17 expanding 1400–1750 horizons - pbworks

17C h a p t e r

1400–1750

ExpandingHorizons

> Innovation European sailors bor-row technological and navigationalideas from Asia. Section 1

> Movement European nationsestablish colonies in the lands theyexplore in Asia, Africa, and theAmericas. Section 2

> Change The wealth of overseascolonies sparks the CommercialRevolution in Europe. Section 3

SThetoryteller

On the night of October 11, 1492, Christopher Columbus

scanned the horizon, praying that landfall was near. “About 10

o’clock at night, while standing on the sterncastle, I thought I

saw a light to the west. It looked like a little wax candle bobbing

up and down. It had the same appearance as a light or torch

belonging to fishermen or travellers….”

The light flickered out, though, and the ship sailed on. The

moon rose, but no land appeared. Two hours later, the boom of a

cannon roared across the water. A sailor aboard the Pinta, the

fastest of the expedition’s three ships, had sighted land. For

Spain and other nations of Europe, the land that appeared in the

darkness was part of a far greater treasure. As a result of

Columbus’s voyage, contacts increased among Europeans,

Native Americans, Africans, and Asians.

How were Europe, Asia, Africa, and the Americaschanged as the result of cross-cultural contacts from the1400s to the 1700s?

Historical Significance

432

Chapter Themes

Chapter 17 Expanding Horizons 433

Imagine crossing the Atlantic, thePacific, or the Indian Ocean in the early1600s. Compared to today, ships weresmall, and the journey was neither safenor pleasant. Write a diary of a few dayson such a voyage.

Your History Journal

This busy English port of the 1700s reveals England’s positionas one of Europe’s major seafaring nations.History

Visualizing

Chapter Overview

Visit the World History: The Human ExperienceWeb site at worldhistory.ea.glencoe.comand click on Chapter 17—Chapter Overviewto preview the chapter.

http://www.glencoe.com/sec/socialstudies/worldhistory/whthetea2003/content.php4/609/1

In the 1400s European explorers testeduncharted oceans in search of a bettertrade route to Asia. They left their home-

lands filled with a desire for gold, glory, and forspreading Christianity. In just over 250 years, theirventures had destroyed and built empires at a greatcost in human life. Their efforts, however, linkedpeople of different cultures and ended forever theisolation of the world’s major civilizations.

Age of ExplorationEurope in the 1300s had depended on

spices from Asia. Such spices as pepper, cinnamon,and nutmeg were in great demand. Used chiefly toflavor and preserve meat, spices were also used forperfumes, cosmetics, and medicine.

The spice trade was controlled by Arab andVenetian merchants. Chinese and Indian traderssold spices to Arab merchants, who then reapedhuge profits in the sale of the spices to theVenetians. Europeans, eager to amass quick for-tunes through direct trade with Asians, began tolook for quicker routes eastward. Because theMongols by the mid-1300s could no longer guaran-tee safe overland passage, Europeans were forcedto consider the possibility of sea routes to Asia.

Several motivations led Europeans into an eraof exploration. Not only did merchants seek a prof-itable trade with Asia, but also church leaderssought to halt the expansion of Islam and to spreadChristian teachings. Learning and imagination alsoplayed a part. Renaissance thinkers had expandedthe European world view to include new possibili-ties for exploration and discovery.

Overseas voyages would end Europe’s isola-tion and set it on the path of worldwide expansion.They would also prepare the way for the rise of theworld’s first global age.

434 Chapter 17 Expanding Horizons

> Terms to Definecartographer, line of demarcation, circumnavigation

> People to MeetPrince Henry the Navigator, BartholomeuDias, Vasco da Gama, ChristopherColumbus, Ferdinand Magellan

> Places to LocateCape of Good Hope, Strait of Magellan

Wealth was on everyone’s mind when theythought about the New World. Ferdinand andIsabella wrote, “We have commanded [Columbus]

to return … because thereby ourLord God is served, His Holy Faithextended and our own realmsincreased.” The King and Queenoffered financial incentives foraccompanying Columbus:“Whatever persons wish to … dwellin … Hispaniola … shall pay no taxwhatsoever and shall have for theirown … the houses which they buildand the lands which they work….”As a final enticement, Columbusinsisted, “The Indians are thewealth of Hispaniola—for they per-form all labor of men and beasts.”

—adapted from Ferdinand andIsabella, Felipe Fernández-Armesto,1975

S e c t i o n 1

Early Explorations

SThetoryteller

Spanish treasure

Read to Find Out Main Idea Europeans risked dangerousocean voyages to discover sea routes toother parts of the world.

Technology of ExplorationOpen-water ocean sailing—necessary to find a

water route to Asia—required sailors trained innavigation, accurate maps, and oceangoing ships.For exploration to succeed, ships had to be ableboth to leave the coastal waters and sight of landand to return home. Ancient navigators stayedclose to the coast, using landmarks to determinetheir position. Later, sailors who traveled beyondsight of land used the positions of stars and the sunto determine in which direction they were traveling.Hourglasses told them how long they had traveled.Keeping track of speed, direction, and time theoret-

ically enabled a captain to tell where the ship was.However, these calculations were very inaccurate.

The compass, of Chinese origin, enabled sailorsto determine geographical direction. By 1100,sailors used the astrolabe—perfected by theArabs—to determine the altitude of the sun orother heavenly bodies. But in practice, standing on the deck of a heaving ship, few ship captainshad the skill and patience that the astrolaberequired.

Maps were another problem for early naviga-tors. Most maps were wildly inaccurate, drawnfrom scattered impressions of travelers and traders.


N

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500 B.C.

A.D. 1000

A.D. 1400

A.D. 1500

A.D. 1600

A.D. 1700

European Knowledge of the World

In 1400 Europeans had only a limited knowledge of the world. Geographersagreed the world was round, but they disagreed on its size. Human/Environment Interaction What factors contributed to European geographers’ knowledge of the world?

MapStudy

Cartographers, or mapmakers, filled their parch-ments with lands found only in rumor or legend.

Cartographers’ skills gradually improved. Byabout 1300, coastal charts showed the Mediterraneancoastline with a great degree of accuracy. During theRenaissance, works by the Hellenistic astronomerPtolemy reappeared in Europe. His maps, improvedover the centuries by Byzantine and Arab scholars,gave Europeans a new picture of the world. Ptolemyalso introduced the grid system of map referencesbased on the coordinates of latitude and longitudestill in use today all over the world.

Innovations were also made in the constructionof ships. Late in the 1400s, shipwrights began tooutfit ships with triangle-shaped lateen sails per-fected by Arab traders. These sails made it possiblefor ships to sail against the wind, not simply with it.Shipwrights also abandoned using a single mastwith one large sail. Multiple masts, with severalsmaller sails hoisted one above the other, madeships travel much faster. In addition, moving therudder from the ship’s side to the stern made shipsmore maneuverable.

In the 1400s a European ship called a caravelincorporated all these improvements. The caravelwas up to 65 feet (20 m) in length with the capabil-ity of carrying about 130 tons (118 metric tons) ofcargo. Because a caravel drew little water, itallowed explorers to venture up shallow inlets andto beach the ship to make repairs. A Venetianmariner called the caravels “the best ships thatsailed the seas.” The caravels also carried newtypes of weapons—rifles and cannons.

Portugal Leads the Way Portugal was the first European country to ven-

ture out on the Atlantic Ocean in search of spicesand gold. Between 1420 and 1580, Portuguese cap-tains pushed farther and farther down the westcoast of Africa in search of a sea route to Asia.

Although Prince Henry the Navigator, son ofKing John I of Portugal, was not a sailor—nevermaking an ocean voyage—he brought togethermapmakers, mathematicians, and astronomers tostudy navigation. He also sponsored manyPortuguese exploratory voyages westward into theAtlantic and southward down Africa’s west coast.In the early 1400s Henry’s explorers discovered theAzores, the Madeira Islands, and the Cape VerdeIslands. These discoveries were the foundation ofwhat in the 1500s became the Portuguese Empire.

In August 1487 Bartholomeu Dias leftPortugal, intent upon finding the southern tip ofAfrica. In 1488 his expedition discovered the south-ern tip of Africa, which was later named the Capeof Good Hope. Dias’s voyage proved that shipscould reach East Asia by sailing around Africa.

In 1497 four ships led by Vasco da Gama sailedfrom Portugal for India. The expedition roundedthe Cape of Good Hope, made stops at trading cen-ters along the east coast of Africa, and landed atCalicut on the southwest coast of India in 10months. There da Gama found Hindus andMuslims trading fine silk, porcelain, and spices thatmade the glass beads and trinkets of the Portugueseappear shoddy.


An astrolabe

The Americanartist J.L.G.

Ferris painted The Eve ofDiscovery, showing a caravel asit may have appeared in the1400s. Why was the caravel a goodship for sailing up rivers?

HistoryVisualizing

The Niña—”Little Girl”—was ChristopherColumbus’s favorite ship, a small, fast, sea-worthy vessel about 67 feet long. Descrip-tions of the Niña discovered in a Spanish

document from the period have enabled historians todraw pictures of what the craft actually looked like.In this drawing the lines in red show the Niña’s sailsand riggings. The document also revealed that theNiña had four masts, not two or three, as previouslybelieved. Columbus’s beloved “Little Girl,” the mosttechnically advanced craft of her day, probably madethree of his four voyages to the Americas.

The Europe of 1500 was on the brink of the modern

era. Monarchs Isabella and Ferdinand of Spain couldcommand Columbus and other explorers, who com-bined knowledge of sophisticated naval technologieswith bravery and determination. In quick successionColumbus (1492), Vasco da Gama (1498), and Magellan(1519–21), among others, linked Europe with the restof the world. The sea-sheltered Americas were invad-ed. The slave trade expanded and brought much ofAfrica into the shadow of the Americas. The Muslimpeoples of Africa and Asia lost their central position asguardians of trade between Europe, Asia, and Africa.Within a few centuries, the whole world came withinEuropean explorers’ reach. �

“Little Girl”�

PICTURING HISTORY

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Da Gama tried to persuade the ruler of Calicutand Muslim merchants in India to trade with thePortuguese. He had little success and returnedhome. In Portugal, however, da Gama was regard-ed as a national hero. He had pioneered a waterroute to India, and he had provided a glimpse of theriches that could come from direct trade with the East.

Spain’s Quest for Riches In the late 1400s Spain ended a long period of

internal turmoil and wars against the Moors. UnderKing Ferdinand and Queen Isabella, Spain enteredthe race for Asian riches by backing the expeditionsof an Italian navigator named Christopher Columbus.

Columbus Crosses the Atlantic In 1492 Christopher Columbus approached

Queen Isabella with an intriguing plan—to reachIndia by sailing west across the Atlantic. For yearsColumbus had tried unsuccessfully to persuadeother European rulers to finance his voyage. WithQueen Isabella his persistence paid off.

In August 1492 Columbus sailed from Spainwith three small ships. He calculated the distance toIndia to be 700 leagues, about 2,200 nautical miles;

he knew that the actual distance might be greater.To calm the crew’s fears, he showed them a log thatunderstated the distance they had sailed.

The days out of sight of land wore on and on, andthe terrified sailors begged Columbus to turn back.After a false sighting of land, the crews began to talk ofmutiny. Columbus reluctantly agreed to turn back ifthey did not reach land within three days.

After midnight on the second day, the expedi-tion sighted land. In the morning Columbus and hismen went ashore, becoming the first Europeans toset foot on one of the islands of the Bahamas.Columbus wrote of the inhabitants:

The islanders came to the ships’ boats,swimming and bringing us parrots andballs of cotton thread … which theyexchanged for … glass beads and hawkbells … they took and gave of what theyhad very willingly, but it seemed to methat they were poor in every way. Theybore no weapons, nor were they acquaint-ed with them, …

Believing he was off the coast of India,Columbus called the islanders “Indians.” Columbusspent the next three months exploring the islandsHispaniola (present-day Haiti and the DominicanRepublic) and Cuba in search of gold. Although hefound enough gold to raise Spanish hopes, he sawno evidence of the great civilizations of Asia.

When Columbus returned to Spain, Ferdinandand Isabella gave him the title “Admiral of the OceanSea, Viceroy and Governor of the Islands he hath dis-covered in the Indies.” Columbus made three morevoyages to the Caribbean islands and South Americaseeking proof that he had discovered a new route toAsia. In 1506 he died certain that he had.

Even without sure proof, it was difficult for any-one to dispute Columbus’s claim. Maps of the timedid not show any landmass between Europe andAsia. It was not until 1507 that another Italian explor-er, Amerigo Vespucci (veh•SPOO•chee), suggestedthat Columbus had discovered a “New World.” Inhonor of Vespucci, the name America began to appearon maps that included the newly discovered lands.


Columbus Before the Queen by PeterRothermel, 1842. National Museum of

American Art, Washington, D.C. How many voyages did Columbus make to prove that he had found a new routeto India?

Art&History

Student Web Activity 17

Visit the World History: The Human Experience Web siteat worldhistory.ea.glencoe.com and click on Chapter17—Student Web Activities for an activity relating toAmerigo Vespucci.

http://www.glencoe.com/qe/qe47.php?&st=609&pt=2&bk=18

Dividing the World Both Spain and Portugal wanted to protect

their claims in the Americas and turned to the popefor help. In 1493 the pope drew a line of demarca-tion, an imaginary line running down the middle ofthe Atlantic from the North Pole to the South Pole.Spain was to have control of all lands to the west ofthe line, while Portugal was to have control of alllands to the east of the line.

The Portuguese, however, feared that their linewas so far to the east that Spain might take overtheir Asian trade. As a result, in 1494 Spain andPortugal signed the Treaty of Tordesillas(TAWR•duh•SEE•yuhs), an agreement to move theline of demarcation farther west. The treaty dividedthe entire unexplored world between just two pow-ers, Spain and Portugal.

Voyage of MagellanIn 1519 an expedition led by Ferdinand

Magellan, a Portuguese soldier of fortune, set sailfrom Seville under the Spanish flag to find a west-ern route to Asia. The five ships and 260-man crewsailed across the Atlantic and made their way alongthe eastern coast of South America, searching everybay and inlet for this route.

Along the coast of Argentina, crews of three ofthe ships attempted a mutiny because Magellan haddecided to halt the expedition until spring. Magellanexecuted the captain who had instigated the mutiny,regained control of the fleet, and resumed the expe-dition. Finally, near the southern tip of SouthAmerica, the ships reached a narrow water passage-way now called the Strait of Magellan. The shipsthreaded their way through the maze of rockyislands in the 350-mile- (504-km-) long strait. Strongcurrents and unpredictable gales separated one shipfrom the others, and its crew forced its return toSpain. Another was shipwrecked.

The three remaining ships finally passedthrough the strait into the South Sea, discoveredand named seven years earlier by Vasco Núñez deBalboa. Because the water was so calm, Magellanrenamed it the Pacific Ocean. The fleet then sailednearly four months before reaching land. Water andfood ran out, and some sailors died before the shipsreached the present-day Philippines. Caught in askirmish between a local chief and his enemy,Magellan was killed. The surviving crew escapedand sailed for Spain.

In 1522, after three years at sea, the last ship withits 18 survivors arrived at Seville, completing the firstcircumnavigation, or circling of the globe. The spicesthey brought back barely covered the cost of the voy-age, but the expedition had a value far beyondmoney. It proved that the world was round andmuch larger than anyone had believed, that theoceans of the world were connected, and that thelands discovered by Columbus were not part of Asia.


Main Idea1. Use a web diagram like the one

below to identify reasons whyEuropeans sought sea routes toother parts of the world.

Recall 2. Define cartographer, line of

demarcation, circumnavigation.3. Identify Prince Henry the

Navigator, Bartholomeu Dias,Vasco da Gama, ChristopherColumbus, Ferdinand Magellan.

Critical Thinking 4. Synthesizing Information

Using your text as a resource,

write a journal entry as thoughyou had sailed on an expedi-tion of Dias, Columbus,Magellan, or da Gama.

Understanding Themes 5. Innovation What sciences

and new technologies devel-oped at this time led to Euro-pean voyages of exploration?

Discovery of Magellan Strait (artistunknown). By this point in Magellan’s

voyage, one ship foundered on the rocks and anotherturned back. What did the journey prove?

Art&History

SECTION 1 ASSESSMENT

Search forSea Routes

The Treaty of Tordesillas claimed todivide the world between Spain andPortugal. Only Spain and Portugal,

however, recognized the treaty. The Netherlands,France, and England soon joined them in a race toexploit wealth from the lands beyond Europe.

Portugal and SpainPortugal’s main interest lay in Africa and Asia,

and in trade rather than colonization. When thePortuguese became the first Europeans to reach theIndian Ocean, they found themselves in watersalready thoroughly explored by seafarers fromAsian lands. Eager to seize control of the spicetrade, the Portuguese reacted quickly to Vasco daGama’s voyage to India. In 1500, less than sixmonths after da Gama’s return, 13 ships were dis-patched to Calicut. Led by Pedro Alvares Cabral,the Portuguese won a bloody trade war withMuslim merchants and defeated a large Arab fleetto establish Portuguese control of the Indian Ocean.

The Portuguese then built naval bases alongthe Indian Ocean—along the Persian Gulf and inSoutheast Asia. They soon controlled shipping inthe Indian Ocean. Next, they expanded eastwardtoward the Moluccas, or the Spice Islands. From theSpice Islands, the Portuguese established tradingports in China and Japan.

Portugal also colonized the area of present-dayBrazil. Cabral claimed this territory as he swungwest across the Atlantic to India in 1500. Becausethis area of South America juts east of the line ofdemarcation, it became Portuguese. The rest ofSouth America had been claimed by Spain.

Settlers in Brazil grew income-producing cropssuch as sugarcane, tobacco, coffee, and cotton.Because the local population did not supplyenough labor, enslaved people were brought fromAfrica. By the late 1500s, Brazil was one ofPortugal’s most important colonies.


> Terms to Defineconquistador, triangular trade, the Middle Passage

> People to MeetPedro Alvares Cabral, Hernán Cortés, Montezuma II, Francisco Pizarro,Atahualpa, Henry Hudson, Jacques Cartier, Samuel de Champlain, John Cabot

> Places to LocateBrazil, Peru, West Indies, Quebec,Jamestown

John Sparke, who traveled with Englishadmiral John Hawkins, wrote an account of the

inhabitants of the Floridacoast in 1589: “They have forapothecary [medicine] herbs,trees, roots, and gum, myrrh,and frankincense, with manyothers, whereof I know notthe names.... Gold and silverthey want [lack] not, forwhen the Frenchmen came,they offered it for little ornothing. They received for ahatchet two pounds of gold.

The soldiers, being greedy, took it from them, giv-ing them nothing for it.” When the Floridiansperceived that, they stopped wearing their goldornaments, for fear they would be taken away.

—from The Hawkins Voyages, editedby Clements R. Markham, reprintedin The Annals of America, 1968

S e c t i o n 2

Overseas Empires

SThetoryteller

Native Americansdigging gold

Read to Find Out Main Idea The Europeans exploited thepeoples of Africa, Asia, and the Americas.

SpainSpanish conquistadors, or conquerors, came to

the Americas “to serve God and his Majesty, to givelight to those who were in darkness and to growrich as all men desire to do.”

One conquistador, Hernán Cortés, landed inMexico in 1519 with about 600 men, 16 horses, anda few cannons. Guided by Malinche (mah•LIHN•chay), a Native American woman who learnedSpanish, Cortés allied with local enemies of theAztecs and journeyed inland to Tenochtitlán.Meanwhile, in the Aztec capital, messengers toldthe Aztec ruler Montezuma II that the approachingsoldiers were “supernatural creatures riding onhornless deer, preceded by wild animals on leashes,dressed in iron.” Thinking that Cortés might be thelong-awaited god-king Quetzalcoatl returning fromthe east, Montezuma offered gifts of gold.

Tenochtitlán’s riches were beyond anything theSpaniards had ever seen. Soon fighting broke out.With the advantage of horses and guns, the Spanishforce ultimately slaughtered thousands of Aztecpeople. Within three years, Aztec resistance hadended and Cortés ruled Mexico.

In 1532 another conquistador, FranciscoPizarro, invaded the Inca Empire in present-day

Peru. The Spaniards’ arrival followed a conflict inwhich the Incan ruler Atahualpa (AH•tuh•WAHL•puh) won the throne from a brother. Aided byNative American allies, Pizarro captured Ata-hualpa and had thousands of Inca massacred.Although a ransom was paid for Atahualpa’s release,the Spaniards killed him anyway. Inca resistancecontinued, but Spanish forces eventually conqueredvast stretches of Inca territory in South America.

Building an EmpireBy the 1600s, Spain’s empire in the Americas

included much of North America and SouthAmerica as well as islands in the West Indies.Keeping close watch over their empire, Spanishmonarchs named viceroys, or royal representatives,to rule local provinces with the advice of councils ofSpanish settlers.

Spain had two goals for its American empire—to acquire its wealth and to convert NativeAmericans to Christianity. Farmers set up planta-tions, or large estates, for the growing of sugarcane;landowners drew gold and silver from mines. Atthe same time priests founded missions—settlementswhere many Native Americans lived, worked, andadopted European ways.


NORTHAMERICA

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Columbus 1492

Cartier 1534

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Death of Magellan April 1521

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European Voyages of Exploration

This map shows nearly 150 years of European voyages.Location What general areas were claimed by Portugal? By Spain?Why are Spanish claims in one part of the globe and Portuguese claims in another?

MapStudy

Under the encomienda system, Spanish mon-archs granted landowners the right to use NativeAmerican labor. Some Native Americans wereenslaved and mistreated. Disease also took its toll.Exposed to diseases from Europe for the first time,millions of Native Americans died during the first50 years of Spanish rule.

A few priests, such as Bartolomé de Las Casas,tried to protect the Native Americans. The Spanishgovernment responded with laws meant to endabuses, but the laws were never enforced. In manycases, Native Americans resisted Spanish rule ontheir own by preserving their local cultures and bystaging periodic revolts.

The decline in the Native American populationled the Spaniards to bring over enslaved workersfrom Africa. As sugarcane production and profitssoared, more and more Africans arrived to work inthe fields and in various trades. In time, the comingtogether of African, Native American, and Euro-pean peoples in Spain’s American colonies gaverise to a new culture.

Colonies of the Netherlands The Netherlands was also interested in expan-

sion. In the late 1500s the Dutch won their indepen-dence from Spain. This small country on the NorthSea had few natural resources and limited farm-land. A large Dutch middle class saw commerce asthe key to survival.

The period of the 1600s was the golden age ofthe Netherlands. Dutch ships were efficient, carry-ing more cargo and smaller crews than other ships.Amsterdam became the world’s largest commercialcity, and the Dutch enjoyed the world’s higheststandard of living.

The first Dutch expedition to East Asiareturned in 1599. Three years later the Dutch char-tered the Dutch East India Company to expandtrade and ensure close relations between the gov-ernment and enterprises in Asia.

In 1619 the company set up headquarters atBatavia on the island of Java in present-dayIndonesia. Soon the Dutch controlled island trade

of theof the

The World Upside-down by Jan Steen, the son ofa brewer, is representative of his earthy, humorousscenes of ordinary people.

The Flower Vendor and the Vegetable Vendorby Arnout de Muysor focuses on two importantthemes in Dutch painting of this period—middle-class life and trade.

442

The Dutch RepublicWith no monarchy or aristocracy, the tastes and ideals

of society as reflected in Dutch art were determined largelyby the middle class.

in sugar, spices, coffee, and tea. Using Batavia as abase, the Dutch pushed the Portuguese and Englishout of Asian outposts. After taking Malacca fromthe Portuguese in 1641, the Netherlands controlledall trade with the Spice Islands. The Dutch alsoused force against local Muslim rulers to win landsand ports in the region.

At the same time, the Dutch set out for NorthAmerica. An English navigator, Henry Hudson,claimed land for the Dutch along the Atlantic coastof North America, and in 1621 the governmentchartered the Dutch West India Company to estab-lish colonies in the Americas. The company found-ed New Amsterdam on Manhattan Island at themouth of the Hudson River. This settlement wassoon a center for European and colonial trade.

The Dutch established a colony in Africa aswell. In 1652 Dutch farmers known as Boers settledat the Cape of Good Hope to provide fresh foodand water for sailing ships. By the 1700s, however,Dutch power was declining, and England hademerged as Europe’s leading maritime nation.

French and English ColoniesThe French and the English played only a small

part in the early voyages of exploration. Religiousconflicts and civil wars kept their interests focusedat home. During the 1500s, however, France andEngland searched for overseas trading colonies.

Thwarted by the Portuguese and later theDutch control of Asian markets, England andFrance turned toward North America and theCaribbean. In general, the French companiessought quick profits from trade rather than thelong-term investment of farming. For the English,colonies could provide the raw materials—lumber,fish, sugarcane, rice, and wheat—they would other-wise have to purchase from other countries.

FranceIn 1524 the French hired an Italian captain,

Giovanni da Verrazano, to find a NorthwestPassage through America to Asia. Da Verrazanoexplored the North American coast from North

443

REFLECTING ON THE TIMES

1. How does Dutch art compare with art from anation like France that had a monarch andnobility?

2. Why did Rembrandt’s work receive greateracclaim after he died?

Rembrandt van Rijn, thecelebrated Dutch painter,earned fame with his por-traits of himself and of hisfamily. Although he diedpoor and forgotten, hispaintings were of more spir-itual depth than those of hiscontemporaries.


Carolina to Maine without success. About ten yearslater the French navigator Jacques Cartier contin-ued the search and sailed up the St. Lawrence Riverto the site of the present-day city of Montreal. Heclaimed much of eastern Canada for France.

In 1608 Samuel de Champlain, a French map-maker, founded Quebec, the first permanentFrench settlement in the Americas. In 1673 mission-aries Jacques Marquette and Louis Joliet exploredthe Mississippi Valley. Later, Robert Cavelier,known as Sieur de La Salle, claimed the entireinland region surrounding the Mississippi River for France.

Like the Spanish, the French sent Jesuit mission-aries to convert Native Americans to Christianity.French explorers traded the Native Americans blan-kets, guns, and wine for animal skins. Trapping, fish-ing, and lumbering were also profitable.

Some French settlers went to the West Indies,where they claimed the islands of St. Kitts,Martinique, and Guadeloupe. The French broughtenslaved Africans to work on sugar and tobaccoplantations on the islands. Although most of theirinterests were in North America, the French alsoestablished trading posts in India.

EnglandEngland also showed an interest in overseas

trade. In 1497 the Italian-born navigator John Cabotexplored the coast of present-day Newfoundland.During the 1500s, English sea captains, such asFrancis Drake, raided Spanish ships for gold andsilver. English overseas expansion, however, didnot begin until the founding of the English EastIndia Company in 1600. This trading enterprise setup posts in India and Southeast Asia.

During the 1600s, the English also founded set-tlements in the Americas. On West Indian islands,such as Jamaica, they introduced sugarcane,worked by enslaved African labor. Jamestown, theearliest English settlement in North America, wasfounded in 1607 in present-day Virginia. In 1620devout Protestants, calling themselves Pilgrims,sought religious freedom by establishing Plymouthin present-day Massachusetts. Before landing, thePilgrims set down rules for governing Plymouth inthe Mayflower Compact:

We, whose names are underwritten…having undertaken for the glory of God, and advancement of the Christ-ian faith…a voyage to plant [a]colony…do…enact, constitute, and frame…just and equal Laws…as shall be

thought most [appropriate] and con-venient for the general good of thecolony.

In the 1600s and 1700s, English settlementsarose and thrived along the eastern coast of NorthAmerica. In northern areas, family-operated farmsemerged, while in southern areas, plantation farm-ing based on African enslaved labor was estab-lished. Although English monarchs supervisedthese settlements by sending out governors, theEnglish in North America enjoyed a large degree ofself-government in their representative assembliesmodeled on the English Parliament.

English settlement, however, pushed out theearlier inhabitants, the Native Americans.Concerned about land, the English had little desireto Christianize Native Americans, although theyadopted Native American farming methods andfoods, such as corn and beans. On the other side,Native Americans fought back to save their lands,but disease and food shortages had reduced theirnumbers. As the settlers expanded inland, they alsocame into conflict with the Dutch and the French.By 1765, after a series of wars, the English hademerged as the leading European power in much ofNorth America.

Slave TradeIn the 1600s European territories in the Americas

based their economies on agricultural products thatrequired intensive labor. Enslaved Africans plantedand harvested sugar, tobacco, and coffee crops. Theyalso worked silver mines.

The Triangular TradeThe slave trade was part of what was called the

triangular trade. Ships sailed the legs of a triangleformed by Europe, Africa, and the Americas.Typically, European ships left their home ports car-rying manufactured goods—knives, swords, guns,cloth, and rum. In West Africa the ship captainstraded their goods with local rulers for enslavedpeople, most of whom were war captives. Duringthe second leg of the journey, the ships broughtenslaved Africans across the Atlantic to variousCaribbean islands or to mainland areas in NorthAmerica and South America. The enslaved Africanswere sold, and the money was used to buy sugar,molasses, cotton, and tobacco. Finally, the shipsreturned to Europe to sell the goods purchased inAmerica.

A deck plan shows tight-ly packed ranks of

enslaved people on a ship bound fromAfrica to the Americas. What did enslavedpeople experience on the Middle Passage?

The Middle PassageAn enslaved person’s journey from

Africa to the Americas was a ghastlyordeal called the Middle Passage. Thismiddle leg of the triangular trade origi-nated from ports along a 3,000-mile(4,800-km) stretch on the west coast ofAfrica. Captured by other Africans,enslaved Africans were sold to Europeanslave traders along the coast for trans-port to American plantations.

Because large cargoes brought largeprofits, the slave traders packed the cap-tives as tightly as possible. Below deck,each African occupied a space only 4 or5 feet (122 cm to 153 cm) long and 2 or 3feet (60 cm to 92 cm) high. Chainedtogether, they could neither stand nor lieat full length. In the darkness and sti-fling heat, many Africans suffocated ordied of disease.

Estimates of the number of enslavedAfricans brought to America range from10 to 24 million. One in five who beganthe trip did not survive it. Because of theenormous value of their “cargo,” howev-er, slave traders made some effort to keepthe enslaved people alive. Psychologicaltorment may have been worse thanphysical conditions. Some Africans com-mitted suicide by jumping overboard. Others sim-ply lost the will to live and refused to eat.

An Enslaved Person’s LifeAfricans who survived the long Middle Passage

faced another terror when they arrived in Americanports: the slave auction. Examined and prodded byplantation owners, most Africans were sold to workas laborers—clearing land, hoeing, planting, weed-ing, and harvesting. The work was hard, the hourslong, and life expectancy short. Because many

Europeans believed that Africans werephysically suited to hard labor, especial-ly in hot, humid climates, the enslavedpeople were viewed as nothing morethan a unit of labor to exploit for profit.

ResistanceIn addition to its inhumanity, the

slave trade wrenched untold numbers ofyoung, productive Africans from theirhomelands. This population loss at leasttemporarily weakened many Africansocieties. As a result, many Africanstried to resist the slave trade. For exam-ple, as a Christian, Affonso I, ruler ofKongo in central Africa, favored contactwith Europeans but spoke out againstthe trade in human lives. The slave trad-ing network, however, was too powerfulfor African opponents to end it.

Enslaved people also acted toobtain freedom. A few escaped theirmasters and got far enough away to set

up their own free communities. The ultimateweapon, however, was mass rebellion because inmany areas of the Americas enslaved people out-numbered free populations. The most successfuluprising occurred in the French-ruled West Indianisland of Saint Domingue. There, a prolonged rebel-lion in the 1790s led to the creation of the republic of Haiti in 1804. By the early 1800s, humanitarianconcerns and fear of uprisings had fueled an anti-slavery movement that saw slavery as an evil bringing only violence, oppression, and suffering.


Main Idea1. Use a chart like the one below

to describe ways in whichEuropeans exploited land andpeoples in Africa.

Recall2. Define conquistador, triangu-

lar trade, the Middle Passage. 3. Identify Pedro Alvares Cabral,

Hernán Cortés, Montezuma II,Francisco Pizarro, Atahualpa,Henry Hudson, JacquesCartier, Samuel de Champlain,John Cabot.

Critical Thinking4. Making Comparisons How

did Spain, France, and Englandeach treat Native Americangroups?

Understanding Themes5. Movement Why did

Europeans move to theAmericas?

HistoryVisualizing

European Exploitation of Africa


The age of exploration brought far-reaching changes to global cultures.Overseas trade and the conquest of

empires expanded Europe’s economy. This searchfor wealth led to the rise of free enterprise, or moderncapitalism, an economic system in which money isinvested in business to make profits.

The Commercial RevolutionBy the 1600s the nation had replaced the city

and village as the basic economic unit in Europe.Nations competed for markets and trade goods.New business methods were instituted for invest-ing money, speeding the flow of wealth, and reduc-ing risks in commercial ventures. These changes,which came to be known as the CommercialRevolution, formed the roots of modern financialand business life.

New Business Methods Launching an overseas trading venture was a

major undertaking. The financial backer of the voy-age had to raise money for supplies and to hire acrew. Often several years passed before a fleet fin-ished trading overseas and returned home. Onlythen could the initial investment be recovered.Governments and rich merchants alone hadenough money to back such trading voyages, andeven they needed financial assistance.

At first merchants turned to bankers for themoney to finance their ventures. Families like theMedici of Florence, Italy, and the Fuggers ofAugsburg, Germany, loaned money as part of theiroperations. By the 1500s these families were sowealthy that they accepted deposits, made loans,and transferred funds over long distances. Bothbanking families had branches in several Europeancities and also made loans to European monarchs.

> Terms to Definejoint-stock company, entrepreneur, mercantilism, bullion, balance of trade

> Places to LocateFlorence, Augsburg

The English and French considered piracyagainst Spain practically a religious crusade.Pirates sometimes held Holy Communion beforestarting a raid on a Spanish ship! The strangestpirate fleet of all, based in England, attackedSpaniards passing anywhere near, and openly soldtheir stolen cargo in the market. Even theirSpanish prisoners were publicly auctioned forprices set by the ransom money each one mightbring. Public opinion finally forced Elizabeth I toput a stop to all this: She declared the pirates pub-lic outlaws—“Rascals of the Sea.”

—adapted from The Pirate Picture,Rayner Thrower, 1980

S e c t i o n 3

Changing Ways of Life

SThetoryteller

Pirate ship

Read to Find Out Main Idea Increased trade and colonialexpansion set the stage for a global economy.

By the 1600s, however, these banking familieswere beginning to be replaced by government-chartered banks. The banks accepted deposits ofmoney and charged interest on loans. Before longthe banks began to provide other services. Theyissued banknotes and checks, making large pay-ments in heavy coins a thing of the past. They actedas money changers, exchanging currencies fromother countries. The banks even provided officialexchange rates for foreign currency.

Individual merchants who wanted to invest inexploration often raised money by combining theirresources in joint-stock companies, organizationsthat sold stock, or shares, in the venture, enablinglarge and small investors to share the profits andrisks of a trading voyage. If a loss occurred,investors would lose only the amount they hadinvested in shares. This sharing of risk provided astable way of raising funds for voyages.

A few joint-stock companies became rich andpowerful through government support. For exam-ple, the Dutch government gave the Dutch EastIndia Company a monopoly in trade with Africaand the East Indies. It also gave the company thepower to make war, to seize foreign ships, to coinmoney, and to establish colonies and forts. In return

the government received customs duties, or taxeson imported goods, from the company’s trade.

Increase in Money As gold and silver flowed into Europe from

abroad, the supply of coined money increased.This, in turn, led to inflation, or a dramatic rise inprices. Money, however, became more widely avail-able for large enterprises, and ideas changed aboutthe nature and goals of business. Gradually, a sys-


Spanish Doubloons and Pieces of EightDuring the 1500s, Spanish

ships called galleons sailed the seas loaded withgold doubloons and silver pieces of eight. Mintedfrom the plunder of Central and South Americanmines, the coins were a favorite target for piratesof other nations. Today, marine archaeologistshave explored a number of sunken galleons andrecovered hundreds of doubloons and pieces ofeight—still worth a fortune.

This European port scene by Jan Griffier the Elder shows the mix ofcultures that resulted from the increased trade between Europeans

and the rest of the world. How did merchants protect themselves against losses?

HistoryVisualizing

CON

NECTIONS

CO

NNECTIONS

Explain why joint-stock companieswere popular among merchants. Com-pare and contrast the joint-stock com-pany of the 1600s with the moderncorporation.

tem based on the belief that the goal of businesswas to make profits took shape. Individuals knownas entrepreneurs combined money, ideas, rawmaterials, and labor to make goods and profits.Profits were then used to expand the business anddevelop new ventures.

An entrepreneur in the cloth industry, forexample, would buy wool and employ spinners tomake the wool into yarn. Weavers and dyers wouldalso be hired to turn the yarn into cloth. The entre-preneur would then sell the cloth on the open mar-ket for a price that brought a profit. Of course,entrepreneurs took risks when they put up capitalfor businesses. They could lose their investment ifprices fell or workers could not produce goods at aspecified time or for a specific market.

In the 1600s the greatest increase in trade tookplace in the countries bordering the AtlanticOcean—Portugal, Spain, England, and theNetherlands—in large part because they had thelargest colonial empires. Italian cities such as Veniceand Genoa, formerly the leading trade centers inEurope, found themselves cut out of overseas trade as trade routes and fortunes gradually movedwestward toward the Atlantic Ocean and theAmericas.

MercantilismA new theory of national economic policy

called mercantilism also appeared. This theoryheld that a state’s power depended on its wealth.Accordingly, the goal of every nation was tobecome as wealthy as possible.

Europeans believed that the measure of anation’s wealth was the amount of bullion, or goldand silver, it owned. One Venetian summed up thegeneral feeling about bullion: “[It is] the sinews ofall government, it gives it its pulse, its movement,its mind, soul, and it is its essence and its very life.It overcomes all impossibilities, for it is the master … without it all is weak and without movement.”

Under mercantilism, nations could gain wealthby mining gold and silver at home or overseas.Thus, Spain sent conquistadors to the Americas toseize the silver and gold mines of the Aztec andInca Empires. Governments could also gain wealththrough trade. Nations sought to create a favorablebalance of trade by exporting more goods than theyimported. The gold and silver received for exportswould exceed that paid for imports. This greaterwealth meant greater national power and influencein the world.


Europe’s economic prosperity dur-ing the 1500s and 1600s made Europeanmerchants eager to increase their for-tunes. Overseas trade, however, was cost-ly and dangerous. Individual merchantsfound it impossible to take the entireburden on themselves. If a voyage failed,the merchant would lose everything.

This uncertainty led to the rise ofjoint-stock companies, which sharedexpenses, risks, and profits by sellingstock to many investors. Joint-stock companies became so popular that stockexchanges, where investors could buy andsell stock, developed in western Europe.

Setting up a joint-stock companyinvolved getting a charter from themonarch, who controlled merchant trade.Charters became important in the founding

of settlements and trading ventures in theAmericas. Also, with their emphasis onshared risk and gain, joint-stock companieswere the forerunners of modern corpora-tions. Today, the Hudson’s Bay Company,chartered in 1670 to operate the fur trade inCanada, exists as a large retail corporationwith many business interests.

Queen Elizabeth opensthe Royal Exchange

The Commercial Revolution

To increase national wealth, governments oftenaided businesses producing export goods. Theysold monopolies, or the right to operate free of localcompetition, to producers in certain key industries.They also set tariffs, or taxes on imported goods, toprotect local industries from foreign competitors.

Colonies, or overseas territories ruled by a par-ent country, were highly valued in the mercantilistsystem. They were both the sources of raw materi-als as well as vital markets for finished goods pro-vided by the parent country. The primary reasonfor having colonies was to help make the parentcountry self-sufficient.

European Daily LifeThe Commercial Revolution had a noticeable

impact on European society. Merchants prosperedmost from the expansion of trade and empire. Theybegan to surpass the nobility in both wealth andpower. Hereditary nobles had to rely on rents fromtheir lands for wealth, but rents did not rise as fastas prices.

The newly rich entrepreneurs set trends inlifestyles. Coffeehouses became their favorite gath-ering places where business and gossip wereexchanged. A Spaniard described a coffeehouse inAmsterdam in 1688:

[They] are of great usefulness in winter,with their welcoming stoves and temptingpastimes; some offer books to read, othersgaming-tables and all have people ready toconverse with one; one man drinks choco-late, another coffee, one milk, another tea

and practically all of them smoke tobacco…In this way they can keep warm, be re-freshed and entertained for little expense,listening to the news.

—Joseph de la Vega, The Wheels of Commerce, 1817

In the countryside, however, peasants lived asmeagerly as they ever had. The French writer Jeande La Bruyère (LAH•broo•YEHR) remarked thatEuropean peasants worked like animals, lived inhovels, and survived on a diet of water, blackbread, and roots.

A Global ExchangeDuring the Commercial Revolution, Europe’s

population grew rapidly. In 1450 Europe had about55 million people; by 1650, Europeans numberedabout 100 million. They also had become moremobile. Towns expanded outside their walls asmore and more people left rural areas to be closer tocenters of trade.

Europe’s growing population demanded moregoods and services. This demand was met byEurope’s increasing contacts with the rest of theworld. As Europe’s trade expanded, it contributedto a worldwide exchange of people, goods, tech-nologies, ideas, and even diseases that had pro-found consequences for the entire globe.

Known as the Columbian Exchange, afterChristopher Columbus, the transfer of productsfrom continent to continent brought changes in


Coffeehouses,such as this

one depicted in London in1668, were places to converseabout the news of the day—fires, feasts, riots, weddings,plays, and scandals. Besides cof-fee, what other foods and drinkswere introduced to Europe in thisperiod?

HistoryVisualizing

ways of life throughout the world. Europeansbrought wheat, grapes, and livestock to the Ameri-cas. From Native Americans, Europeans acquiredfoods such as corn, potatoes, tomatoes, beans, andchocolate. Easy-to-grow food crops, such as thepotato, fed Europe’s growing population. Somefoods, such as corn, also spread to Asia and Africa.From Asia and Africa, Europeans acquired tropicalproducts—bananas, coffee, tea, and sugarcane—andluxury goods, such as ivory, perfumes, silk, andgems.

New global trading links increased the move-ment of people and cultures from continent to conti-nent. Europeans, seeking wealth or fleeing economic

distress and religious persecution, moved to theAmericas and other parts of the world. Theyexchanged food, ideas, and practices with the peo-ples living in these areas. European influencesprofoundly affected local cultures. Traders spreadEuropean languages, and missionaries taughtChristianity and European values. WealthyEuropeans, in turn, developed an interest in thearts, styles, and foods of Asia. At the same time,the drastic decline of the Native American popula-tions and the forcible removal of Africans to theAmericas revealed that European expansion oftenhad a disruptive effect on cultures in other parts ofthe world.


Man-o’-War Firing a Salute by Jan Porcellis. Building an empire calledfor military strength in this period of intense European rivalry. What

caused many Europeans to venture to America?

Art&History

Main Idea1. Use a diagram like the one

below to show ways in whichincreased trade and colonialexpansion resulted in a globaleconomy.

Recall 2. Define joint-stock company,

entrepreneur, mercantilism,bullion, balance of trade.

3. Identify capitalism and discussthe changes of the CommercialRevolution that led to its rise.

Critical Thinking4. Synthesizing Information

Imagine that you are an entre-

preneur of the 1700s. Invent away for making profits by usingyour capital and talents. Appraisethe potential risks and profits inyour venture.

Understanding Themes5. Change Which class of Euro-

pean society benefited mostfrom the Commercial Revolu-tion? Explain your answer.Global

Economy

➔

+

+



By now you probably have been assignedseveral research reports. Skill in using acomputerized card catalog will help you

find the information you need to complete yourassignment.

Learning the SkillGo to the card-catalog computer in your

school or local library. What information do youneed? Type in the name of an author or per-former (for tapes, cassettes, and CDs); the title ofa book, videotape, audiocassette, or CD; or asubject heading. You will access the online, orcomputerized card catalog that lists all thelibrary’s resources for that topic. The computerwill list on screen the title’s author, or the infor-mation you requested.

The “card” that appears on screen will pro-vide other information as well, including theyear the work was published, who published it,what media type it is, and the language inwhich it is written or recorded. Use this infor-mation to determine if the material meets yourneeds. Then check to see if the item is available.In addition, find the classification (biography,travel, and so on) and call number under whichit is shelved.

Practicing the SkillThis chapter discusses explorers. The follow-

ing steps will help you use the computerizedcard catalog to find additional information onthe subject “explorers”:1. Type “s/explorers.”2. From the list of subjects that appears on the

screen, determine which might apply toEuropean explorers from the 1400s to the1700s.

3. Follow the instructions on the computerscreen to display all the titles under eachsubject you selected. For example, the

Using a Computerized Card Catalog

TechnologyTechnology

instructions might be to type the line num-ber next to the subject and press RETURN.

4. Determine which of the books, videos,audiocassettes, and CDs now on the screenyou want to learn more about.

5. What do the instructions on the screen tellyou to do to find more details?

6. What do the instructions on the screen tellyou to do if you want to find out how manycopies of the title the library owns and if andwhere a copy is available?

Applying the SkillUse the computerized card catalog in

your school or local library to identify fourresources—books, videotapes, CDs, or audio-cassettes—you can use to write two reports.Write one report on French explorer JacquesCartier, and the other report on technologicaladvances in exploration from 1400 to 1700.

For More PracticeTurn to the Skill Practice in the Chapter

Assessment on page 453 for more practice inusing a computerized card catalog.

Reviewing Facts1. History Use a diagram like the one below to

identify the major effects of the CommercialRevolution on European society.

2. History Identify the causes and effects ofEuropean expansion in the 1500s.

3. Technology Describe the improvements thatshipbuilders incorporated in the caravel.

4. Economics Explain why the Dutch turned tocommerce instead of agriculture in the late 1500s.

5. Government Identify the Mayflower Compactand discuss politics in England’s colonies.

6. Citizenship Describe what the Middle Passagewas like for enslaved Africans.

7. History Explain in what ways the French andthe English differed in their aims for theircolonies.

8. Economics State how a joint-stock companyenabled small investors to profit from a majorvoyage.

Critical Thinking1. Apply Why did Columbus’s plan to reach Asia

by a western route appeal to Spain?2. Analyze Were the English and the Spanish justi-

fied in colonizing the Americas? Why or why not?

Using Key TermsWrite the key term that completes each sentence. Thenwrite a sentence for each term not chosen.

a. cartographers g. Middle Passageb. circumnavigation h. mercantilismc. conquistadors i. balance of traded. entrepreneurs j. bullione. joint-stock companies k. triangular tradef. line of demarcation

1. An enslaved person’s journey from Africa to theAmericas was known as the ___________.

2. As a result of discoveries made by earlyEuropean explorers, ______ were able to drawmaps with greater accuracy.

3. In 1522 Ferdinand Magellan’s crew arrived atSeville, Spain, completing the first_____________, or circling of the globe.

4. ______________, or organizations that sold stockin ventures, enabled large and small investors toshare the risks and profits of a trading voyage.

5. The theory of _________ held that a nation’spower rested on its accumulated wealth.


Exploration brought people fromEurope into contact with the cultures ofAsia, Africa, and the Americas for thefirst time in this period. Imagine anddescribe such a meeting. Remember thatthese people did not, when meeting, under-stand each other’s language or culture.

Using Your History Journal

CHAPTER 17 ASSESSMENT

Cause

CommercialRevolution

Effects on European Society➔

Self-Check Quiz

Visit the World History: The Human ExperienceWeb site at worldhistory.ea.glencoe.com and click on Chapter 17—Self-Check Quiz to prepare for the Chapter Test.

Using a SpreadsheetSearch the Internet oryour local library for addition-al information about early European explorersand their achievements. Organize your informa-tion by creating a spreadsheet. Include headingssuch as name, regions of exploration, types oftechnology used, and contributions. Provide amap of the world labeling oceans, continents,and the routes that European explorers took indiscovering the world.

Technology Activity

http://www.glencoe.com/qe/qe47.php?&st=609&pt=3&bk=18

3. Evaluate How would the colonies have beendifferent if Europeans had not used slave labor?

4. Synthesize Why is the era from the 1400s to the1700s called the Age of Exploration? What areits major features? What was its impact?

5. Evaluate How did the influx of wealth from thecolonies help bring about the CommercialRevolution in Europe?

6. Analyze What were the results of FerdinandMagellan’s circumnavigation?

7. Apply Why were the Dutch eager to establishoverseas colonies?

Geography in History1. Place What European city was the first to have

potatoes for consumption?2. Movement Why were potatoes introduced into

Sweden and Finland so much later than theywere in other nations?

3. Human/Environment Interaction How wouldnew crops such as the potato affect agriculture?

2. Movement How did the Columbian Exchangeaffect changes in world populations?

3. Change How did the Commercial Revolutionencourage more European voyages of explo-ration and colonization?

1. History books used to say that Columbus“discovered” America. What did they mean,and why do we no longer see his voyage inthis way?

2. Making profits motivated early entrepre-neurs. Is this still the goal of entrepreneurstoday?

3. Compare and contrast modern spaceexplorations with European voyages ofexploration. Consider the technologiesused, the ways explorations were funded,and the impact of these ventures on humanknowledge.

Skill PracticeUse the card catalog computer in your school library

to find out more about Spain’s empire from the 1500s tothe 1700s.

1. Type “s/Spain.”2. From the list of subjects that appears on

screen determine which might apply toSpain’s empire from the 1500s to the 1700s.

3. Follow the instructions on the computerscreen to display all the titles under eachsubject you selected. Which book on thescreen do you want to learn more about?

4. Who is the author and publisher of thebook and in what year was the book published?

5. What is the call number of the book?6. Is the book available?7. Go back to the screen that displays all the

titles under the subject you selected. Arethere any videotapes, audiocassettes, orCDs listed? If so, which resource do youwant to learn more about? What is the callnumber? Is the resource available?


Understanding Themes1. Innovation How did Chinese and Arab discov-

eries aid European voyages of exploration?

SWEDEN1726

HUNGARY1654

FINLAND1735

BELGIUM1566 Vienna

1580Budapest

Dublin

London1599

Madrid

ParisFrankfurt1580

Wroclaw 1708

Rome1566

Lyons1600

Venice

Milan

from

Chile1580

from Peru 1565

Lambert Conic Conformal Projection

0 200

200

400 mi.

0 400 km

N

E

S

W

1625

NorthSea

ATLANTICOCEAN

Mediterranean Sea

B altic Sea

40°N

50°N

60°N

0°10°W 10°E 20°E

Potato Introduced to Europe

CHAPTER 17 ASSESSMENT

17 expanding 1400–1750 horizons - pbworks

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