objectives?
Critical Thinking6. Evaluate Why did the Malay world fall
to foreign traders, while the countriesof mainland Southeast
Asia retainedtheir independence?
7. Categorizing Information Use a tablelike the one below to
describe the four types of political systems thatdeveloped in
Southeast Asia.
Analyzing Visuals8. Examine the picture of the Thai king
shown above. How does this picturereflect the Buddhist model of
kingshippracticed in Southeast Asian states suchas Thailand?
9. Expository Writing Pretend thatyou are a Portuguese merchant
try-ing to establish trade relations withSoutheast Asia. Write a
letter to theauthorities in Portugal explaining the particular
difficulties you areencountering in Southeast Asia.
Region Political System
resources. The spice trade there was enormouslyprofitable.
European merchants and rulers were deter-mined to gain control of
the sources of the spices.
Evaluating Why were Europeans sointerested in Southeast
Asia?
Religious and Political SystemsReligious beliefs changed in
Southeast Asia during
the period from 1500 to 1800. Particularly in the non-mainland
states and the Philippines, Islam andChristianity were beginning to
attract converts. Bud-dhism was advancing on the mainland, where
itbecame dominant from Burma to Vietnam. Tradi-tional beliefs,
however, survived and influenced thenew religions.
The political systems in Southeast Asian statesevolved into four
styles of monarchy. Buddhist kings,Javanese kings, Islamic sultans,
and Vietnameseemperors all adapted foreign models of governmentto
local circumstances.
The Buddhist style of kingship became the chiefform of
government in the mainland states of Burma,Thailand, Laos, and
Cambodia. In the Buddhistmodel, the king was considered superior to
otherhuman beings, and served as the link betweenhuman society and
the universe.
The Javanese style of kingship was rooted in thepolitical
traditions of India and shared many of thecharacteristics of the
Buddhist system. Like Buddhistrulers, Javanese kings were believed
to have a sacredquality, and they maintained the balance between
the
Reading Check
Thai king
-
Making Inferences and Drawing ConclusionsWhy Learn This
Skill?
While driving, you hear a news report about afire downtown. As
you approach downtown, trafficis very heavy. You cannot see any
smoke, but youinfer that the traffic is caused by the fire.
To infer means to evaluate information andarrive at a
conclusion. When you make inferences,you draw conclusions that are
not stated directly.
Learning the SkillFollow the steps below to help make
inferences
and draw conclusions:
Read carefully to determine the main facts and ideas.
Write down the important facts.
Consider any information you know that relatesto this topic.
Determine how your own knowledge adds to orchanges the
material.
What inferences can you make about the materialthat are not
specifically stated in the facts thatyou gathered from your
reading?
Use your knowledge and reason to develop con-clusions about the
facts.
If possible, find specific information that provesor disproves
your inference.
Practicing the SkillRead the passage below, then answer the
ques-
tions that follow.
In 1511, the Portuguese seized Melaka and soonoccupied the
Moluccas. Known to Europeans as theSpice Islands, the Moluccas were
the chief source ofthe spices that had originally attracted the
Por-tuguese to the Indian Ocean.
The Portuguese, however, lacked the military andfinancial
resources to impose their authority overbroad areas. Instead, they
set up small settlementsalong the coast, which they used as trading
posts oras way stations en route to the Spice Islands.
The situation changed with the arrival of theEnglish and Dutch
traders, who were betterfinanced than were the Portuguese. The
shift inpower began in the early 1600s, when the Dutchseized a
Portuguese fort in the Moluccas and droveout the Portuguese.
During the next fifty years, the Dutch occupiedmost of the
Portuguese coastal forts along the traderoutes throughout the
Indian Ocean. The aggressiveDutch traders also drove the English
traders out ofthe spice market, reducing the English influence to
asingle port on the southern coast of Sumatra.
1 What events does the writer describe?
2 What facts are presented?
3 What can you infer about the Dutch tradersduring this
period?
4 What conclusion can you make about the spicemarket, other than
those specifically stated bythe author?
423
Applying the Skill
Scan the newspaper or a magazine for a political car-toon. Paste
the cartoon on a piece of paper or posterboard. Underneath, list
three valid inferences based onthe work.
Glencoes Skillbuilder Interactive Workbook,Level 2, provides
instruction and practice in keysocial studies skills.
Bags of spices for sale
-
CHAPTER 13 The Age of Exploration424
Using Key Terms1. A set of principles that dominated economic
thought in the
seventeenth century was called .
2. were Spanish conquerors who were motivated byreligious zeal
and the desire for glory and riches.
3. A body of nonelective government officials is called a .
4. Many Africans were removed from their homes and shippedto
large landed estates in the Americas called .
5. States that form part of a continent are called .
6. The is the difference in value between what a nationimports
and what it exports.
7. A settlement in a new territory, linked to the parent
country,is called a .
8. is the route between Europe, Africa, and America.
9. The journey of slaves from Africa to America on the
worstportion of the triangular trade route was called the .
Reviewing Key Facts10. History What did the Europeans want from
the East?11. History Who was the conquistador who overthrew the
Aztec Empire? Who conquered the Inca?
12. Economics What did Europeans want from the Americas?13.
Geography What was the name of the city located on the
Malay Peninsula that was the central point in the
spicetrade?
14. Economics When Vasco da Gama reached India, whatcargo did he
bring back? How profitable was his voyage?
15. History How did most Africans become slaves?16. History What
European country conquered Brazil?17. Science and Technology How
did the Portuguese make
effective use of naval technology?
18. Geography What did Christopher Columbus believe aboutthe
size and shape of Earth?
19. History Why were European diseases devastating to thepeoples
of America?
Marco PoloBartholomeu DiasChristopher ColumbusJohn CabotVasco da
GamaAmerigo VespucciPedro CabralAfonso de AlbuquerqueVasco de
BalboaJuan Ponce de LenHernn CortsFerdinand MagellanGiovanni da
VerrazanoFrancisco PizarroJacques CartierHernando de SotoFrancisco
de CoronadoJoo CabrilhoSamuel de ChamplainHenry Hudson
Late 13th
cent.1488149214971498149915001511151315131519152015241531153415391540154216031609
ItalyPortugalSpainEnglandPortugalPortugal,
SpainPortugalPortugalSpainSpainSpainSpainFranceSpainFranceSpainSpainSpainFranceNetherlands,
England
AsiaCape of Good HopeBahamas, Cuba, HispaniolaNew England
coastlineIndiaSouth American coastBrazilMelakaPacific
OceanFloridaMexicoSailed around the worldEast coast of North
AmericaPeruSt. Lawrence RiverNorth Americas southeastNorth Americas
southwestCaliforniaGreat Lakes and QuebecHudson River, Hudson
Bay
Date Sponsoring Country DiscoveryExplorer
Listed below are the major European explorers of the fifteenth
and sixteenth centuries. Marco Polo is the one explorer listed who
predates the Age of Exploration.
-
Analyzing Maps and ChartsStudy the chart on the opposite page to
answer the followingquestions.
27. Approximately how many years separated the explorationsof
Marco Polo and those of Vasco da Gama?
28. Which countries sponsored the most explorations?29. The
voyages of discovery began in Europe. What continents
did the explorers visit?
Self-Check QuizVisit the Glencoe World History Web site at
and click on Chapter 13Self-CheckQuiz to prepare for the Chapter
Test.wh.glencoe.com
HISTORY
Critical Thinking20. Drawing Conclusions What might have
resulted from the
fact that many slave owners believed it was more economi-cal to
buy a new slave than to raise a child to working age?
21. Making Generalizations Describe the impact on history ofthe
voyages of Christopher Columbus.
Writing About History22. Informative Writing Write an essay in
which you analyze
the reasons why Native Americans in both North and SouthAmerica
might be offended by the term New World. Whatdoes the use of the
term suggest about European attitudestoward the rest of the world?
Refer to the Treaty of Torde-sillas and use other specific
examples.
Analyzing SourcesRead the following comment by an Aztec
describing the Spanishconquerors:
[They] longed and lusted for gold. Their bodiesswelled with
greed, and their hunger was ravenous;they hungered like pigs for
that gold.
23. Based on this quote, what might the Aztec have inferredabout
the Spaniards and their civilization?
24. What do you think is meant by they hungered like pigs
forthat gold?
Applying Technology Skills25. Using the Internet Search the
Internet for additional infor-
mation about early European explorers and their achieve-ments.
Organize your information by creating a spreadsheet.Include
headings such as name, regions of exploration, typesof technology
used, and contributions.
Making Decisions26. Pretend that you are the leader of a country
and must
decide whether or not to explore outer space. What are
thebenefits and risks involved in undertaking space
exploration?Compare and contrast modern space explorations
withEuropean voyages of exploration. Consider the technologiesused,
the ways explorations were funded, and the impact ofthese ventures
on human knowledge.
Directions: Use the map and your knowl-edge of world history to
choose the bestanswer to the following question.
The Dutch established Batavia as a fort in 1619 to helpthem edge
the Portuguese traders out of the area nowcalled Indonesia. Today,
which city is located where Bataviawas established?
A New DelhiB JakartaC Phnom PenhD Beijing
Test-Taking Tip: If a test question involves reading a map,make
sure you read the title of the map and look at themap carefully for
information before you try to answer thequestion.
Batavia
Melaka
PACIFIC OCEAN
INDIANOCEAN
Java
SpiceIslandsSpice
Islands
0 mi. 750
0 km 750
N
E
S
W
Spice Islands, Early Seventeenth Century
CHAPTER 13 The Age of Exploration 425
StandardizedTest Practice
0404-0425 C13SE-860702 11/24/03 9:57 PM Page 425
http://wh.glencoe.com
Glencoe World HistoryTable of ContentsPreviewing Your
TextbookScavenger HuntWhat Is History?Reading for
InformationReading Skills HandbookIdentifying Words and Building
VocabularyReading for a ReasonUnderstanding What You ReadThinking
About Your ReadingUnderstanding Text StructureReading for
Research
Geography's Impact on HistoryNational Geographic Reference
AtlasWorld: PoliticalWorld: PhysicalNorth America: PoliticalNorth
America: PhysicalSouth America: PoliticalSouth America:
PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica:
PhysicalAsia: PoliticalAsia: PhysicalMiddle East:
Physical/PoliticalPacific Rim: Physical/PoliticalWorld Land
UseWorld Population CartogramWorld Gross Domestic Product
CartogramWorld's People: Religions, Economy, Languages, and
Population DensityWorld Historical ErasArctic Ocean:
PhysicalAntarctica: Physical
National Geographic Geography HandbookHow Do I Study
Geography?Globes and MapsCommon Map ProjectionsUnderstanding
Latitude and LongitudeTypes of MapsGeographic Dictionary
Unit 1: The First Civilizations and Empires, PrehistoryA.D.
500Chapter 1: The First Humans, Prehistory3500 B.C.Section 1: Early
HumansSection 2: The Neolithic Revolution and the Rise of
CivilizationChapter 1 Assessment and Activities
Chapter 2: Western Asia and Egypt, 3500500 B.C.Section 1:
Civilization Begins in MesopotamiaSection 2: Egyptian Civilization:
"The Gift of the Nile"Section 3: New Centers of CivilizationSection
4: The Rise of New EmpiresChapter 2 Assessment and Activities
Chapter 3: India and China, 3000 B.C.A.D. 500Section 1: Early
Civilization in IndiaSection 2: New Empires in IndiaSection 3:
Early Chinese CivilizationsSection 4: Rise and Fall of Chinese
EmpiresChapter 3 Assessment and Activities
Chapter 4: Ancient Greece, 1900133 B.C.Section 1: The First
Greek CivilizationsSection 2: The Greek City-StatesSection 3:
Classical GreeceSection 4: The Culture of Classical GreeceSection
5: Alexander and the Hellenistic KingdomsChapter 4 Assessment and
Activities
Chapter 5: Rome and the Rise of Christianity, 600 B.C.A.D.
500Section 1: The Rise of RomeSection 2: From Republic to
EmpireSection 3: Culture and Society in the Roman WorldSection 4:
The Development of ChristianitySection 5: Decline and FallChapter 5
Assessment and Activities
Unit 2: New Patterns of Civilization, 4001500Chapter 6: The
World of Islam, 6001500Section 1: The Rise of IslamSection 2: The
Arab Empire and Its SuccessorsSection 3: Islamic
CivilizationSection 4: The Culture of IslamChapter 6 Assessment and
Activities
Special Feature: World ReligionsChapter 7: Early African
Civilizations, 2000 B.C.A.D. 1500Section 1: The Development of
Civilizations in AfricaSection 2: Kingdoms and States of
AfricaSection 3: African Society and CultureChapter 7 Assessment
and Activities
Chapter 8: The Asian World, 4001500Section 1: China
ReunifiedSection 2: The Mongols and ChinaSection 3: Early Japan and
KoreaSection 4: India after the GuptasSection 5: Civilization in
Southeast AsiaChapter 8 Assessment and Activities
Chapter 9: Emerging Europe and the Byzantine Empire,
4001300Section 1: Transforming the Roman WorldSection 2:
FeudalismSection 3: The Growth of European KingdomsSection 4: The
Byzantine Empire and the CrusadesChapter 9 Assessment and
Activities
Chapter 10: Europe in the Middle Ages, 10001500Section 1:
Peasants, Trade, and CitiesSection 2: Christianity and Medieval
CivilizationSection 3: The Culture of the High Middle AgesSection
4: The Late Middle AgesChapter 10 Assessment and Activities
Chapter 11: The Americas, 4001500Section 1: The Peoples of North
AmericaSection 2: Early Civilizations in MesoamericaSection 3:
Early Civilizations in South AmericaChapter 11 Assessment and
Activities
Unit 3: The Early Modern World, 14001800Chapter 12: Renaissance
and Reformation, 13501600Section 1: The RenaissanceSection 2: The
Intellectual and Artistic RenaissanceSection 3: The Protestant
ReformationSection 4: The Spread of Protestantism and the Catholic
ResponseChapter 12 Assessment and Activities
Chapter 13: The Age of Exploration, 15001800Section 1:
Exploration and ExpansionSection 2: Africa in an Age of
TransitionSection 3: Southeast Asia in the Era of the Spice
TradeChapter 13 Assessment and Activities
Chapter 14: Crisis and Absolutism in Europe, 15501715Section 1:
Europe in Crisis: The Wars of ReligionSection 2: Social Crises,
War, and RevolutionSection 3: Response to Crisis: AbsolutismSection
4: The World of European CultureChapter 14 Assessment and
Activities
Chapter 15: The Muslim Empires, 14501800Section 1: The Ottoman
EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of
the MogulsChapter 15 Assessment and Activities
Chapter 16: The East Asian World, 14001800Section 1: China at
Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa
Japan and KoreaChapter 16 Assessment and Activities
Special Feature: World LanguagesChapter 17: Revolution and
Enlightenment, 15501800Section 1: The Scientific RevolutionSection
2: The EnlightenmentSection 3: The Impact of the
EnlightenmentSection 4: Colonial Empires and the American
RevolutionChapter 17 Assessment and Activities
Chapter 18: The French Revolution and Napoleon, 17891815Section
1: The French Revolution BeginsSection 2: Radical Revolution and
ReactionSection 3: The Age of NapoleonChapter 18 Assessment and
Activities
Unit 4: An Era of European Imperialism, 18001914Chapter 19:
Industrialization and Nationalism, 18001870Section 1: The
Industrial RevolutionSection 2: Reaction and RevolutionSection 3:
National Unification and the National StateSection 4: Culture:
Romanticism and RealismChapter 19 Assessment and Activities
Chapter 20: Mass Society and Democracy, 18701914Section 1: The
Growth of Industrial ProsperitySection 2: The Emergence of Mass
SocietySection 3: The National State and DemocracySection 4: Toward
the Modern ConsciousnessChapter 20 Assessment and Activities
Chapter 21: The Height of Imperialism, 18001914Section 1:
Colonial Rule in Southeast AsiaSection 2: Empire Building in
AfricaSection 3: British Rule in IndiaSection 4: Nation Building in
Latin AmericaChapter 21 Assessment and Activities
Chapter 22: East Asia Under Challenge, 18001914Section 1: The
Decline of the Qing DynastySection 2: Revolution in ChinaSection 3:
Rise of Modern JapanChapter 22 Assessment and Activities
Unit 5: The Twentieth-Century Crisis, 19141945Chapter 23: War
and Revolution, 19141919Section 1: The Road to World War ISection
2: The WarSection 3: The Russian RevolutionSection 4: End of the
WarChapter 23 Assessment and Activities
Chapter 24: The West Between the Wars, 19191939Section 1: The
Futile Search for StabilitySection 2: The Rise of Dictatorial
RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and
Intellectual TrendsChapter 24 Assessment and Activities
Chapter 25: Nationalism Around the World, 19191939Section 1:
Nationalism in the Middle EastSection 2: Nationalism in Africa and
AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism
in Latin AmericaChapter 25 Assessment and Activities
Chapter 26: World War II, 19391945Section 1: Paths to WarSection
2: The Course of World War IISection 3: The New Order and the
HolocaustSection 4: The Home Front and the Aftermath of the
WarChapter 26 Assessment and Activities
Unit 6: Toward a Global Civilization, 1945PresentChapter 27:
Cold War and Postwar Changes, 19451970Section 1: Development of the
Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3:
Western Europe and North AmericaChapter 27 Assessment and
Activities
Chapter 28: The Contemporary Western World, 1970PresentSection
1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3:
Europe and North AmericaSection 4: Western Society and
CultureChapter 28 Assessment and Activities
Chapter 29: Latin America, 1945PresentSection 1: General Trends
in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection
3: The Nations of South AmericaChapter 29 Assessment and
Activities
Chapter 30: Africa and the Middle East, 1945PresentSection 1:
Independence in AfricaSection 2: Conflict in the Middle EastChapter
30 Assessment and Activities
Chapter 31: Asia and the Pacific, 1945PresentSection 1:
Communist ChinaSection 2: Independent States in South and Southeast
AsiaSection 3: Japan and the PacificChapter 31 Assessment and
Activities
Chapter 32: Challenges and Hopes for the FutureSection 1: The
Challenges of Our WorldSection 2: Global VisionsChapter 32
Assessment and Activities
AppendixMini AlmanacPrimary Sources LibraryHonoring
AmericaGlossarySpanish GlossaryIndexAcknowledgements and Photo
Credits
Feature ContentsPrimary Sources LibraryScience, Technology &
SocietyThe Way It WasYoung People InSports & ContestsFocus on
Everyday Life
Fact Fiction FolkloreOpposing ViewpointsConnectionsAround the
WorldPast to Present
What IfEyewitness to HistoryWorld LiteratureNational Geographic
Special ReportA Story That MattersPeople In
HistorySkillBuilderSocial StudiesCritical ThinkingTechnologyStudy
& Writing
Looking Backto See AheadPrimary Source QuotesCharts, Graphs,
& TablesNational Geographic Maps
Student WorkbooksActive Reading Note-Taking Guide - Student
EditionChapter 1: The First Humans, Prehistory3500 B.C.Section 1:
Early HumansSection 2: The Neolithic Revolution and the Rise of
Civilization
Chapter 2: Western Asia and Egypt, 3500500 B.C.Section 1:
Civilization Begins in MesopotamiaSection 2: Egyptian Civilization:
"The Gift of the Nile"Section 3: New Centers of CivilizationSection
4: The Rise of New Empires
Chapter 3: India and China, 3000 B.C.A.D. 500Section 1: Early
Civilization in IndiaSection 2: New Empires in IndiaSection 3:
Early Chinese CivilizationsSection 4: Rise and Fall of Chinese
Empires
Chapter 4: Ancient Greece, 1900133 B.C.Section 1: The First
Greek CivilizationsSection 2: The Greek City-StatesSection 3:
Classical GreeceSection 4: The Culture of Classical GreeceSection
5: Alexander and the Hellenistic Kingdoms
Chapter 5: Rome and the Rise of Christianity, 600 B.C.A.D.
500Section 1: The Rise of RomeSection 2: From Republic to
EmpireSection 3: Culture and Society in the Roman WorldSection 4:
The Development of ChristianitySection 5: Decline and Fall
Chapter 6: The World of Islam, 6001500Section 1: The Rise of
IslamSection 2: The Arab Empire and Its SuccessorsSection 3:
Islamic CivilizationSection 4: The Culture of Islam
Chapter 7: Early African Civilizations, 2000 B.C.A.D.
1500Section 1: The Development of Civilizations in AfricaSection 2:
Kingdoms and States of AfricaSection 3: African Society and
Culture
Chapter 8: The Asian World, 4001500Section 1: China
ReunifiedSection 2: The Mongols and ChinaSection 3: Early Japan and
KoreaSection 4: India after the GuptasSection 5: Civilization in
Southeast Asia
Chapter 9: Emerging Europe and the Byzantine Empire,
4001300Section 1: Transforming the Roman WorldSection 2:
FeudalismSection 3: The Growth of European KingdomsSection 4: The
Byzantine Empire and the Crusades
Chapter 10: Europe in the Middle Ages, 10001500Section 1:
Peasants, Trade, and CitiesSection 2: Christianity and Medieval
CivilizationSection 3: The Culture of the High Middle AgesSection
4: The Late Middle Ages
Chapter 11: The Americas, 4001500Section 1: The Peoples of North
AmericaSection 2: Early Civilizations in MesoamericaSection 3:
Early Civilizations in South America
Chapter 12: Renaissance and Reformation, 13501600Section 1: The
RenaissanceSection 2: The Intellectual and Artistic
RenaissanceSection 3: The Protestant ReformationSection 4: The
Spread of Protestantism and the Catholic Response
Chapter 13: The Age of Exploration, 15001800Section 1:
Exploration and ExpansionSection 2: Africa in an Age of
TransitionSection 3: Southeast Asia in the Era of the Spice
Trade
Chapter 14: Crisis and Absolutism in Europe, 15501715Section 1:
Europe in Crisis: The Wars of ReligionSection 2: Social Crises,
War, and RevolutionSection 3: Response to Crisis: AbsolutismSection
4: The World of European Culture
Chapter 15: The Muslim Empires, 14501800Section 1: The Ottoman
EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of
the Moguls
Chapter 16: The East Asian World, 14001800Section 1: China at
Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa
Japan and Korea
Chapter 17: Revolution and Enlightenment, 15501800Section 1: The
Scientific RevolutionSection 2: The EnlightenmentSection 3: The
Impact of the EnlightenmentSection 4: Colonial Empires and the
American Revolution
Chapter 18: The French Revolution and Napoleon, 17891815Section
1: The French Revolution BeginsSection 2: Radical Revolution and
ReactionSection 3: The Age of Napoleon
Chapter 19: Industrialization and Nationalism, 18001870Section
1: The Industrial RevolutionSection 2: Reaction and
RevolutionSection 3: National Unification and the National
StateSection 4: Culture: Romanticism and Realism
Chapter 20: Mass Society and Democracy, 18701914Section 1: The
Growth of Industrial ProsperitySection 2: The Emergence of Mass
SocietySection 3: The National State and DemocracySection 4: Toward
the Modern Consciousness
Chapter 21: The Height of Imperialism, 18001914Section 1:
Colonial Rule in Southeast AsiaSection 2: Empire Building in
AfricaSection 3: British Rule in IndiaSection 4: Nation Building in
Latin America
Chapter 22: East Asia Under Challenge, 18001914Section 1: The
Decline of the Qing DynastySection 2: Revolution in ChinaSection 3:
Rise of Modern Japan
Chapter 23: War and Revolution, 19141919Section 1: The Road to
World War ISection 2: The WarSection 3: The Russian
RevolutionSection 4: End of the War
Chapter 24: The West Between the Wars, 19191939Section 1: The
Futile Search for StabilitySection 2: The Rise of Dictatorial
RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and
Intellectual Trends
Chapter 25: Nationalism Around the World, 19191939Section 1:
Nationalism in the Middle EastSection 2: Nationalism in Africa and
AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism
in Latin America
Chapter 26: World War II, 19391945Section 1: Paths to WarSection
2: The Course of World War IISection 3: The New Order and the
HolocaustSection 4: The Home Front and the Aftermath of the War
Chapter 27: Cold War and Postwar Changes, 19451970Section 1:
Development of the Cold WarSection 2: The Soviet Union and Eastern
EuropeSection 3: Western Europe and North America
Chapter 28: The Contemporary Western World, 1970PresentSection
1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3:
Europe and North AmericaSection 4: Western Society and Culture
Chapter 29: Latin America, 1945PresentSection 1: General Trends
in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection
3: The Nations of South America
Chapter 30: Africa and the Middle East, 1945PresentSection 1:
Independence in AfricaSection 2: Conflict in the Middle East
Chapter 31: Asia and the Pacific, 1945PresentSection 1:
Communist ChinaSection 2: Independent States in South and Southeast
AsiaSection 3: Japan and the Pacific
Chapter 32: Challenges and Hopes for the FutureSection 1: The
Challenges of Our WorldSection 2: Global Visions
Haitian Creole SummariesChapit 1: Premye Imen yo, Preyistwa3500
Avan Jezi-KriChapit 2: Aiz-de-Lws ak Lejip, 3500500 Avan
Jezi-KriChapit 3: Lzenn ak Lachin, 3000 Avan Jezi-Kri500 Apre
Jezi-KriChapit 4: Lagrs Antik, 1900133 Avan Jezi-KriChapit 5: Wm ak
Monte Krisyanis 600 Avan Jezi-Kri500 Apre Jezi-KriChapit 6: Monn
Islam, 400500Chapit 7: Premye Sivilizasyon Afriken yo, 200 Avan
Jezi-Kri1500 Apre Jezi-KriChapit 8: Monn Azyatik, 4001500Chapit 9:
Jenn Ewp ak Anpi Bizanten, 4001300Chapit 10: Lewp nan Mwayennaj,
10001500Chapit 11: Lamerik, 4001500Chapit 12: Renesans ak Refm,
13501600Chapit 13: Laj Eksplorasyon, 15001800Chapit 14: Kriz ak
Absolitis nan Lewp, 15501715Chapit 15: Anpi Mizilman yo,
14501500Chapit 16: Monn Azyatik-de-Ls, 14001800Chapit 17:
Revolisyon ak Syk Limy, 15501800Chapit 18: Revolisyon Frans ak
Napoleyon, 17891815Chapit 19: Endistriyalizasyon ak Nasyonalis,
18001870Chapit 20: Sosyete Mas ak Demokrasi, 18701914Chapit 21:
Devlpman Enperyalis, 18001914Chapit 22: Azi-de-Ls Anba Defi,
18001914Chapit 23: Lag ak Revolisyon, 19141945Chapit 24: Lws nan
Peryd Lag yo, 19191939Chapit 25: Nasyonalis Toupatou nan Monn lan,
19191939Chapit 26: Dezym G Mondyal, 19391945Chapit 27: Gfwad ak
Chanjman Apre Lag, 19451970Chapit 28: Monn Oksidantal Kontanporen,
1970Jouk Kounye aChapit 29: Amerik Latin, 1945Jouk Kounye aChapit
30: Afrik ak Mwayennoryan, 1945Jouk Kounye aChapit 31: Azi ak
Pasifik, 1945Jouk Kounye aChapit 32: Defi ak Lespwa pou Lavni
Reading Essentials and Study Guide - Student EditionChapter 1:
The First Humans, Prehistory3500 B.C.Section 1: Early HumansSection
2: The Neolithic Revolution and the Rise of Civilization
Chapter 2: Western Asia and Egypt, 3500500 B.C.Section 1:
Civilization Begins in MesopotamiaSection 2: Egyptian Civilization:
"The Gift of the Nile"Section 3: New Centers of CivilizationSection
4: The Rise of New Empires
Chapter 3: India and China, 3000 B.C.A.D. 500Section 1: Early
Civilization in IndiaSection 2: New Empires in IndiaSection 3:
Early Chinese CivilizationsSection 4: Rise and Fall of Chinese
Empires
Chapter 4: Ancient Greece, 1900133 B.C.Section 1: The First
Greek CivilizationsSection 2: The Greek City-StatesSection 3:
Classical GreeceSection 4: The Culture of Classical GreeceSection
5: Alexander and the Hellenistic Kingdoms
Chapter 5: Rome and the Rise of Christianity, 600 B.C.A.D.
500Section 1: The Rise of RomeSection 2: From Republic to
EmpireSection 3: Culture and Society in the Roman WorldSection 4:
The Development of ChristianitySection 5: Decline and Fall
Chapter 6: The World of Islam, 6001500Section 1: The Rise of
IslamSection 2: The Arab Empire and Its SuccessorsSection 3:
Islamic CivilizationSection 4: The Culture of Islam
Chapter 7: Early African Civilizations, 2000 B.C.A.D.
1500Section 1: The Development of Civilizations in AfricaSection 2:
Kingdoms and States of AfricaSection 3: African Society and
Culture
Chapter 8: The Asian World, 4001500Section 1: China
ReunifiedSection 2: The Mongols and ChinaSection 3: Early Japan and
KoreaSection 4: India after the GuptasSection 5: Civilization in
Southeast Asia
Chapter 9: Emerging Europe and the Byzantine Empire,
4001300Section 1: Transforming the Roman WorldSection 2:
FeudalismSection 3: The Growth of European KingdomsSection 4: The
Byzantine Empire and the Crusades
Chapter 10: Europe in the Middle Ages, 10001500Section 1:
Peasants, Trade, and CitiesSection 2: Christianity and Medieval
CivilizationSection 3: The Culture of the High Middle AgesSection
4: The Late Middle Ages
Chapter 11: The Americas, 4001500Section 1: The Peoples of North
AmericaSection 2: Early Civilizations in MesoamericaSection 3:
Early Civilizations in South America
Chapter 12: Renaissance and Reformation, 13501600Section 1: The
RenaissanceSection 2: The Intellectual and Artistic
RenaissanceSection 3: The Protestant ReformationSection 4: The
Spread of Protestantism and the Catholic Response
Chapter 13: The Age of Exploration, 15001800Section 1:
Exploration and ExpansionSection 2: Africa in an Age of
TransitionSection 3: Southeast Asia in the Era of the Spice
Trade
Chapter 14: Crisis and Absolutism in Europe, 15501715Section 1:
Europe in Crisis: The Wars of ReligionSection 2: Social Crises,
War, and RevolutionSection 3: Response to Crisis: AbsolutismSection
4: The World of European Culture
Chapter 15: The Muslim Empires, 14501800Section 1: The Ottoman
EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of
the Moguls
Chapter 16: The East Asian World, 14001800Section 1: China at
Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa
Japan and Korea
Chapter 17: Revolution and Enlightenment, 15501800Section 1: The
Scientific RevolutionSection 2: The EnlightenmentSection 3: The
Impact of the EnlightenmentSection 4: Colonial Empires and the
American Revolution
Chapter 18: The French Revolution and Napoleon, 17891815Section
1: The French Revolution BeginsSection 2: Radical Revolution and
ReactionSection 3: The Age of Napoleon
Chapter 19: Industrialization and Nationalism, 18001870Section
1: The Industrial RevolutionSection 2: Reaction and
RevolutionSection 3: National Unification and the National
StateSection 4: Culture: Romanticism and Realism
Chapter 20: Mass Society and Democracy, 18701914Section 1: The
Growth of Industrial ProsperitySection 2: The Emergence of Mass
SocietySection 3: The National State and DemocracySection 4: Toward
the Modern Consciousness
Chapter 21: The Height of Imperialism, 18001914Section 1:
Colonial Rule in Southeast AsiaSection 2: Empire Building in
AfricaSection 3: British Rule in IndiaSection 4: Nation Building in
Latin America
Chapter 22: East Asia Under Challenge, 18001914Section 1: The
Decline of the Qing DynastySection 2: Revolution in
ChinaSection