Empires and Kingdoms

of Southeast Asia
Pagan kingdom Srivijaya empire um* Mongol
A D 1044 — ko. 1287 A.D. 6005—A.D. 1200s invasion
1287
Khmer empire -1 Vietnam kingdom
A.D. 800—A.D. 1350 A.D. 939—A.D. 1883

REVIEWING CHAPTER THEMES CHINA

Review the "Focus On" questions at the start of

this chapter. Then select three of those ques- PACIFIC
OCEAN
tions and answer them, using information from
—20'N
the chapter.
PHILIPPINE
ItAY
ISLANDS
BENGAL
anila
CRITICAL THINKING Chao Phraya
SOUTH
CHINA
1. Linking Past and Present (a) Why were SEA
spices such valued trading goods in the
,\D
1400s? (b) What goods and resources play a
similar role in the world economy today?
2. Analyzing Information How did European
alacca
encounters with India, China, and Japan link
economic, religious, and political activity?
Give two examples.
300 600 Miles
3. Identifying Alternatives (a) Describe the
) 600 Kilometers
policy the Tokugawa shoguns followed
toward foreign merchants after 1638.
(b) What other policies might they have fol-
lowed instead? ANALYZING MAPS
Use the map to answer the following questions.
ANALYZING PRIMARY SOURCES
1. In which empire was Angkor Wat located?
Use the quotation on page 377 to answer the 2. What is the location of the Philippine Islands
following questions. in relation to China?
1. What went on for three months and twenty 3. Why did the location of the city of Malacca
days? make the city important to Southeast Asian
2. Why did the sailors not have access to fresh trade?
water?
3. What did the sailors do to the ox hides to
make them edible?

FOR YOUR PORTFOLIO

WRITING A LETTER Write a letter of advice to
European explorers, traders, missionaries, and WRITING W- Use the
officials on their way to Asia. Begin by choosing a Internet to research one of the European voy-
European nation and a land in Asia to which peo- ages that began the first global age. If possi-
ple from that nation traveled. Use outside ble, try to find a primary source from the
resources to learn about the region of Asia you voyage, such as the letters of Christopher
have chosen. Then write a letter explaining to Columbus. Then write a series of news
Europeans what they might encounter that reports that the voyager might have written
would appear unfamiliar to them. if he had been able to send news flashes
about his travels back to his home country.

Chapter 15 391
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CHAPTER 1/2L,

16
The First Global Age: Europe,
the Americas, and Africa
(1492 1750)
-

CHAPTER OUTLINE come. At the same time, Spanish explorations

1 Conquest in the Americas and colonization set in motion the modern
2 Remaking the Americas global age. Not only did they bring into contact
3 Struggle for North America the peoples of Africa, Europe, and the Americas,
4 Turbulent Centuries in Africa but they began an exchange of plants, animals,
5 Changes in Europe institutions, values, and ideas that affects the
world to this day.

T he Indians assembled on the beach, as the

strangers from across the sea had asked
them to do. They listened silently as the young
FOCUS ON these questions as you read:
■ Economics and Technology
Spanish captain read the Requerimiento, or How did the winning of overseas empires
"Requisition." This document, drafted in Spain, affect the economy of Europe?
claimed the Indians' land for the Spanish king ■ Global Interaction
and queen, as earthly representatives of the What global exchanges occurred as a result
Catholic Church. If the Indians accepted the of European expansion overseas?
authority of these rulers, the document stated,
■ Political and Social Systems
"all would be well." If they did not, punishment How were the governments of the Spanish,
would be swift and severe:
French, and English colonies similar? How
If you do not do this, . . . we shall take were they different?
you and your wives and your children, ■ Diversity
and make slaves of them. . . . We shall How were different cultures around the
take away your goods, and shall do you world brought into contact during the
all the mischief and damage that we 1500s and 1600s?
can, as to vassals who do not obey, and
refuse to receive their lord.” ■ Religions and Value Systems
What role did Christian values and teachings
Scenes such as this were repeated across play in the European colonization of the
South America and the Caribbean in the early Americas?
1500s. A flood of Spanish explorers, settlers,
and missionaries had followed Columbus to the
Americas. Wherever they went, they claimed the
land and its people for their king and Church. If TIME AND PLACE
native peoples resisted, the invaders imposed
their will by force. As loyal Christians, they be-
lieved, it was not only their right but their duty
to bring their civilization to the Indians.
The Spanish were the first Europeans to ar-
rive in the Americas. Their early encounters
with the native population set a pattern of inter-
action that would continue in the centuries to

392 Chapter 16
aRMTI•tareffeetaWl•Lairiall11111=11111111•11111111.111

..••■•••• ■•,

A First Encounter This early encounter between the Spanish conqueror Hernan Cortes and
the Aztecs of Mexico was friendly. Cortes, however, later conquered the Aztecs and seized their
empire. Encounters among the peoples of Europe, Africa, and the Americas sometimes resulted
in peaceful exchanges but other times led to turbulence and conflict. Art and Literature
How did the artist suggest Cortes's violent intentions?

HUMANITIES LINK
Art History Gold ritual ornament (page 395).
Literature In this chapter, you will encounter a passage from the following works of lit-
erature: Aztec poet, "And all this happened to us" (page 395); Carlos de Siguenza y
Gongora, The Misadventures of Alonso Ramirez (pages 416-41 7).

1492 1500s 1607 1670s 1759

Columbus lands Atlantic English Osei Tutu British defeat
in Americas; slave trade found organizes French at
Columbian begins Jamestown Asante Quebec
exchange kingdom
begins

1500 1550 1600 1650 1700 1750

Chapter 16 393
 Within a few years, the Spanish had cap-
Conquest in the tured and destroyed the Aztec capital. In its
place, they built a new city that became the
- - Americas heart of the Spanish empire in the Americas.

Guide for Reading First Encounters

Why did Spanish explorers travel to the In 1492, Christopher Columbus landed in
Americas? the islands that are now called the West Indies,
in the Caribbean. There, he encountered the
Why were the Spanish able to conquer
Taino people. The Tainos lived in villages and
the Aztec and Incan empires?
grew corn, yams, and cotton, which they wove
What were the results of the first into cloth. They were friendly and generous to-
encounters between the Spanish and ward the Spanish. Columbus reported that
Native Americans? "they invite you to share anything they possess,
Vocabulary mciutstaao, and show as much love as if their hearts went
with it." He further noted "how easy it would
be to convert these people [to Christianity]—
he Spanish soldiers who reached the Aztec and to make them work for us."
k capital of Tenochtitlan in 1519 were aston- Friendly relations soon evaporated. Streams
ished by its size and splendor. From the emper- of Spanish conquistadors (kahn KEES tuh
or's palace, one soldier wrote, "we had a clear dohrz), or conquerors, followed in the wake of
view of the three causeways by which Mexico Columbus. They settled on the islands of His-
communicated with the land, and of the aque- paniola (now the Dominican Republic and
duct . . . which supplied the city with the finest Haiti), Cuba, and Puerto Rico. They seized the
water." They also saw the majestic temples "of gold ornaments worn by the Tainos, then en-
the nearby cities, built in the form of towers and slaved them to make them pan for more gold.
fortresses, . . . and others . . . all whitewashed, At the same time, the newcomers forced the
and wonderfully brilliant." Tainos to convert to Christianity. Those who re-
sisted were treated cruelly.
Meanwhile, a deadly but invisible invader
was at work—disease. Europeans unknowingly
carried diseases such as smallpox, measles, and
influenza to which Native Americans had no im-
munity. These diseases spread rapidly and wiped
out village after village. As a result, the Native
American population of the Caribbean islands
declined by as much as 90 percent in the 1500s
This cycle of disease and death was repeated in
many other places across the Western Hemisphere

Tenochtitlan Shortly after his arrival in Mexico,

Cortes sent this map of Tenochtitlan, the Aztec capital,
to the Spanish king. As the map shows, the city was
built on an island in the middle of a lake and
connected to the mainland by broad wooden
causeways, or bridges. Four major roads divided the
city into quarters and led to a central plaza dominated
by massive temples to the Aztec gods. Economics
and Technology How do you think the causeways
served as a defense against invaders?

394 Chapter 16
 ART HISTORY
The Conquistadors
From Cuba, Spanish explorers probed the
coasts of the Americas. They spread stories of
empires rich in gold. Attracted by the promise
of riches as well as by religious zeal, a flood of
adventurers soon followed. Bernal Diaz del
Castillo, a Spanish soldier, later noted:
it [The conquistadors acted] in the ser-
vice of God and his Majesty, and to
give light to those who sat in darkness,
and also to acquire that wealth that
most men covet,'
Cortes in Mexico. Among the earliest
conquistadors was Hernan Cortes. Cortes land-
ed on the coast of Mexico in 1519 with about
600 men, 16 horses, and a few cannons. As he
headed inland toward Tenochtitlan, he was
helped by Malinche (mah LIHN chay), a young
Indian woman who served as his translator and
adviser. The Spanish called her Dona Marina.
Malinche knew both the Mayan and Aztec lan-
guages, and she learned Spanish quickly.
From Malinche, Cortes learned that many Gold Ritual Ornament Like Native American
conquered peoples hated their Aztec overlords. artists throughout Central and South America,
The Aztecs, you will recall, sacrificed thousands Mexican artists crafted elaborate works of gold.
of captives to their gods each year. Malinche Their creations were rich in religious symbolism,
helped Cortes arrange alliances with these dis- representing gods and incorporating sacred
contented groups. objects and animals, such as jaguars, serpents,
Moctezuma's dilemma. Meanwhile, in eagles, and suns. The golden ornament shown
Tenochtitlan, messengers brought word about here probably portrays the god of the dead.
Economics and Technology How do you
the newcomers to the Aztec emperor Moctezu- think the fine quality of the gold work produced
ma. The Aztec ruler hesitated. Was it possible in Central and South America reinforced
that the leader of the pale-skinned, bearded Europeans' desire to conquer the area?
strangers was Quetzalcoatl, the god-king who
had long ago vowed to return from the east? To
be safe, Moctezuma sent gifts of gold, silver, and Cortes and his allies retreated to plan an as-
precious stones. At the same time, he urged the sault. In 1521, in a brutal struggle, Cortes and
strangers not to continue to Tenochtitlan. his Indian allies captured and demolished
Cortes had no intention of turning back. Tenochtitlan. An unknown Aztec lamented:
Fighting and negotiating by turns, he and his
men advanced steadily inland toward the capital. 44And all this happened to us
At last, they arrived in Tenochtitlan, where they We saw it,
were dazzled by the grandeur of the city and by We are amazed
the gold in its temples. With this lamentable and sad fortune,
Fall of Tenochtitlan. Moctezuma wel- We see ourselves anguished.
comed Cortes to his capital. However, relations Broken spears lie in the road;
between the Aztecs and Spaniards soon grew We have torn our hair with grief.
strained, and the Aztecs drove the Spanish from The houses are roofless now, and their
the city. Moctezuma was killed in the fighting. walls are red with blood,'

Chapter 16 395
 On the ruins of Tenochtitlan, the Spanish later 3. Disease brought by the Europeans weak-
built Mexico City. From this new capital, Span- ened the Aztecs and Incas. As tens of thou-
ish forces marched out to conquer an empire sands of Indians died, the bewildered and
across Mexico and Central America. demoralized survivors felt that their gods
Pizarro in Peru. Cortes's success inspired had deserted them. The Spanish seemed al-
other adventurers. Among them was Francisco most immune to the same diseases, which
Pizarro. He arrived in Peru in 1532, just after supported the idea that the gods of the con-
the Incan ruler Atahualpa (ah tah WAHL pah) querors were more powerful.
won the throne from his brother in a 4. Many Indians believed that the disasters
bloody civil war. (See Chapter 7.) they suffered marked the end of the world.
Helped by Indian allies, To the Aztecs, the destruction of Tenochti-
Pizarro captured Atahualpa af- tlan signaled the end of the reign of the sun
ter slaughtering thousands of god. (See page 158.) "Let us die, then," the
his followers. The Spanish de- Aztecs lamented, "for our gods are already
manded a huge ransom in re- dead."
turn for the ruler's freedom. Ongoing resistance. As the pattern of
Although the Incas paid the disease and conquest was repeated across the
ransom, the Spanish killed Ata- Americas, Native Americans continued to resist
hualpa anyway. the invaders. For years, Mayas in the Yucatan re-
Despite continuing resis-
tance, the invaders overran the
Incan heartland. From Peru, Native American Population
Spanish forces surged across lands of Central Mexico
A Francisco once ruled by the Incas in Ecuador
Pizarro and Chile. Before long, Spain 26
added much of South America to 24
its growing empire. 22
20
Reasons for Victory 18
16
Why did the mighty Aztecs and Incas fall so 14
rapidly? How was it possible for a few hundred 12
European soldiers to overrun huge Native 10
American empires with populations in the mil- 8
lions? Several reasons explain the amazing suc- 6
cesses of the Spanish. 4
1. Superior military technology was a key fac- 2
tor. The Spaniards' horses frightened some
0 0 0 0 o 0
Indians, who had never seen animals like O
Lr)
N
Lr)
'1'
v.) Lel
CO N

these. Spanish muskets and cannons—

weapons of "fire and thunder"—terrorized Year
Indian soldiers, while metal helmets and ar- Source: Nicolas Sanchez-Albornoz, The Population
of Latin America
mor protected the Spanish from the Indi-
ans' arrows and spears.
2. Division and discontent among the Indians Interpreting a Chart Disease and conquest
aided the Spanish. The Aztecs and Incas had combined to drastically reduce the Native American
population. This graph shows what happened to
defeated many rival groups to forge their
central Mexico's Native Americans after the arrival of
empires. The Spanish played on old hatreds the Spanish in 1519. ■ How many Native
to make allies. In fact, Indian warriors pro- Americans lived in central Mexico in 1519? How
vided Cortes and Pizarro with much of their many lived there in 1605?
fighting power.

396 Chapter 16
gion of Central America fought Spanish rule.
Long after the death of Atahualpa, revolts
erupted among the Incas.
Remaking the Americas
Resistance did not always take the form of
military action. Throughout the Americas, Indi- Guide for Reading
ans resisted Europeans by preserving aspects of
their own culture—language, religious tradi- ■ How did Spain govern its American
tions, foods, clothing, and skills such as weaving empire?
and pottery. ■ Why did the Spanish bring enslaved
Africans to the Americas?
Looking Ahead ■ What new social structure emerged in
Spanish conquests in the Americas would Spanish America?
bring changes to peoples and cultures around ■ How did cultural blending reshape the
the world. An immediate result was the flow of Americas after 1492?
treasure from the Americas to Spain. The Span-
ish melted down gold and silver statues and or- ■ Vocabulary viceroy, plantation,
naments taken from the Aztecs and Incas. When encomienda, peon, peninsular, creole,
they depleted these sources, they forced Native mestizo, mulatto
Americans to mine silver from rich lodes in Peru
and Mexico.
In the 1500s and early 1600s, treasure fleets
sailed each year to Spain or the Spanish Philip-
I n order to build an American empire, the
Spanish set out to impose their culture, lan-
guage, religion, and way of life on millions of
pines loaded with gold and silver. As you will subjects. It was simple to erect new Spanish-
read, this flood of wealth created both benefits style cities on top of the ruins of conquered In-
and problems for the economy of Europe. dian capitals. "Christianizing" Native Ameri-
cans, on the other hand, turned out to be a little
more complex. From the first, Christian Euro-
peans had much to learn from the peoples that
SECTION REVIEW they conquered. In the end, a new culture
1. Identify (a) Tainos, (b) Hernan Cortes, emerged that reflected both European and Na-
(c) Malinche, (d) Moctezuma, (e) Francisco tive American traditions.
Pizarro, (f) Atahualpa.
2. Define conquistador. Ruling the Spanish Empire
3. Describe the motives of the Spanish
conquistadors. In the 1500s, Spain claimed a vast empire
4. (a) How did divisions within the Aztec and stretching from California to South America. In
Incan empires help the Spanish? (b) What time, it divided these lands into five provinces.
other reasons explain the rapid conquest of The most important were New Spain (Mexico)
the Spanish invasion? and Peru.
5. What were the effects of the Spanish conquest Spain was determined to maintain strict
of the Americas? control over its empire. To achieve this goal, the
6. Critical Thinking Comparing king set up the Council of the Indies to pass
Compare the Spanish conquest of the Ameri- laws for the colonies. He also appointed
cas with the Reconquista or the Crusades. viceroys, or representatives who ruled in his
(a) How were they similar? (b) How were name, in each province. Lesser officials and au-
they different? diencias, or advisory councils of Spanish settlers,
7. ACTIVITY Write a song about Cortes's helped the viceroy rule. The Council of the In-
arrival in Mexico from either the Aztec or dies in Spain closely monitored these colonial
Spanish point of view. officials to make sure they did not overstep their
bounds.

Chapter 16 397
 The Catholic Church. To Spain, winning Sugar cane was introduced into the West In-
souls for Christianity was as important as gain- dies and elsewhere and quickly became a prof-
ing land. The Catholic Church played a key role itable resource. The cane was refined into sugar,
in the colonies, working hand in hand with the molasses, and rum. Sugar cane, however, had to
government. Church leaders often served as be grown on plantations, large estates run by
royal officials and helped to regulate the activi- an owner or the owner's overseer. Finding the
ties of Spanish settlers. As Spain's American em- large numbers of workers needed to make the
pire expanded, Church authority expanded plantations profitable was a major problem.
along with it. At first, Spanish monarchs granted the con-
Franciscan, Jesuit, and other missionaries quistadors encomiendas, the right to demand
baptized thousands of Native Americans. In labor or tribute from Native Americans in a par-
frontier regions, they built mission churches and ticular area. The conquistadors used this system
worked to turn new converts into loyal subjects to enslave Native Americans under the most
of the Catholic king of Spain. They emphasized brutal conditions. Those who resisted were
the superiority of European culture over Native hunted down and killed. Disease, starvation,
American traditions. They also introduced west- and cruel treatment caused catastrophic declines
ern clothing, the Spanish language, and new in the population.
crafts such as carpentry and locksmithing. Bartolome de las Casas. A few bold
Economy. To make the empire profitable, priests, like Bartolome de las Casas, condemned
Spain closely controlled its economic activities, the evils of the encomienda system. In vivid re-
especially trade. Colonists could export raw ports to Spain, Las Casas detailed the horrors
materials only to Spain and could buy only that Spanish rule had brought to Native Ameri-
Spanish manufactured goods. Laws forbade cans and pleaded with the king to end the
colonists from trading with other European na- abuse.
tions or even with other Spanish colonies. The Prodded by Las Casas, Spain passed the
most valuable resources shipped from Spanish New Laws of the Indies in 1542 forbidding en-
America were silver and gold. slavement of Native Americans. The laws were
meant to end abuses against Native Americans,
but Spain was too far away to enforce them.
A Mission Church Priests set up missions Many Native Americans were forced to become
throughout New Spain. They encouraged Native _ins, workers forced to labor for a landlord in
Americans to live in the missions, where they could order to pay off a debt. Landlords advanced
learn the Christian faith. Nearby forts protected the
them food, tools, or seeds, creating debts that
missions as well as neighboring
mines and ranches. Political
workers could never pay off in their lifetime.
and Social Systems Why do
Workers from Africa. To fill the labor
you think Spanish missions shortage, Las Casas urged colonists to import
needed military protection? workers from Africa. Africans were immune to
tropical diseases, he said, and had useful skills in
farming, mining, and metalworking. Las Casas
later regretted that advice because it furthered
the brutal African slave trade. Colonists had be-
gun bringing Africans to the Americas as early
as 1502.
As demand for sugar products skyrocketed,
the settlers imported millions of Africans. The
newcomers were forced to work as field hands,
miners, or servants in the houses of wealthy
landowners. Others became peddlers, skilled ar-
tisans, artists, and mechanics.
In time, Africans and their American-born
descendants greatly outnumbered European
settlers in the West Indies and parts of South
America. Often, they resisted slavery by re-
belling or running away. In the cities, some en-
slaved Africans earned enough money to buy
their freedom.

Social Classes
In Spanish America, the unique mix of peo-
ples gave rise to a new social structure. At the
top of colonial society were peninsulares, peo-
ple born in Spain. (The term peninsular referred
to the Iberian Peninsula, on which Spain is lo-
cated.) Peninsulares filled the highest positions
in both colonial governments and the Catholic
Church. Next came creoles, American-born de-
scendents of Spanish settlers. Creoles owned
most of the plantations, ranches, and mines.
Other social groups reflected the mixing of A New Society The social structure of Spain's
populations. They included mestizos, people American empire reflected its unique blend of people.
of Native American and European descent, and This portrait depicts a Spanish man, his Mexican
mulattoes, people of African and European de- wife, and their young daughter, a mestizo. Diversity
scent. At the bottom of society, Native Ameri- What were the social classes of New Spain?
cans and people of African descent formed the
lowest social classes.
Women wishing an education might enter a
convent. One such woman was Sor Juana Ines
Colonial Culture de la Cruz. Refused admission to the University
Over the centuries, the Spanish colonies de- of Mexico because she was a girl, Juana entered
veloped a unique culture. It combined Euro- a convent at the age of 16. There, she devoted
pean, Native American, and African traditions. herself to study and the writing of poetry. She
Cities. Spanish settlers preferred to live in earned a reputation as one of the greatest lyric
towns and cities. Mexico City grew so quickly poets ever to write in the Spanish language.
that by 1550 it was the largest Spanish-speaking Cultural blending. .Although Spanish
city in the world. culture was dominant in the cities, the blending
Colonial cities were centers of government, of diverse traditions changed peoples' lives
commerce, and European culture. Around the throughout the Americas. Settlers learned Na-
central plaza, or square, stood government tive American styles of building, ate foods native
buildings and a Spanish-style church. Broad av- to the Americas, and traveled in Indian-style ca-
enues and public monuments symbolized Euro- noes. Indian artistic styles influenced the new-
pean power and wealth. Cities were also centers comers. At the same time, settlers taught their
of intellectual and cultural life. Architecture and religion to Native Americans. They also intro-
painting as well as poetry and the exchange of duced animals, especially the horse, that trans-
ideas flourished. formed the lives of many Native Americans.
Education. To meet the Church's need for Africans contributed to this cultural mix
educated priests, the colonies built universities. with their farming methods, cooking styles, and
The University of Mexico was established as ear- crops, including okra and palm oil. African dra-
ly as 1551. A dozen Spanish American universi- ma, dance, and song heightened Christian wor-
ties were busy educating young men long before ship services. In Cuba, Haiti, and elsewhere,
Harvard, the first university in the 13 English Africans forged new religions that blended
colonies, was founded in 1636. African and Christian beliefs.

Chapter 16 399
 The Portuguese in Brazil will, wherein he divided the Earth between
Spain and Portugal." Smugglers soon did a
A large area of South America remained flourishing business with Spanish colonists.
outside the Spanish empire. By the Treaty of Spanish treasure fleets also offered a tempt-
Tordesillas in 1494, Portugal claimed Brazil. ing target to Dutch, English, and French pi-
(See the map on page 402.) Portugal issued rates. Their ships nested among the Caribbean
grants of land to Portuguese nobles, who islands ready to pounce on Spanish galleons.
agreed to develop them and share profits with Some pirates, called privateers, operated with
the crown. Landowners sent settlers to build the approval of European governments. Eng-
towns, plantations, and churches. land's Queen Elizabeth, for example, knighted
Unlike Spain's American lands, Brazil of- Francis Drake for his daring raids on Spanish
fered no instant wealth from silver or gold. Ear- treasure ships. ( L
°D. See World Literature, "The
ly settlers clung to the coast, where they cut and Misadventures of Alonso Ramirez," page 416.)
exported brazilwood, used to produce a pre- Like the Spanish, the Dutch, English, and
cious dye. Before long, they turned to planta- French hunted for rich gold empires in the
tion agriculture and cattle raising. They forced Americas and for a northwest passage around
Indians and Africans to clear land for sugar plan- North America to Asia. In doing so, they ex-
tations. As many as five million Africans were plored the coasts and planted settlements in
sent to Brazil. North America. (See Chapter 15.)
The thickly forested Amazon basin re-
mained largely unexplored by settlers. However,
ruthless adventurers slowly pushed inland. They
attacked and enslaved Native American peoples SECTION fJ REVIEW
and claimed for themselves land for immense
cattle ranches. Some even discovered gold. 1. Identify (a) Council of the Indies, (b) Bar-
As in Spanish America, a new culture tolorne de las Casas, (c) New Laws of the In-
emerged in Brazil that blended European, Na- dies, (d) Sor Juana Ines de la Cruz.
tive American, and African patterns. European 2. Define (a) viceroy, (b) plantation, (c) en-
culture dominated the upper and middle classes, comienda, (d) peon, (e) peninsular, (f) creole,
but Native American and African influences left (g) mestizo, (h) mulatto.
their mark. Portuguese settlers, for example, ea- 3. (a) Describe how Spain controlled its Ameri-
gerly adopted Indian hammocks. A settler ex- can empire. (b) What role did the Catholic
pressed his enthusiasm: Church play in the empire?
4. (a) Why did Las Casas urge Spanish settlers to
44Would you believe that a man could import workers from Africa? (b) What labor
sleep suspended in a net in the air like a did enslaved Africans perform in the colonies?
bunch of hanging grapes? Here it is a 5. How did the mix of peoples in Spanish Ameri-
common thing . . . I tried it and will ca result in a new social structure?
never again be able to sleep in a bed, 6. Give three examples of cultural blending
so comfortable is the rest one gets in in Spain's American empire.
the nal! 7. Critical Thinking Making Decisions
The Spanish tried to fill their need for labor by
Challenging Spanish Power enslaving first Native Americans and then
Africans. How would you have solved the
In the 1500s, the wealth of the Americas problem of a dependable labor supply with-
helped make Spain the most powerful country out the use of slavery?
in Europe. As you have read, Spain controlled 8.ACTIVITY Review what you have read
all trade with its American colonies. That policy about Spanish treatment of Native Americans,
annoyed other Europeans. Many English and on page 398. Then, design a poster to rouse
Dutch agreed with the French king Francis I, public opinion in Spain to protect the Indians.
who declared that "I should like to see Adam's

400 Chapter 16
 At first, the Europeans were disappointed.

LA Struggle for North

America
North America did not yield gold treasure or of-
fer a water passage to Asia, as they had hoped.
Before long, though, the English and French
were turning large profits by growing tobacco in
Guide for Reading
Virginia, fishing off the North Atlantic coast,
and trading fur from New England to Canada.
■ What problems did settlers in New France By 1700, France and England controlled
face? large parts of North America. As their colonies
■ What traditions of government evolved in
grew, they developed their own governments,
the English colonies? different from each other and from that of Span-
ish America.
■ How did the Treaty of Paris of 1763 affect
North America?
Building New France
■ How did Native American traditions
influence European colonists? By the early 1500s, French fishing ships
were crossing the Atlantic each year to harvest
rich catches of cod off Newfoundland, Canada.
the 1500s and 1600s, other European pow- Distracted by wars at home, though, French
I n
ers moved into the Americas and began build-
ing settlements. France, the Netherlands,
rulers at first paid little attention to Canada—
New France, as they called it. Only in 1608 did
England, and Sweden joined Spain in claiming Samuel de Champlain build the first permanent
parts of North America. French settlement in Quebec. Jesuits and other

Settlers in New France This illustrated map

depicts French settlers arriving in New France.
Does the map seem confusing? Try turning it
upside down. You should now recognize eastern
North America, from the Florida peninsula in the
south to Canada in the north. Geography
and History Why do you think the French
mapmaker drew this map "upside down"?

Chapter 16 401
Land Claims in the Americas missionaries soon followed. They ad-
About 1700 vanced into the wilderness, converting
Native Americans to Christianity.
Slow growth. Helped by Native
American allies, French fur traders trav-
eled inland, claiming vast territory.
France's American empire reached from
__NEWFOUNDLAND
Quebec to the Great Lakes and down
lArbale meaty,.
Ash the Mississippi to Louisiana and the
NGLISH
NOVA SCOTIA
A TLANTIC
Gulf of Mexico. (See the map at left.)
COLONIES
Tobacco OCEAN
The population of New France
grain grew slowly. Wealthy landlords owned
FLORIDA
,BAHAMA S Oc
huge tracts along the St. Lawrence Riv-
1
En9)

/410/1-5
Se
er. They sought settlers to farm the
• or, land, but the harsh Canadian climate
(Altikra; N SE-1 attracted few French peasants.
PACIFIC Many who went to New France
OCEAN soon abandoned farming in favor of fur
oC
trapping and trading. They faced a
ep hard life in the wilderness, but the soar-
Land claims ing European demand for fur ensured
about 1700
good prices. Fur traders and trappers
Dutch learned survival and trapping skills
1.1 English
from Native Americans. Many married
Native American women. Fishing, too,
French supported settlers who lived in coastal
Portuguese
villages and exported cod and other
4E fish to Europe.
Spanish
Government policy. In the late
Main 750 1500 Miles
1600s, the French king Louis XIV set
exports
750 1500 Kilometers
out to strengthen royal power and
boost tax revenues from his overseas
GEOGRAPHY AND HIS empi e. He appointed officials to oversee justice
and economic activities in New France. He also
By the 1700s,
European nations
sent more settlers and soldiers to North Ameri-
had claimed vast ca. HeH even paid for unmarried women to travel
stretches of land in to New France, where they might find husbands
both North an and help build new communities. The Catholic
South America. Louis, however, prohibited Protestants from set-
They used their American colonies as a steady tling in New France.
source of raw materials for making manufactured By the early 1700s, French forts, missions,
goods. and trading posts stretched from Quebec to
1. Location On the map, locate (a) New France, Louisiana. Yet the population of New France re-
(b) Louisiana, (c) Mexico, (d) Peru, (e) Brazil, mained small compared to that of the 13 Eng-
(f) Chile. lish colonies expanding along the Atlantic coast.
2. Movement (a) Which raw materials were
exported from the West Indies? (b) From Mexico?
3. Critical Thinking Synthesizing Information The 13 English Colonies
Based on the map and what you have read, to
which European country did Brazil probably The English built their first permanent
send its raw materials? Explain. colony at Jamestown, Virginia, in 1607. Its ear-
ly years were filled with disaster. Many settlers

402 Chapter 16
died of starvation and disease. The rest survived Government. Like the rulers of Spain and
with the help of friendly Native Americans. The France, English monarchs asserted control over
colony finally made headway when the settlers their American colonies. They appointed royal
started to grow and export tobacco, a crop they governors to oversee colonial affairs and had
learned about from the Indians. Parliament pass laws to regulate colonial trade.
In 1620, other English settlers, the Pil- Yet compared to settlers in the Spanish and
grims,* landed at Plymouth, Massachusetts. French colonies, English colonists enjoyed a
They were seeking religious freedom, rather large degree of self-government. Each colony
than commercial profit. Before coming ashore, had its own representative assembly elected by
they signed the Mayflower Compact, in which propertied men. The assemblies advised the roy-
they set out guidelines for governing their al governor and made decisions on local issues.
North American colony. It read: The tradition of consulting representative
assemblies grew out of the English experience.
44We, whose names are underwritten . . . (See page 212.) Beginning in the 1200s, Parlia-
having undertaken for the Glory of ment had played an increasingly important role
God, and Advancement of the Christ- in English affairs. Slowly, too, English citizens
ian Faith . . . a voyage to plant [a] had gained certain legal and political rights.
colony in the [Americas] . . . do enact, England's American colonists expected to enjoy
constitute, and frame, such just and the same rights. When colonists later protested
equal Laws . . . as shall be thought British policies in North America, they saw
most [fitting] and convenient for the themselves as "freeborn Englishmen" defending
general Good of the Colony,' their traditional rights.
Today, we see this document as an important
early step toward self-government. Caught Up in
Many Pilgrims died in the early years. Local Global Power Struggles
Indians, however, taught them to grow corn
and helped them survive in the new land. Soon, By the 1600s, Spain, France, England, and
a new wave of Puritan immigrants arrived to es- the Netherlands were competing for trade and
tablish the Massachusetts Bay Colony. colonies around the world. All four nations had
Growth. In the 1600s and 1700s, other colonies in North America, where they often
groups and individuals founded colonies. Some, fought for territory. After several naval wars with
like Virginia, were commercial ventures, organ- the Netherlands, the English seized the Dutch
ized for profit. Others, like Massachusetts, colony of New Netherland in 1664 and re-
Pennsylvania, and Maryland, were set up as named it New York. English settlers in Georgia
havens for persecuted religious groups. clashed with the Spanish in nearby Florida.
Geographic conditions helped shape different Competition was also fierce in the
ways of life in the New England, middle, and Caribbean region. The Dutch brought sugar
southern colonies. In New England, many settlers production to the Caribbean from Brazil and
were farmers who transferred to North America made it a big business. The French acquired
the village life they had enjoyed in England. In Haiti, the richest of the sugar colonies, as well as
parts of the South, a plantation economy emerged. Guadeloupe and Martinique. The English took
Like New Spain, the English colonies need- Barbados and Jamaica. In the late 1600s, the
ed workers to clear land and raise crops. A grow- French and English Caribbean islands, worked
ing number of Africans were brought to the
colonies and sold as slaves. In several mainland
colonies, enslaved Africans and their descen- Compared to the Spanish and
dants outnumbered Europeans. French colonies, the 13 English
colonies enjoyed a large degree of
self-government. How are peo-
*Pilgrims were a band of English Puritans, a Protestant group, ple's lives affected by the form of
who rejected the practices of the official Church of England. government under which they
(See page 359.) live?

Chapter 16 403
 Indian Allies In their contest for North America, both
the British and French enlisted Indian allies. The
Iroquois nations sided with the British. To demonstrate
their friendship, an Iroquois sachem shown here
crossed the Atlantic to visit Queen Anne in London in
1710. Diversity Why do you think the French and
British felt they needed Indian allies?

Quebec and then Montreal. Though the war

dragged on until 1763, the British had won
control of Canada.
The peace treaty. By the Treaty of Paris
that ended the war, France ceded Canada and its
lands east of the Mississippi River to Britain. As
you have read, the British also forced the French
out of India. The French, however, regained the
rich sugar-producing islands in the Caribbean
and the slave-trading outposts in Africa that the
British had seized during the war.
The peace treaty ensured British dominance
in North America. Yet thousands of French set-
tlers remained in Canada and Louisiana. French
culture continues to shape both areas to the pres-
ent day.

Impact on
by enslaved Africans, surpassed Brazil as the Native Americans
world's largest exporter of sugar. Shortly after, As in Spanish America, the arrival of Euro-
these little islands had surpassed the whole of pean settlers in North America had a profound
North America in exports to Europe. impact on Native Americans. Some Native
British-French rivalry. By the 1700s, Americans traded or formed alliances with the
Britain and France had emerged as bitter rivals newcomers. In the West, as we will see, the ar-
for power around the globe. Their clashes in rival of the horse transformed the lifestyle of
Europe often ignited conflicts in the Caribbean, buffalo-hunting Indians.
North America, and India. The struggle came Frequently, however, clashes erupted. As
to a head when the Seven Years' War erupted in settlers claimed more land, Native Americans re-
Europe in 1756. The war soon spread to India sisted their advance. Bitter fighting resulted. In
and North America. In the English colonies, it the end, superior weapons helped the English to
was called the French and Indian War. victory. Year by year, the flood of new settlers
Although France held more territory in pushed the frontier—and the Indians—slowly
North America, the British colonies had more westward.
people. Trappers, traders, and farmers from the Disease. As elsewhere, the Native Ameri-
English colonies were pushing west into the can population of North America plummeted.
Ohio Valley, a region claimed by France. The Disease weakened or killed large numbers. In
French, who had forged alliances with the Indi- 1608, an estimated 30,000 Algonquians lived in
ans, fought to oust the intruders. Virginia. By 1670, only 2,000 remained.
During the war, a combined force of British In New England, diseases brought by Euro-
soldiers and colonial troops launched a series of pean fishing fleets wiped out entire Indian vil-
campaigns against the French in Canada and on lages even before the European settlers arrived.
the Ohio frontier. In 1759, the British captured A Pilgrim noted that Indians "had been melted

404 Chapter 16
down by . . . disease, whereof nine-tenths of
them have died." Turbulent Centuries
Legacy. While encounters with Europeans
often brought disaster to Native American soci- in Africa
eties, the Indian way of life helped shape the
emerging new culture of North America. Set- Guide for Reading
tlers adopted Native American technologies.
From Indians, they learned to grow corn, beans, • What were the results of early encounters
squash, and tomatoes and to hunt and trap for- between Europeans and Africans?
est animals. Today's Thanksgiving menu of ■ How did the Atlantic slave trade affect
turkey and pumpkin pie reflects Indian foods. Africa?
On the frontier, some colonists adopted In-
dian clothing. "It is not uncommon to see a What kingdoms emerged in West Africa
Frenchman wearing Indian moccasins and leg- in the early modern age?
gings," observed a visitor to New France. At the ■ What groups battled for power in
same time, though, he might also sport "a fine southern Africa?
ruffled shirt and a laced waistcoat."
Trails blazed by Indians became highways
for settlers moving west. Across the continent, he first encounters between Europeans and
rivers like the Mississippi and mountains like the 1 Africans took place in the 1400s. By then, as
Appalachians bear Indian names. Some Euro- you have read, diverse societies had emerged in
peans came to respect Native American medical Africa, and Islam, spread by Muslim traders, had
knowledge. Today, many people are taking a become an important force on the continent.
new look at Indian religious traditions that Europeans brought new influences to Africa. At
stress respect for the natural environment. the same time, the contact caused people and
products from Africa to become part of the in-
ternational exchanges that marked this first
global age.
SECTION REVIEW

1. Identify (a) Samuel de Champlain, European Outposts in Africa

(b) Louis XIV, (c) Jamestown, (d) Pilgrims,
(e) Mayflower Compact, (f) French and Indian In the 1400s, Portuguese ships explored the
War, (g) Treaty of Paris. coast of West Africa, looking for a sea route to
2. (a) Why did New France have a hard time India. They built a string of small forts along the
attracting settlers? (b) What economic activi- West African coast to trade for gold, collect food
ties were profitable in New France? and water, and repair their ships. African rulers
3. What motives brought English settlers to set the terms of trade.
North America? The Portuguese lacked the power or re-
4. (a) What European countries competed for sources to push into the African interior. They
power in North America? (b) How did Britain did, however, attack the coastal cities of East
come to dominate the continent? Africa, such as Mombasa and Malindi, which
5. Describe three ways in which Native Ameri- were hubs of international trade. (See Chapter
cans influenced the emerging new culture of 12.) With muskets and cannons blazing, they
North America. expelled the Arabs who controlled the East
6. Critical Thinking Synthesizing Infor- African trade and took over this commerce for
mation Compare New France and the 1 3 themselves.
English colonies in terms of (a) population, The Portuguese, however, gained little
(b) size, and (c) government. profit from their victories. Trade between the
7.ACTIVITY Create a brochure to attract interior and the coast soon dwindled. By 1600,
settlers to New France. the once prosperous East African coastal cities
had sunk into poverty.

Chapter 16 405
 profitable business. Each year, traders shipped
tens of thousands of enslaved Africans across the
Atlantic to work on tobacco and sugar planta-
tions in the Americas.
Europeans seldom took part in slave raids.
Instead, they relied on African traders to bring
West African Carving captives from the interior to coastal trading
West African artists posts. There, the captives were exchanged for
produced many fine textiles, metalwork, rum, tobacco, weapons,
carvings. This ivory salt and gunpowder.
cellar depicts Portuguese
Horrors of the Middle Passage. Once
soldiers of the 1500s.
Art and Literature
purchased, Africans were packed below the
Whom do you think the decks of slave ships. For enslaved Africans, the
artist created the salt Middle Passage,* as Europeans called the voy-
cellar for? Explain. age, was a horror. Hundreds of men, women,
and children were crammed into a single vessel.
Slave ships became "floating coffins" on which
Other Europeans up to half the Africans on board died from dis-
soon followed the Por- ease or brutal mistreatment. Sometimes, en-
tuguese into Africa. slaved Africans committed suicide by leaping
The Dutch, the Eng- overboard. Others tried to seize control of the
lish, and the French ship and return to Africa.
established forts along
the western coast of African Leaders Resist
Africa. Like the Portu-
guese, they exchanged Some African leaders
muskets, tools, and cloth for gold, ivory, hides, tried to slow down the
and slaves. CLOSE transatlantic slave trade
or even to stop it alto-
gether. They used different forms of resistance.
The Atlantic Slave Trade But in the end, the system that supported the
In the 1500s, Europeans began to view trade was simply too strong for them to resist.
slaves as the most important item of African The efforts of two of these leaders are recounted
trade. Slavery had existed in Africa, as elsewhere below.
around the world, since ancient times. Egyp- King Affonso speaks out. An early voice
tians, Greeks, Romans, Persians, Indians, and raised against the slave trade was that of Affonso
Aztecs often enslaved defeated foes. Our word I, ruler of Kongo in west-central Africa. Affonso
slave comes from the large number of Slays, tak- had been born Nzinga Mbemba (uhn ZIHN gah
en from southern Russia, to work as unpaid la- uhm BEHM bah). As a young man, he was tu-
borers in Roman times. tored by Portuguese missionaries, who baptized
The Arab empire also used slave labor, often him in 1491 with the Christian name Affonso.
captives taken from Africa. In the Middle East, Impressed by his early contacts with the
many enslaved Africans worked on farming es- Portuguese, Affonso dreamed of building a
tates or large-scale irrigation projects. Others modern Christian state in Kongo. After becom-
became artisans, soldiers, or merchants. Some ing king in 1505, he called on Portuguese mis-
rose to prominence in the Muslim world even sionaries, teachers, and technical experts to help
though they were officially slaves.
European slave traders in Africa. The *The Middle Passage was part of a three-legged trade net-
Atlantic slave trade began in the 1500s, to fill work that sent raw materials from the Americas to Europe,
the need for labor in Spain's American empire. slaves from Africa to the Americas, and manufactured goods
In the next 300 years, it grew into a huge and from Europe to Africa.

406 Chapter 16
him develop Kongo. He sent his sons to Portu- The almamy passes a law. In the late
gal to be educated in Christian ways. 1700s, another African ruler, the almamy of
Soon, however, Affonso grew worried. Each Futa Toro in northern Senegal, tried to halt the
year, more and more Portuguese arrived in slave trade in his lands. Unfortunately, he en-
Kongo to buy slaves. They offered such high joyed no more success than Affonso had 200
prices that government officials and local chiefs years earlier.
were eager to become involved in the business. Since the 1500s, French sea captains had
Even Christian missionaries began to buy and bought slaves from traders in Futa Toro. The al-
sell Africans. In 1526, Affonso wrote in dismay mamy decided to put a stop to this practice. In
to the king of Portugal: 1788, he passed a law forbidding anyone to
transport slaves through Futa Toro for sale
i‘Merchants are taking every day our
abroad.
natives, sons of the land and sons of
our nobles and vassals and our rela- The sea captains were furious. They protest-
tives, because the thieves and men of ed to the almamy and requested him to repeal
bad conscience . . . grab them and get the law. The almamy refused. He returned the
them to be sold. . . . Our country is presents the captains had sent him in hopes of
being completely depopulated, winning him over to their cause. "All the riches
in the world would not make me change my
Affonso insisted that "it is our will that in mind," he said.
these Kingdoms there should not be any trade The almamy's victory was short-lived, how-
of slaves nor outlet for them." Kongo, he stated, ever. The inland slave traders simply worked out
could benefit from contacts with Europe, but another route for bringing their captives to the
the trade in human lives was evil. His appeal coast. Weighing anchor, the French captains
failed, and the slave trade continued. sailed to this new market. There, they supplied

A Profitable Business From walled compounds in this thriving West African town,
Portuguese, French, English, and Dutch traders competed for shares in the highly
profitable slave trade. African merchants who supplied them with slaves made large
profits, too. King Affonso I of Kongo could not end the slave trade because he could not
end African and European greed. Global Interaction Why did the Atlantic slave
trade become important?

Chapter 16 407
 African Slave Trade

Destinations of
Enslaved Africans
Arguin
1500-1870
o
Goree Spanish
A FUTA TORO America,
HAUSA
.493 SENEGAMBIA STATES
BORNU including
Spanish
ASANTE Caribbean
OYO 15%
Freetow Kumasi,
DAHOMEY

Accra LD
COAST .Malin •
A ILANI it Mombasa'
KONGO
Luanda

European coastal 404 ANGOLA Mozambique

settlements
■ Dutch Sofala
British
North
O French America
4.5% Europe and Asia
2.5%
❑ Portuguese
Source: Albert M. Craig, World Civilizations
A British
O soo 1000 Miles

Slav e trade O 500 1000 Kilometers

Saw).
r t es
routes 80 F

GEOGRAPv utc -rnav

From bases along
Impact of the
the coasts of Africa, Atlantic Slave Trade
European ships
carried millions of
Historians are still debating the number of
enslaved Africans Africans who were affected by the Atlantic slave
to be sold in mar- trade. In the 1500s, they estimate, about 2,000
kets in Europe, Asia, and the Americas. enslaved Africans were sent to the Americas
1. Location On the map, locate (a) Accra,
each year. In the 1780s, when the slave trade
(b) Futa Toro, (c) Kongo, (d) Bornu, was at its peak, that number topped 80,000 a
(e) Malindi. year. By the 1800s, when the overseas slave
2. Place (a) Name one trading settlement set trade was finally stopped, an estimated 11 mil-
up by the French. (b) Name one settlement lion enslaved Africans had reached the Ameri-
set up by the British. cas. Another two million probably died under
3. Critical Thinking Analyzing Information the brutal conditions of the voyage between
Many slaves who were first shipped to the
Africa and the Americas.
Caribbean were later sold to slaveholders in
British North America. How might this fact
The slave trade had other results, too. One
affect your analysis of the information on the of the most important was the loss of countless
circle graph about the proportion of slaves in numbers of young women and men from West
British North America? Africa. The region as a whole recovered from
1 this population drain. But with their youth cap-
tured, some societies and small states disappeared
themselves with the slaves that the almamy had forever. At the same time, there was a rise of new
prevented them from buying in Senegal. There African states whose way of life depended on the
was no way the almamy could stop them. la slave trade.

408 Chapter 16
 Rise of New States form movements in West Africa. Between about
1780 and 1880, more than a dozen Islamic
Among the large states that rose in West leaders rose to power, replacing old rulers or
Africa in the 1600s and 1700s were Oyo, Bor- founding new states in the western Sudan.
nu, and Dahomey. Another state, the Asante
kingdom, emerged in the area occupied by
modern Ghana.
Conflicts in Southern Africa
The Asante kingdom. In the late 1600s, Over many centuries, you will recall, Bantu-
an able military leader, Osei Tutu, won control speaking peoples had migrated into southern
of the trading city of Kumasi. From there, he Africa. (See Chapter 12.) In 1652, Dutch immi-
conquered neighboring peoples and organized grants also arrived in the region. They built
the Asante kingdom. Osei Tutu claimed to rule Cape Town to supply ships sailing to or from
by divine right. Leading chiefs served as a coun- the East Indies. Dutch farmers, called Boers,
cil of advisers but were subject to the royal will. settled around Cape Town. Over time, they
Officials chosen by merit rather than birth ousted or enslaved the Khoisan herders who
supervised an efficient bureaucracy. They man- lived there. The Boers held to a Calvinist belief
aged the royal monopolies over gold mining that they were the elect of God and looked on
and the slave trade. The Asante traded with Eu- Africans as inferiors.
ropeans on the coast, exchanging gold and In the 1700s, Dutch herders and ivory
slaves for firearms. But they shrewdly played off hunters began to push north. As they did, they
rival Europeans against each other to protect battled powerful African groups like the Zulus.
their own interests. Shaka. The Zulus had migrated into south-
Islamic crusades. In the 1700s and early ern Africa in the 1500s. In the early 1800s, they
1800s, an Islamic revival spread across West emerged as a major force under a ruthless and
Africa. It began among the Fulani people in brilliant leader, Shaka. He built on the successes
northern Nigeria. of earlier leaders who had begun to organize
The Fulani scholar and preacher Usman dan young fighters into permanent regiments.
Fodio denounced the corruption of the local Between 1818 and 1828, Shaka waged relent-
Hausa rulers, who were Muslim in name only. less war and conquered many nearby peoples.
He called for social and religious re-
forms based on the Sharia, or Islam-
ic law. In the early 1800s, Usman
inspired Fulani herders and Hausa
townspeople to rise up against their
rulers.
Usman and his successors set up
a powerful Islamic state. Under their
rule, literacy increased, local wars
quieted, and trade improved. Their
success inspired other Muslim re-

Asante Power The Asantes traded gold

and slaves for European guns. With the
help of these weapons, they built a large
and powerful kingdom. Here, an Asante
warrior stands guard before the royal
armory in the palace. Economics and
Technology How do you think the
Asantes would respond to movements to
end the slave trade? Explain.

Chapter 16 409
He absorbed their young men and women into
Zulu regiments. By encouraging rival groups to
forget their differences, he cemented a growing
pride in the Zulu kingdom.
Shaka's wars disrupted life across southern
Li Changes in Europe
Guide for Reading
Africa. Groups driven from their homelands by
the Zulus adopted Shaka's tactics. They then ■ How did European explorations lead to a
migrated north, conquering still other peoples global exchange?
and creating their own powerful states. ■ What economic changes occurred in
Later Shaka's half-brother took over the Europe in the 1500s and 1600s?
Zulu kingdom. About this time, the Zulus faced
a new threat, the arrival of well-armed, mounted ■ What social changes took place in Europe
Boers migrating north from the Cape Colony. during the 1500s and 1600s?
Boers versus Zulus. In 1815, the Cape ■ Vocabulary inflation, capitalism,
Colony passed from the Dutch to the British. entrepreneur, joint stock company,
Many Boers resented British laws that abolished mercantilism, tariff
slavery and otherwise interfered in their way of
life. To escape British rule, they loaded their
goods into covered wagons and started north.
In the late 1830s, several thousand Boer families
joined this "Great Trek."
I n 1570, Joseph de Acosta visited the Ameri-
_Leas. He wrote in amazement about the many
strange forms of life that he saw there:
As they traveled northward, the Boers came 44[There are] a thousand different kinds
into contact with the Zulus. Fighting quickly of birds and beasts of the forest, which
broke out. At first, Zulu regiments held their have never been known, neither in
own. But in the end, Zulu spears could not hold shape nor name; and whereof there is
back Boers armed with guns. The struggle for no mention made, neither among the
control of the land would rage until the end of Latins nor Greeks, nor any other na-
the century, as you will read in Chapter 25. tions of the world.”
To Europeans like Acosta, the Americas
SECTION 4 REVIEW were so different that they believed they were a
"new world." Acosta, a clergyman, even won-
1. Identify (a) Middle Passage, (b) Asante, dered if God had created the Americas at a dif-
(c) Usman dan Fodio, (d) Boer, (e) Shaka. ferent time from the rest of the globe.
2. Describe the early contacts between Euro- European explorations between 1500 and
peans and Africans in the 1500s. 1700 brought major changes to the world. You
3. (a) Why did the Atlantic slave trade prosper? have already seen how the arrival of Europeans
(b) What effects did it have on Africa? affected peoples in Asia, Africa, and the Ameri-
4. What steps did the Asante ruler take to ensure cas. Here, we will look at the impact that these
his power? explorations had on Europe itself.
5. How did southern Africa become a battle-
ground for various groups? A Global Exchange
6. Critical Thinking Solving Problems
(a) What kinds of information would historians When Columbus returned to Spain in
need to determine the number of Africans March 1493, he brought with him "new" plants
involved in the slave trade? (b) Why might and animals that he had found in the Americas.
they have trouble finding this information? He also brought back a group of Tainos, people
7.ACTIVITY Write five questions that could from the West Indies. Later that year, Columbus
be used to review the content of this section. returned to the Americas. With him were some
Then, write answers to the questions. 1,200 settlers and a collection of European ani-
mals and plants, including horses, cows, pigs,

410 Chapter 16
wheat, barley, and sugar cane. In this of Native Americans. The horse,
way, Columbus began a vast global for example, gave the nomadic
exchange that would have a pro- peoples of western North America
found effect on the world. In addi- a new, more effective way to hunt
tion to people, plants, and animals, buffalo.
it included technology and even Impact on population. The
disease. Because this global ex- transfer of food crops from conti-
change began with Columbus, we nent to continent took time. By the
call it the Columbian exchange. 1700s, however, corn, potatoes,
New foods. From the Ameri- manioc, beans, and tomatoes were
cas, Europeans brought home a contributing to population growth
long list of foods. Tomatoes, around the world, from Europe to
sweet potatoes, pumpkins, West Africa to China. While other
squash, beans, manioc (a factors help account for the popu-
root vegetable), pineapples, lation explosion that began at this
and peppers enriched the time, new food crops from the
diet of Europeans. Tobacco Americas were probably a key
and chocolate also made cause.
the voyage east to Europe. Migration of people and
Perhaps the most important ideas. The Columbian exchange
foods from the Americas, how- A Pumpkin and pineapple: sparked the migration of millions of
ever, were corn and the potato. foods from the Americas people. Each year, shiploads of Eu-
Easy to grow, the potato ropean settlers sailed to the Ameri-
helped feed Europe's rapidly growing popula- cas. Europeans also settled on the fringes of
tion. Corn spread all across Europe and to Africa and Asia. As you have read, the Atlantic
Africa and Asia, as well. slave trade forcibly brought millions of Africans
At the same time, Europeans carried a wide to the Americas. The Native American popula-
variety of plants and animals to the Americas. tion, as we have seen, declined drastically in the
Foods included wheat, melons, and grapes from early years of the western invasion.
Europe itself, and bananas, coconut palms, cof- The vast movement of peoples led to the
fee, and sugar cane from Africa and Asia. Cattle, transfer of ideas and technologies. Europeans
pigs, goats, and chickens, unknown before the and Africans brought to the Americas their be-
European encounter, added protein to the Na- liefs and customs. In Europe and elsewhere,
tive American diet. Horses and donkeys intro- people adapted customs and inventions from
duced by the Europeans also changed the lives distant lands. Language also traveled. Words
such as pajama (from India) or hammock and
canoe (from the Americas) entered European

r t.iP17.•■
NAM/ Alt
••1111177?\ f713 IIITIPVITITPTP1141.7111
■111,1!..Iet, .111languages as evidence of the exchange.

I In Ireland, the potato had a profound effect on the A Commercial Revolution

way people lived. The potato was introduced into
Ireland from the Americas in the 1580s. The new The opening of direct links with Asia,
crop was easy to grow and highly nutritious. Before Africa, and the Americas had far-reaching conse-
long, Irish peasants depended on it as their main quences for Europeans. Their conquest of em-
source of food. Then, in 1845, disaster struck. In a
single month, a blight wiped out the entire potato
pires in the Americas and increased trade with
crop. More than a million Irish died of starvation Asia contributed to dramatic economic changes.
land disease in the famine that followed. And in a Among them were an upsurge in prices, known
strange twist of history, tens of thousands of starv- as the price revolution, and the rise of modern
ing Irish left their homeland to seek a new life in
capitalism.
the Americas—from where the potato had first
come. The price revolution. In the early mod-
ern age, prices began to rise in parts of Europe.

Chapter 16 411
 CAUSE AND EFFECT The economic cycle that involves a rise in prices
linked to a sharp increase in the amount of mon-
ey available is today called inflation.
Scientific Revolution One cause of European inflation was the in-
Europeans search for a sea route to Asia crease in population. As the population grew,
the demand for goods and services rose. Be-
cause goods were scarce, sellers could raise their
prices.
Inflation was also fueled by an increased
Columbus and other Europeans arrive in the
Americas
flow of silver and gold. By the mid-1500s, tons
Europeans bring new plants, animals, and dis- of these precious metals were flowing into Eu-
eases to the Americas rope from the Americas. Rulers used much of
Europeans encounter new plants and animals in the silver and gold to make coins. The increased
the Americas money in circulation, combined with the scarci-
- -•1■111.1ww--- ty of goods, caused prices to rise.
Growth of capitalism. Expanded trade
COLUMBIAN EXCHANGE and the push for overseas empires spurred the
growth of European capitalism, the investment
of money to make a profit. Entrepreneurs, or
mmediate Effects enterprising merchants, organized, managed,
and assumed the risks of doing business. They
Spanish defeat Aztec and Incan empires hired workers and paid for raw materials, trans-
Millions of Native Americans die from
"European" diseases
port, and other costs of production.
Enslaved Africans are sent to the Americas
As trade increased, entrepreneurs sought to
American foods, including corn and potatoes, expand into overseas ventures. Such ventures
are introduced into Europe were risky. Capitalist investors were more willing
to take the risks when demand and prices were
high. Thus, the price revolution of the early
Lon • Term Effects
-
modern age gave a boost to capitalism.
Entrepreneurs and capitalists made up a new
Spread of items such as horses, corn, potatoes, business class devoted to the goal of making
and sugar around the world
profits. Together, they helped change the local
Population growth in Europe, Africa, and Asia
Exchange of ideas, technology, arts, and lan-
European economy into an international trad-
guage between Europe and the Americas ing system.
Population migration from Europe to the New business methods. Early capitalists
Americas discovered new ways to create wealth. From the
Growth of capitalism Arabs, they adapted methods of bookkeeping to
show profits and losses from their ventures.
During the late Middle Ages, as you have read,
Connections Today banks sprang up, allowing wealthy merchants to
lend money at interest. Capitalists also devel-
A multicultural society in the United States
Worldwide reliance on staples such as corn
oped insurance to reduce the risk of financial
and potatoes disaster in dangerous ventures.
Mill111/1111111111111•1111111111.111k The joint stock company, also developed
in late medieval times, grew in importance. It al-
Interpreting a Chart The arrival of Columbus in the lowed people to pool large amounts of capital
Americas set off a global exchange of people, goods, needed for overseas ventures. As you have read,
and ideas that has continued to this day. ■ Based East India companies were founded in England,
on the chart, name one immediate and one long-
France, and the Netherlands in the early 1600s.
term effect of the Columbian exchange. What effects
of the Columbian exchange can you see in your life?
With government approval, these companies in-
vested in trading ventures around the world.

412 Chapter 16
 PARALLELS THROUGH TIME
Making a Profit
In a capitalist market system, almost anything can be traded. If demand is
great, prices rise dramatically and traders earn amazing profits. When demand
falls, however, traders can be completely wiped out. The trick is knowing
when to buy and when to sell.
Linking Past and Present How would supply and demand
affect price?

For Europeans of the 1600s, the

PAST tulip was a luxury item. In the
Netherlands, the enormous demand for tulips
attracted numerous profit-seeking investors
and led to a buying frenzy that became
PRESENT
known as tulipomania. At first, tulip prices Today, many
skyrocketed. But a bust soon followed. young people
Prices—and the dreams of many investors— collect baseball
crashed. cards. For those
who are lucky, an
initial purchase
price of a few
dollars may result
in a handsome
profit in the future.

Bypassing the guilds. The growing de- city for finishing and dyeing. Finally, the mer-
mand for goods led merchants to find ways to chants sold the finished product for a profit.
increase production. Traditionally, guilds con- The putting out system separated capital
trolled the manufacture of goods. But guild and labor for the first time. From this system
masters often ran small-scale businesses without controlled by merchants, the next step would be
the capital to produce for large markets. They the capitalist-owned factories of the Industrial
also had strict rules regulating quality, prices, Revolution. (See Chapter 20.)
and working conditions.
Enterprising capitalists devised a way to by- A New Economic Policy
pass the guilds. The putting out system, as it
was called, was first used to produce textiles but European monarchs enjoyed the benefits
later spread to other industries. Under the of the commercial revolution. In the fierce com-
putting out system, a merchant capitalist dis- petition for trade and empire, they adopted
tributed raw wool to peasant cottages. Cot- a new policy, known as mercantilism, aimed at
tagers spun the wool into thread and then wove strengthening their national economies.
the thread into cloth. Merchants bought the Foreign trade. Mercantilists supported
wool cloth from the peasants and sent it to the several basic ideas. They believed that a nation's

Chapter 16 413
real wealth was measured in its gold and silver foods, and other luxuries. Some had to sell off
treasure. To build its supply of gold and silver, land, which in turn reduced their income. Mer-
they said, a nation must export more goods chants, however, who invested in overseas ven-
than it imported. Thomas Mun, an eager tures acquired wealth. Yet in towns and cities
spokesman for mercantilism, endorsed this idea: the wages of hired workers did not keep up with
inflation, creating poverty and discontent.
44The ordinary means . . . to increase our Peasants. Most Europeans were still peas-
wealth and treasure is by foreign trade, ants. Europe's growing involvement in the
wherein we must ever observe this rule: world had little immediate effect on their lives.
to sell more to strangers [foreigners] Changes took generations, even centuries, to be
yearly than we consume of theirs in felt.
value.” Like their medieval ancestors, peasants in
The role of colonies. Overseas empires the 1500s and 1600s struggled through har-
were central to the mercantile system. Colonies, vests, survived wars, and did their best to enjoy
said mercantilists, existed for the benefit of the whatever leisure time they had. Tradition-
parent country. They should provide resources bound peasants were often reluctant to grow
and raw materials not available in Europe. In foods brought from the Americas. Only in the
turn, they should enrich a parent country by late 1700s did German peasants begin to raise
serving as a market for its manufactured goods. potatoes. Even then, many complained that
To achieve these goals, European powers these strange-looking tubers tasted terrible.
passed strict laws regulating trade with their Growing cities. Within Europe's growing
colonies. Colonists could not set up industries cities, there were great differences in wealth and
to manufacture goods or buy goods from a for- power. Successful merchants dominated city
eign country. Also, only ships from the parent life. Guilds, too, remained powerful. And as
country or the colonies themselves could be trade grew, another group—lawyers—gained
used to send goods in or out of the colonies. importance for their skills in writing contracts.
Increasing national wealth. Mercan- Middle-class families enjoyed a comfort-
tilists urged rulers to adopt other policies to able life. They lived in fine homes and dressed in
increase government revenues. To boost pro- fine clothing. Servants cooked, cleaned, and
duction, governments cleared wasteland, ex- waited on them. Other city residents, such as
ploited mineral and timber resources, drained journeymen and other laborers, were not so
swamps, built roads and canals, and backed new lucky, often living in crowded quarters on the
industries. They imposed a single national cur- edge of poverty.
rency and established standard weights and Family. Noble households, which had
measures. once numbered in the hundreds and included
Governments also sold monopolies, or the immediate and distant relatives as well as unre-
right to operate without competition, to large lated members of the court, grew smaller.
producers in certain industries as well as to big Among other classes, the nuclear family made
overseas trading companies. Finally, govern- up of parents and children had long been the
ments imposed tariffs, or taxes on imported usual family unit.
goods, to protect local industries from foreign Among middle-class families, parents took
competition. great care to plan for their children's education,
careers, and marriages. They arranged marriages
with an eye to financial and social advantages.
The Lives of Ordinary People Women. European families were patriar-
How did these economic changes affect the chal, with the husband and father responsible
average European? In general, their impact de- for the behavior of his wife and children. A
pended on a person's social class. The price rev- woman's chief roles were as wife and mother.
olution, for example, hurt nobles. Their wealth Society stressed such womanly virtues as mod-
was in land, and they had trouble raising money esty, household economy, obedience, and caring
to pay higher costs for stylish clothing, fancy for her family.

414 Chapter 16
 Sharing the Work In this
Dutch painting from the 1600s,
men, women, and children work
together spinning and weaving
wool. Most women learned to
weave at home, and their work
skills were highly valued in a
weaver's shop. Economics
and Technology How does
this painting convey a sense of
economic prosperity?

Middle-class women might help their hus- ding and stimulating. As their horizons broad-
bands in a family business, although guilds in- ened, they had to reexamine old beliefs and
creasingly pushed women out of many trades. customs. Educated Europeans studied the ge-
Peasant women worked alongside their hus- ography, histories, and cultures of other worlds,
bands in the fields. In towns, young girls and which they in turn used to create a new world of
married women alike worked as servants. ideas.
Women had almost no property or legal
rights. Very slowly after the 1600s, that situa-
tion changed. A few women from well-to-do SECTION G1 REVIEW
families acquired an education. In England, sev-
eral women became playwrights. Katherine 1. Identify (a) Columbian exchange,
Boyle, sister of the English chemist Robert (b) putting out system.
Boyle, took an active role in the "new science" 2. Define (a) inflation, (b) capitalism,
of the period. (c) entrepreneur, (d) joint stock company,
(e) mercantilism, (f) tariff.
Looking Ahead 3. How did the voyages of Columbus lead to
global exchanges of goods and ideas?
In the 1500s and 1600s, Europe emerged 4. Explain how each of the following
as a powerful new force on the world scene. The contributed to economic changes in Europe
voyages of exploration marked the beginning of in the 1500s and 1600s: (a) the price revolu-
what would become European domination of tion, (b) capitalism, (c) mercantilism.
the globe. In the centuries ahead, competition 5. Choose one social group. Explain how the
for empire would spark wars in Europe and on lives of that group changed during the 1500s
other continents. and 1600s.
European expansion would spread goods 6. Critical Thinking Applying Informa-
and other changes throughout the world. It tion "The treasure which is brought into the
would also revolutionize the European econo- realm by the balance of our foreign trade is
my and transform its society. The concept of that money which only does abide with us,
"the West" itself emerged as European settlers and by which we are enriched." How does
transplanted their culture to the Americas and, this statement reflect mercantilist thinking?
later, to Australia and New Zealand. 7. ACTIVITY Create an illustrated map of
For centuries, most Europeans knew little the world showing the movement of items in
or nothing about the other parts of the globe. the Columbian exchange.
Exposure to different cultures was both unset-

Chapter 16 415
/./..V/N/P X07 \C-V.Xzef \97 \r1/4471/4,V2V7,k'd.:7c\ x.\-/
• .* • #%\ • \N.. NN,

World Literature
The Misadventures of Alonso Ramirez
Carlos de Sigtienza y GOrigora

Introduction One of t_e

h most noted Careful then to find out which of my com-
scholars of colonial Mexico was Carlos de Sigiien- panions had died, I checked and found the
za y Gongora (see GWEHN sah EE GOHNgoh rah), number the same as before, which puzzled me.
a Jesuit priest, poet, and scientist. In 1690, he I found out much later that what I had seen was
published The Misadventures of Alonso the blood of a dog and that the whole episode
Ramirez, one of the first and finest seagoing ad- had been feigned.
venture stories of the new global age. Not satisfied with what I had said, they be-
There was a real sailor named Alonso gan asking questions again in a solicitous man-
Ramirez. He told his life story to Sigiienza y Gon- ner of my Indian boatswain . . . and they dis-
gora, who turned it into an exciting narrative covered from him that there was a village and
filled with pirates, exotic places, and daring ex- prison on the island of Caponiz. . . .
ploits. The action moves from South America to They anchored off land from a direction
Southeast Asia and India to the Caribbean. where they expected no trouble from the is-
Here, Ramirez describes being kidnapped by a landers. . . . Arming their canoes with sufficient
band of English pirates. men they made for land and found the inhabi-
tants friendly. They told the islanders they only
efore setting sail they put my 25 wished a safe harbor for the ships so as to add
men on board the flagship. It was provisions and fruit, which they lacked.
commanded by an Englishman called Either through fear or for other motives
Master Bel. It had 80 men, 24 pieces of which I did not learn about, the poor islanders
artillery, and 8 stone mortars all bronze. agreed to this. They received clothes which had
Captain Donkin was master of the second ship, been stolen in return for pitch, fat, salted turtle
and he had 70 men, 20 pieces of artillery, and 8 meat, and other items. . . .
stone mortars. In both there were a great many [After a four-month stay, the pirates decide to
shotguns, cutlasses, axes, grenades, and pots full leave the island.]
of various foul-smelling ingredients besides Consulting over the price they should give
grappling irons. . . . the islanders for their hospitality, they settled it
Turning the ships toward Caponiz with mine the same day they set sail by attacking at dawn
in tow, they began with pistols and cutlasses in those who were sleeping without precautions,
hand to examine me again and even to torture and putting everyone to the knife. . . . Setting
me. . . . fire to the village and then hoisting colors, they
They put me and [a] companion in the hold, boarded their ships with great rejoicing. . .
where we could hear above much shouting and [The pirates sail to the port of Cicudana on the
the report of a blunderbuss. I noticed the blood island of Borneo.]
on the deck after they let us out, and showing it The pirates set to work in their canoes to
to me they said it was that of one of my men sound the river bar, not only to see if larger
who had died and that the same thing would ships might enter but to plan an attack. They
happen to me if I did not respond properly to were interrupted in this by a coastal sampan in
questioning. I told them humbly that they which were representatives of the authorities of
could do what they wanted with me because I the place, who had come to reconnoiter. The
had nothing to add to what I had already said. pirates answered that they were from the

416 Chapter 16
s\,- wzwii \
\
\ ie Sk% X iiit,zssi,."0

A Pirate Raid Some pirates,

such as England's Sir Francis
Drake, operated with the
approval of European
governments. Here, Drake
leads his fleet on a raid of the
Spanish settlement of Santo
Domingo. Political and
Social Systems Why do you
think England's Queen 4,
N.. N.
'A_
Elizabeth encouraged Drake's ••._ A A.

raids on the Spanish? A.,

4_
-41. "...N.. N. At. 'N. N. As, A., "A.,
14 '14 A. A. 'A.

English nation and were loaded with noble and with great speed, and raising the anchor they
exquisite goods to be exchanged for diamonds. sped away. Never has there been pillage to com-
As they had received friendly treatment from pare to this in the high price received for so
this nation and saw rich samples from the ships little effort. Who can say what it was worth?
captured [earlier], they granted a license to I saw Captain Bel with the crown of his hat
trade. They gave a generous gift to the gover- heaped full of diamonds.
nor and received permission to go up river to
the town, a fourth of a league from the sea, Source: Carlos de Siguenza y GOngora, The Misadventures of
whenever they wished. Alonso Ramirez, translated by Edwin H. Pleasants (New York:
During the three days we were there, our The Borzoi Anthology of Latin American Literature, Volume 1,
captors found the place to be undefended and 1977).

open on all sides. Telling the Cicudanes that

they could not stay for long and that they Thinking About Literature
should collect their diamonds in the governor's 1. Vocabulary Use the dictionary to find the
house, where there would be a fair, they left us meanings of the following words: blunder-
on board under guard and went up river at buss, feign, solicitous, sampan, reconnoiter,
midnight well armed. They attacked the village sack, mortality, pillage.
by surprise, advancing first on the governor's 2. (a) What words does the narrator use to de-
house. There they sacked the building for the scribe the English pirates? (b) Describe one
diamonds and other precious stones gathered example he gives to show their treachery.
there and then proceeded to do the same with 3. How does this selection illustrate global inter-
other houses, which they put to the torch to- action? Give three examples.
gether with some boats they found there. 4. Critical Thinking Linking Past and
On board we could hear the clamor of the Present Today, people continue to be fasci-
village and the shots; the mortality, as they nated by stories of pirates. (a) How is Siguen-
bragged later, was considerable. This detestable za y GOngora's picture of pirates similar to
treachery being carried out without injury to that found in popular literature, movies, or
themselves, they brought the governor as a television programs today? (b) Do you think
prisoner together with other leaders on board this is an accurate picture of pirates? Explain.

Chapter 16 417
 vooz , Nweir e- / N.&

CHAPTER REVIEW
AND SKILLS FOR SUCCESS

CHAPTER REVIEW
REVIEWING VOCABULARY 2. What four reasons explain why the Spanish
defeated the Aztecs and Incas?
Review the vocabulary words in this chapter.
3. Why were Africans brought to Spanish
Then, use ten of these words to create a cross-
colonies in the Americas?
word puzzle. Exchange puzzles with a class-
mate. Complete the puzzles and then check 4. What parts of North America were colonized
each other's answers. by France?
5. What part of North America was colonized
by England?
REVIEWING FACTS
6. Define the Atlantic slave trade.
1. How did the conquistadors treat the Native
7. What was the Columbian exchange?
Americans they encountered?

SKILLS FOR SUCCESS USING A COMPUTERIZED CARD CATALOG

Computerized card catalogs use a system of many books does the library have on the slave
menus and prompts to help you locate informa- trade in West Africa?
tion. The screens below are examples. Follow the 3. Select the books that relate to your topic.
directions to research the slave trade. Study Screen 3. Imagine you are writing a
1. Start your search. Look at Screen 1 below. report about personal experiences of enslaved
What would you type to find information about Africans. Which title would you select?
the slave trade? 4. Locate the books you need. Study Screen 4.
2. Narrow your search. Study Screen 2. How What is the call number of the book you selected?

Screen 1 Screen 2

I
You may search the catalog by one of Your search: 5 = slave trade
the following: Line # of
# Titles Subjects
A = Author 1 3 Slave trade -- Atlantic
T = Title 2 7 Slave trade -- West Africa
S = Subject 3 1 Slave traders -- Fiction

Enter your search below: Enter line # to see works associated with
your search.
» S = slave trade
»1

Screen 3 Screen 4
111.
Your search: 5 = Slave trade -- Atlantic (Record 2 of 3)
Line AUTHOR: Howard, Thomas
# --Author Title -
1 Conneau, Theophile Captain Canot, an TITLE: Black voyage: eyewitness
African slaver. accounts of the Atlantic
2 Howard, Thomas Black voyage: slave trade.
eyewitness accounts
of the Atlantic PUBLISHER: Little, Brown (1971)
slave trade.
3 Pescatello, Ann The African in Latin Call Number: 380.1 H Status: Checked in
America.
Enter line # to see more information >> Enter ? for HELP
»2
I
 O

REVIEWING CHAPTER THEMES Destinations of

Review the "Focus On" questions at the start of Enslaved Africans
this chapter. Then select three of those ques- 1500-1870
tions and answer them, using information from
the chapter.
Spanish
America,
including
Spanish
CRITICAL THINKING Caribbean
15%
1 Linking Past and Present How might your
life be different if France had defeated
England in the Seven Years' War?
2. Recognizing Points of View How might
each of the following people have viewed
European explorations in the 1500s and
1600s: (a) a Spaniard, (b) a Native American,
(c) an African?
British
3. Recognizing Causes and Effects (a) What North
America
4.5% Europe and Asia
were three causes of the expansion of the 2.5%
Atlantic slave trade? (b) What were three
Source: Albert M. Craig, World Civilizations
immediate effects of the slave trade on
Africa? (c) What do you think might have
been some long-term effects of the slave ANALYZING GRAPHS
trade on Africa's later development? Explain.
Use the graph to answer the following questions.
1. What percentage of enslaved Africans were
ANALYZING PRIMARY SOURCES not taken to the Americas?
Use the quotation on page 403 to answer the fol- 2. To what single destination were the largest
lowing questions. percentage of enslaved Africans taken?
1. What was the goal of the voyage? 3. What evidence of British participation in the
2. What two motives were given for the voyage? Atlantic slave trade does the graph show?
3. What do you think the writers meant by
describing their laws as "just and equal"?

FOR YOUR PORTFOLIO

CREATING A BOARD GAME Work with a
team of classmates to create an educational
board game on European activities in the Use the
Americas and Africa during the first global age. Internet to research the exports of Brazil or
Review the chapter to make a list of facts you will another European colony in the Americas
use in your game. Use outside sources to find during the first global age. Then write a busi-
additional material. Then write and design your ness report describing how that colony
game. You may want to assign some people to helped increase the wealth of the colonizing
work on the board configuration, while others nation. If possible, compare the colonial
make the pieces, write any necessary cards, and exports with the exports that area produces
develop the rules. Finally, play your game to see if as an independent nation today.
it works. Make adjustments as necessary.

Chapter 16 419
PP:1 W%
31:00S1/21 ` otfo,
1;

CHAPTER

77
- NM The Age of Absolutism
(1550-1800)

CHAPTER OUTLINE Louis XIV was more than a lavish party giv-
1 Extending Spanish Power er. In this chapter, you will see that he and other
2 France Under Louis XIV European monarchs created ever more power-
3 Triumph of Parliament in England ful nations in the 1500s and 1600s. They built
4 Rise of Austria and Prussia up their state bureaucracies and equipped pow-
5 Absolute Monarchy in Russia erful armies. They ensured loyalty to the crown
and used their growing resources for bold ven-
tures at home and overseas. While Spain, Portu-
cc T have had an idea that will . . . give much gal, and the Netherlands quickly took the lead
1 pleasure to the people here, particularly the in acquiring overseas empire, France and Britain
Queens," wrote Louis XIV, the young king of surpassed them in the 1600s and 1700s. As they
France. His plan was to throw a grand party did so, the center of world civilization shifted to
where each guest would receive a lottery ticket Europe.
for a prize of jewelry—and every ticket would
be a winner.
FOCUS ON these questions as you read:
Louis's party quickly grew into a more elab-
orate affair called "The Pleasures of the En- ■ Political and Social Systems
chanted Isle." Some 600 noble guests flocked How did absolute monarchs centralize their
to the royal palace at Versailles (ver si) for three power?
days of pageants, sports, ballets, dances, plays, ■ Impact of the Individual
and music. On the first day, courtiers costumed What role did individual rulers such as Louis
as medieval knights staged a tournament: XIV of France and Peter the Great of Russia
66All knights, with their helmets covered play in shaping their nations?
in plumes of different colors and their ■ Continuity and Change
tournament cloaks, gathered round the How did struggles between monarchs and
tournament barriers making an Parliament affect the development of
enchanting scene. 99 Britain?
Later they feasted on 100 sumptuous dishes. As ■ Art and Literature
darkness fell, flaming torches and costumed How did European monarchs contribute to
dancers created a magical evening. cultural flowering within their countries?
Day two featured an opera and a comedy by
France's leading playwright. The king himself
performed in a ballet with "incredible agility TIME AND PLACE
and grace." Day three ended with fireworks and
music along the river. The magnificent enter- 4
tainment stretched from three days to a week.
At last, the costumed gods, goddesses, knights,
and ladies were transformed back into French
courtiers. But the extravaganza was only the
first of many. The elegance of the French court
became the talk of European ruling circles.

420 Chapter 17