Unit 4, SSWH 10 a

Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

Conquistador: Spanish soldiers, explorers, & fortune hunters who took part in the conquest of the Americas in the 16th century. p. 472

Explorer: a person who travels in search of geographical or scientific information.

Renaissance inspires exploration as early as the 1400s.

God: Desire to spread Christianity

Glory: Desire to become a hero for discovering new places

Gold: Desire to become rich and powerful (individually & nationally)

Advances in technology made the voyages of discovery possible

Caravel—new ship sturdier and shallower (allowing them to sail closer into shore)

Adopted triangular sails from the Arabs: this allowed the ships to sail against the wind

Astrolabe: an instrument sailors used to determine their location at sea (told how far north or south they were from the equator

Sextant: replaced the astrolabe in the 1700s, sailors could determine both latitude and longitude

Compass: an instrument which allowed sailors to track direction accurately (adopted from the Chinese)

Navigation Schools: created by Prince Henry, Portugal, in 1419 – map and instrument makers, shipbuilders, scientists, and

sea captains all attended his school

Chinese Muslim admiral, led 7 expeditions

Chinese emperor, Youglo, wanted the world to see China’s greatness

Traveled from Southeast Asia to eastern Africa p. 381-382

Some foreign countries paid tribute to China, & all received Chinese gifts

After the 7th expedition China withdrew into isolation

• Spanish wanted a direct route to Asia•October, discovered an island in the Caribbean “West Indies”•Opened the way for European colonization of the Americas p. 449-451, 472 -473

Increased tensions between Spain & Portugal

Treaty of Tordesillas: Agreement of both countries & what land they could have (imaginary line North & South) p. 450,481

• Portuguese explorer – explored the east African coast• In 1498, reached Calicut (India)•Returned to Portugal, 1499, brought back cargo 60 times the cost of the voyage•Discovered a direct route to India p. 448

Portuguese explorer, sailed for Spain to the new ocean (Pacific)

Sailed around the southern tip of South America

Eventually, they reached the Philippines 1521 p.451, 459

Magellan died in the Philippines (local war) & his crew returned home 1522

First group to circumnavigate the world (sail around)

French explorer went into the New York harbor & sailed up the St. Lawrence River.

He & 32 colonists found Quebec, which became the base for French colonies - “New France” p. 483

British sea captain, claimed New Zealand and part of Australia for England

Responsible for detailed Charts and Maps

p. 798,800

Chose 1 explorer and pretend they were never born…describe how the map would look different without their exploration.

Jot your answer—1 minutePrepare to Share

Define the Columbian Exchange and its global economic and cultural impact.

Global transfer of foods, plants, & animals during the colonization of the Americas

Europeans sent livestock – horses, cattle, sheep, & pigs

American AgL:corn & potatoes –part of

the diets around the world boost the world’s

populationNative Americans – millions died from diseases brought by Europeans

Capitalism: an economic system based on private ownership & investment of resources

Joint Stock Corporation: investors buying shares in a company: colonization (Jamestown)

Mercantilism: an economic policy under which nations sought to increase their wealth & power by obtaining large amounts of gold & silver – by selling more goods than they bought

Nation’s goal was to become self-sufficient, not depend on other countries for goods

Colonies: merchants grew in wealth & socially, colonies grew but had no power

Europe: few grew (only investors), majority remained poor

Trade between Europe, Africa, and the Americas (shaped like a triangle)

Middle Passage: the route that African Slaves crossed coming to the Americas