History of the World 2 by Les Éditions CEC

Full version

HISTORY of the

World

available in april 2021

Julie Charette Maryse Coziol-Lavoie Émilie Guilbault-Cayer Florence Léonard Sabrina N. Fortier

Secondary 2 CONTENT WORKBOOK

EXCERPT INCLUDES Maps and IO booklet that explains the intellectual operations

CONFORMS TO THE PROGRESSION OF LEARNING

TABLE OF CONTENTS

TABLE OF

CONTENTS

Note: The excerpt contains all of the highlighted sections.

GETTING READY

CHAPTER 2

EUROPEAN EXPANSION IN THE WORLD

WHY STUDY HISTORY?..................................................................... 2 Document and sources............................................................ 2 Aspects of a society.................................................................... 3

The world economy and colonialism: how did they impact Indigenous societies in the Americas in the 16th and 17th centuries?........................................ 46

MEASURING TIME............................................................................... 4 Time references........................................................................... 4 Centuries........................................................................................ 4 Chronology.................................................................................... 5 Roman numerals......................................................................... 5 Historical periods......................................................................... 6

WHERE AND WHEN?......................................................................... 48

ACTIVITIES.............................................................................................. 8 CHAPTER 1

THE RENAISSANCE AND HUMANISM Humanist ideas: how did they transform Western culture?................................................. 10 WHERE AND WHEN?......................................................................... 12 PART 1 What is humanism and how did it emerge?........................................................ 16 PART 2 How did humanism influence the sciences and the arts?............................................................................... 22 PART 3 How did humanist ideas disrupt Christianity?.................... 30 LOOKING BEYOND Japanese shoguns....................................... 36 TODAY Does Western society still promote humanist values today?................................................ 38 How do we think about humans today?...................... 39 CHAPTER SYNTHESIS Chapter overview........................................................................ 40 Review diagram........................................................................... 40 Synthesis activities and IO....................................................... 42 Long-answer question............................................................... 44

PART 1 Why did Europeans begin exploring the world during the Renaissance?....................................................... 52 PART 2 How did European kingdoms become dominant world powers?...................................................... 58 PART 3 What were the consequences of European expansion for Indigenous people?.................................. 64 TODAY What are the cultural and economic links between societies?.......................................................... 72 Does the world economy still exist today?.................. 73 CHAPTER SYNTHESIS Chapter overview........................................................................ 74 Review diagram........................................................................... 74 Synthesis activities and IO....................................................... 76 Long-answer question............................................................... 78 CHAPTER 3

THE AMERICAN AND FRENCH REVOLUTIONS The American and French revolutions: how did they lead to the assertion of fundamental rights?........................................................ 80 WHERE AND WHEN?...................................................................... 82 PART 1 How did Enlightenment ideas inspire the assertion of fundamental rights?........................... 86 PART 2 What was the American Revolution?.................................... 90 PART 3 What was the French Revolution?......................................... 102

THE COLLECTION............................................................................... VI

TABLE OF CONTENTS

LOOKING BEYOND Russia............................................................ 112 TODAY What fundamental rights are recognized?................ 114 Are rights and freedoms guaranteed?......................... 115 CHAPTER SYNTHESIS Chapter overview..................................................................... 116 Review diagram........................................................................ 116 Synthesis activities and IO.................................................... 118 Long-answer question............................................................ 120 CHAPTER 4

INDUSTRIALIZATION Industrialization: how was it an economic and social revolution?......................................................... 122 WHERE AND WHEN?...................................................................... 124 PART 1 Why did industrialization begin in Great Britain?........... 128 PART 2 How did industrialization transform the economy?...... 134 PART 3 What impacts did industrialization have on the population?............................................................... 140 PART 4 How did the interests of social classes conflict during industrialization?.................................... 144 LOOKING BEYOND France .......................................................... 150 LOOKING BEYOND United States.............................................. 152

LOOKING BEYOND Germany...................................................... 154 TODAY What are the impacts of industrialization today?.............................................. 155 How can a society improve its living conditions?.................................................... 157 CHAPTER SYNTHESIS Chapter overview..................................................................... 158 Review diagram........................................................................ 158 Synthesis activities and IO.................................................... 160 Long-answer question............................................................ 162 CHAPTER 5

IMPERIALISM IN AFRICA Imperialism: how did European dominance impact development in Africa?....................................... 164 WHERE AND WHEN?...................................................................... 166

PART 1 Why did European countries colonize Africa?.................. 170 PART 2 How did European countries colonize Africa?................. 174 PART 3 What were the effects of the colonization of Africa?.................................................................................... 184 LOOKING BEYOND Japan............................................................. 190 TODAY What do imperialism and colonialism look like today?.............................................................. 193 What are the relations between societies?............... 194 CHAPTER SYNTHESIS Chapter overview..................................................................... 196 Review diagram........................................................................ 196 Synthesis activities and IO.................................................... 198 Long-answer question............................................................ 200 CHAPTER 6

RECOGNITION OF CIVIL RIGHTS AND FREEDOMS Civil rights and freedoms: how did they evolve during the 20th century?................................................... 202 WHERE AND WHEN?...................................................................... 204 PART 1 How did women’s rights movements unfold in the 20th century?............................................................. 208 PART 2 How did the Black struggle for freedom unfold in the 20th century?............................................................. 214 PART 3 How did anti-colonial independence movements unfold in the 20th century?.............................................. 224 LOOKING BEYOND The persecution of Jewish people..... 230 TODAY Are civil rights and freedoms recognized?................ 233 CHAPTER SYNTHESIS Chapter overview..................................................................... 236 Review diagram........................................................................ 236 Synthesis activities and IO.................................................... 238 Long-answer question............................................................ 240 GLOSSARY.......................................................................................... 244 MAP INDEX........................................................................................ 245 SOURCES............................................................................................ 246 CONCEPTS........................................... inside front and back covers

THE COLLECTION

THE

COLLECTION

Part of the Secondary Cycle One curriculum, the History of the World collection includes a workbook divided into six chapters and a Getting Ready section, as well as a Maps and IO reference booklet. The content has been developed to inspire your interest in history. It is presented in an engaging and dynamic way, with many visuals, while respecting the Progression of Learning knowledge requirements and development of the history program competencies.

Chapter opening Corresponds to step 1 of the historical method: formulate questions.

CHAPTER CONTENTS

Presents the social phenomena under study. IMAGES OF SOCIAL PHENOMENA, PAST AND PRESENT

OPENING QUESTION AND INTRODUCTION

CHAPTER UNDER STUDY CONCEPTS AND THEIR ICONS

Where and when?

EXERCISES COVERING DIFFERENT ASPECTS OF A SOCIETY

ILLUSTRATED TIME LINE

CONCEPT DEFINITIONS

Chapter parts Correspond to step 2 of the historical method: gather and process information.

Presents dynamic content with many supporting photos and maps, as well as varied activities that call on intellectual operations (IO). HISTORICAL PHOTOS OR ILLUSTRATIONS MAPS AND REVIEW SECTIONS

EVALUATION GRIDS

LARGE MAP

Provides context for the phenomena under study, followed by activities.

THE COLLECTION

VII

Looking beyond Makes comparisons between the society under study and another society during the same time period.

Today Covers aspects of society today and asks you to consider what has changed or remained the same over time. ACTIVITIES

Chapter synthesis in four parts Parts 3 and 4 correspond to steps 3 and 4 of the historical method: organize the information and formulate answers. 1

DOCUMENT FILE

3 SYNTHESIS ACTIVITIES AND IO

OVERVIEW OF THE CHAPTER 2

REVIEW DIAGRAM

LONG-ANSWER QUESTION 4

GUIDED OUTLINE

EVALUATION GRID

MAPS AND IO REFERENCE BOOKLET The Maps and IO reference booklet contains: • thematic fact sheets, covering themes from each chapter, with many accompanying visuals; • current political maps of the world; • an introduction to intellectual operations, each accompanied by an example and practice exercises for students; and • a tool kit with an overview of the historical method, a model for “How to answer a long-answer question,” and explanations of the techniques used to study history.

GETTING READY

NAME

GROUP

GETTING READY

My perso

nal histo ry: • my bir th • my ch ildhood friends • the firs t time I m oved houses, etc.

Why study history? Each of us has our own personal history. Your origins and the events that have shaped your life are different from those of other people. The society we live in also has a history. This is our collective history. By studying the past and how society has evolved to become what it is today, we can better understand the world we live in.

istory: ctive h e ll o c r l Ou politica ges in • chan s system l ologica r techn jo a m • . ons, etc inventi

Documents and sources When studying history, you will use many different types of documents and sources. • Written documents: newspapers, books, letters, etc. • Artifacts: monuments, objects, etc. • Visual documentation: drawings, paintings, photos, etc. • Maps, charts, and diagrams

To study history, we use both primary and secondary sources. • Primary source = A document created at the time of the historical event. • Secondary source = A document that analyzes a primary source.

A visual document

A written document

”

Source: Bartolomé de Las Casas, priest and missionary, The Tears of the Indians, 1552.

The author is a Spanish priest recounting what he witnessed in the West Indies in the 1500s.

Source: Canadian artist John Henry Walker, circa 1850-1885.

The artist made this engraving in the 1800s to depict Montréal factories of that era. PRIMARY SOURCE

A chart This data comes from a governmental agency that gathers statistics from varied sources.

PRIMARY SOURCE THE SQUARE BRACKETS ARE NOT PART OF THE ORIGINAL TEXT. THEY ARE ADDED TO CLARIFY THE TEXT OR TO SHOW WHERE TEXT HAS BEEN OMITTED.

SECONDARY SOURCE

Average annual income for Black and White households in the United States in 1967 60,000 50,000 In US dollars

[the Christians] had of them, they sent the Males to the Mines to dig and bring away the Gold, which is an intollerable labor; but the Women they made use of to Manure and Till the ground […]. The Men died in Mines, hunger starved and oppressed with labor, and the Women perished in the Fields, harrassed and broken with the like Evils and Calamities: Thus an infinite number of Inhabitants that formerly peopled this Island were exterminated and dwindled away to nothing by such Consumptions.

40,000 30,000 20,000 10,000 0

Black

White

Source: United States Census Bureau, 2012.

“And this was the great care they

NAME

GROUP

GETTING READY

Aspects of a society

To study a society or compare different societies, you can examine characteristics based on different aspects: social, political, economic, cultural, territorial, and scientific.

A.S.P.E.C.T.S. S ocial P olitical E conomic C ultural T erritorial S cientific

Social

Political

Economic

This aspect describes social groups, relationships between people, living conditions, societal roles, and migration. Examples:

This aspect describes political systems, who holds power and how they exercise it, and relations between societies (alliances and conflicts). Examples:

This aspect describes the extraction and processing of raw materials and all sectors of economic activity, including services. Examples:

• population • Health • groups • education • Hierarchies • Way of life

• Monarchy • War • Justice • State

• Currency • Commerce • Trade

Cultural

Territorial

Scientific

This aspect describes religion, customs, values, and all means of communication and expression. Examples:

This aspect describes the territory inhabited by a society and its development by humans, as well as its geographic characteristics, including climate and place names. Examples:

This aspect describes the intellectual and practical innovations and advances that enable a society to deepen its scientific knowledge. Examples:

• Language • Leisure activities

• Writing • All art forms

• Borders • Countries • Natural resources • Bodies of water

• Democracy • Government • Laws

• Cities and rural areas • Infrastructure

• Tools • inventions

• Labour • production

• Technology • Discoveries

GETTING READY

NAME

GROUP

Measuring time Time is an important concept in history. It allows us to situate events in relation to each other, to know their duration, and to compare them. In order to do this, we need a few tools.

Time references

Decade = 10 years

Events are situated in time with the help of references, such as dates. Periods of time are also described using specific terms, such as decade, century, or millennium.

Century = 100 years Millennium = 1,000 years

1 CENTURY = 100 YEARS

Centuries

Centuries are defined in relation to the birth of Jesus Christ, which marks the beginning of the “Common Era” (CE). The letters BCE mean: before the Common Era. The 1st century corresponds to the first hundred years following the birth of Jesus Christ, from year 1 to year 100. The 2nd century corresponds to the second hundred years, from year 101 to year 200. 2nd century BCE

-200

1st century BCE

-100

1st century

2nd century

100

200

Tip: To determine which century a particular date belongs to, add 1 to the number in the hundreds position. 1453 = 14 + 1 = 15

1453 = 15 th century

476 = 4 + 1 = 5

476 = 5 th century

77 = 0 + 1 = 1

77 = 1 st century

-128 = 1 + 1 = 2

-128 = 2 nd century BCe

600

600 = 6 th century

15th century

1400

IF A DATE ENDS IN “00,” DO NOT ADD ANYTHING BECAUSE THE NUMBER OR NUMBERS PRECEDING THE ZEROS IS THE CENTURY WHERE THE DATE BELONGS.

17th century

16th century

1500

1600

18th century

1700

1800

BEGINNING OF THE COMMON ERA

NAME

GROUP

GETTING READY

Chronology Chronology is the arrangement of historical events in the order they occurred, from oldest to most recent. A

Event A occurred before event B. Event C occurred after event B.

You can create a chronology in relation to a specific event by determining what happened before and after. For example:

Before

After KEY EVENT

1918

Suffragettes fight for women’s right to vote.

Only men have the right to vote.

Women win the right to vote in Canada.

Women in Canada vote for the first time.

Agnes Macphail becomes Canada’s first female Member of Parliament.

Roman numerals I = 1 V = 5 X = 10 L = 50

The numbers from 0 to 9 that are used today are called Arabic numbers. In the context of history, Roman numerals are sometimes used to indicate centuries and millennia, and to identify monarchs and popes.

C = 100 D = 500 M = 1,000

How do you read Roman numerals?

< =

you add them

E.g.,

When the number on the left is the number on the right…

you subtract

E.g.,

Sometimes within the same number…

you will both add and subtract

When the number on the right is or to the number on the left…

E.g.,

500 500

-5

THE SAME NUMBER IS NEVER USED MORE THAN THREE TIMES IN A ROW! THEREFORE, 540 ≠ DXXXX.

DXL

+ (50 - 10) + 40

540

GETTING READY

NAME

GROUP

Historical periods

Major historical periods are defined by key events, meaning events that led to significant changes in the lives of human beings and within societies. Historians determine these events according to their interpretation of history.

H LP

ENO

MENO

1450

The printing press evolves

Although there is general agreement on when major historical periods begin and end, some historians may challenge these choices. They may propose other key events, which could change the beginning and end of a historical period by a few years or decades. That is why the dates given for a particular historical period may vary from one publication to another.

OME

NON

EN PH

1453

Constantinople is captured by the Ottoman Turks

In this booklet, we use the key events that are most widely accepted among historians.

1 THE RENAISSANCE AND HUMANISM 1689

Circa 1600

Beginning of the Renaissance

End of the Renaissance

Publication of John Locke’s A Letter Concerning Toleration

2 EUROPEAN EXPANSION 1492

Circa 1600

Christopher Columbus sails to the Americas

1492

PALEOLITHIC -2,500,000 Circa -2,500,000 The first humans appear

End of the Renaissance

EARLY MODERN PERIOD NEOLITHIC

-10,000 Circa -10,000 Agriculture and permanent settlements begin

PREHISTORY

ANTIQUITY -3500 Circa -3500 The first civilizations emerge

Circa 1400

NAME

GROUP

GETTING READY

Different dates For each of the social phenomena and historical periods you will study this year, the beginning and end dates could vary, based on other historical interpretations. Here are some examples.

1775 OME

NON

1945

EN PH

OME

Beginning of the American War of Independence

EN PH

NON

OME

EN PH

End of the Second World War

1789 Beginning of the French Revolution

EN PH

OME

NON

End of the 19th century

Beginning of the women’s and Black civil rights movements in Canada

LATE MODERN PERIOD

3 THE AMERICAN AND FRENCH REVOLUTIONS 1799 End of the French Revolution

4 THE INDUSTRIAL REVOLUTION 1776

Circa 1900

Introduction of James Watt’s steam engine

End of the second phase of the Industrial Revolution

5 EUROPEAN IMPERIALISM IN AFRICA 1827

1918

European explorers arrive in Africa

End of the First World War

6 RECOGNITION OF CIVIL RIGHTS AND

FREEDOMS IN CANADA

1918

1789

End of the First World War

THE CONTEMPORARY PERIOD, WHICH WE ARE IN NOW, BEGINS IN 1945.

MIDDLE AGES 476

1492 476

End of the Western Roman Empire

HISTORY

EARLY MODERN PERIOD

1789

LATE MODERN PERIOD

1492

1789

Christopher Columbus sails to the Americas

Beginning of the French Revolution

GETTING READY

ACTIVITIES

NAME

GROUP

ANSWER THE FOLLOWING QUESTIONS USING PAGES 3 TO 7.

1 For each statement, identify the main aspect of society it relates to. STATEMENT

ASPECT

a) In the 17th century, the King of France had absolute power over his kingdom. b) In the 19th century, workers had harsh living conditions. c) In the 15th century, a new artistic movement emerged in Italy. d) At the beginning of the 20th century, the British Empire spanned four continents. e) Beginning in the 16th century, Europe exploited the Americas’ natural resources to transform them into different products. f ) In 1814, George Stephenson built a steam locomotive.

a) 19th century:

b) 3rd century BCE:

c) 7th century:

d) 13th century BCE:

3 Specify the century in which the following events occurred. E.g., Christopher Columbus sails to the Americas in 1492: 15th century a) Galileo develops an early version of the telescope in 1609: b) The French Revolution erupts in 1789: c) The Second World War begins in 1939: d) France abolishes slavery in 1848:

4 Identify the following statements as before or after Gutenberg mechanized the printing process circa 1450. A B C D

Monks reproduce books by hand. There are many books in circulation. There are few books in circulation. Books are printed faster.

Before

After KEY EVENT

CIRCA 1450 Gutenberg refines mechanization of the printing process

2 Identify the start and end dates for the following centuries. E.g., 14th century: 1301 to 1400

NAME

GROUP

GETTING READY

5 Rewrite the passages in parentheses by transforming the Roman numerals into Arabic numerals. a) The Renaissance is a historical period that took place (between the XV century and the XVII century)

b) Pope (Leo X)

financed the rebuilding of St. Peter’s Basilica in Rome.

c) King (Henry VIII)

broke away from the Roman Catholic Church to form his own church.

d) King (Louis XVI)

was sentenced to death during the French Revolution.

e) The Industrial Revolution began in the (XVIII century)

into the (XIX century)

in England and continued

6 Answer the following questions using the time line below. Circa 1400 Beginning of the Renaissance

Circa 1600 End of the Renaissance

1492 Christopher Columbus’ first voyage to the Americas

Circa 1600 End of the Renaissance

1492

1689

Publication of John Locke’s A Letter Concerning Toleration

1799 End of the French Revolution

EARLY MODERN PERIOD

LATE MODERN PERIOD D

1776 Circa 1900 Introduction End of the second of James Watt’s phase of the steam engine Industrial Revolution

1827 European explorers arrive in Africa 1789

1918 End of the First World War 1918 End of the First World War

a) Identify the letter on the time line that corresponds with the historical events and social phenomena below.

1) The Industrial Revolution

2) The Renaissance and humanism

3) The American and French revolutions

4) Recognition of civil rights and freedoms in Canada

5) European imperialism in Africa

6) European expansion

b) What am I? Identify the letter that corresponds to the correct answer.

1) I finish at the end of the XVIII century.

2) I begin with the invention of a new technology.

3) I begin in the XV century.

4) I continue toward the XXI century.

5) I begin in 1827 and end in 1918.

6) I begin when Christopher Columbus sails to the Americas.

Yesterday

.Slavery in the Americas in the 16th century

European soldiers overseeing enslaved Africans extracting minerals from a mine in the Americas.

Chapter 2

EUROPEAN EXPANSION

CONCEPTS UNDER STUDY

IN THE

WORLD

AGE OF EXPLORATION

COLONIALISM

CULTURE

EMPIRE

SLAVERY

Today

Contents Where and when? 48 PART 1 52 Why did Europeans begin exploring the world during the Renaissance? PART 2 58 How did European kingdoms become dominant world powers? PART 3 64 What were the consequences of European expansion for Indigenous people? Today

Chapter synthesis

Chapter overview Review diagram 2

Mining in Africa today

Synthesis activities and IO

Men and women working at a gold mine in Africa, under the surveillance of a security guard.

Long-answer question

“ THE EUROPEANS, HAVING WIPED OUT THE

AMERICANS, WERE OBLIGED TO MAKE SLAVES OF THE AFRICANS, FOR CLEARING SUCH VAST

”

TRACTS OF LAND.

Source: Montesquieu, French philosopher and writer, The Spirit of the Laws, 1748.

THE WORLD ECONOMY AND COLONIALISM:

HOW DID THEY IMPACT INDIGENOUS SOCIETIES IN THE AMERICAS IN THE 16TH AND 17TH CENTURIES? STAKES

TECHNOLOGY

In the 15th century, European kingdoms sent navigators on voyages of exploration, claimed dominion over the territories explored, and established a vast trade network that became the first form of world economy. The European conquest and colonization of these territories had devastating consequences for Indigenous peoples. The colonizers treated them with brutality and attempted to eradicate their culture and way of life.

TERRITORY

TRADE

WORLD ECONOMY

CHAPTER 2 European Expansion in the World

NAME

GROUP

WHERE WHEN? AND

Trade during the Renaissance During the Renaissance, Europeans obtained luxury products such as silk, spices, and precious metals from Asia and Africa. Many of these products circulated between the West and the East (the Orient) via the Silk Road, a network of trade routes already in use for many centuries. Because the Asian continent was far from Europe and difficult to access, TRADE between the two continents went through Arab merchants near the eastern Mediterranean Sea and the Black Sea. A majority of the goods passed through the city of Constantinople.

TRADE Exchange of goods and services between individuals, societies, countries, etc.

3 The extraordinary stories of Marco Polo

AREAS RULED BY A KING OR QUEEN (A MONARCHY)

Exploring unknown territories

In the 15th century, four powerful European kingdoms set out to explore new trade routes in order to avoid existing ones. They ventured into unknown territories with the intention of occupying them and exploiting their resources. In doing so, they developed a trade network that was global in scope.

Products sought by Europeans Precious metals

Spices

Cloth

GOLD AND SILVER

CLOVES, NUTMEG, CINNAMON, GINGER, AND PEPPER

SILK AND OTHER FABRICS

In the Middle Ages, Asia was not well known to Europeans. An Italian merchant named Marco Polo spent more than 20 years of his life there (1271-1295). On his return to Europe he reported, in his book The Travels of Marco Polo, that China and Japan were overflowing with precious metals. His stories inspired the major explorers of the 16th century.

MIDDLE AGES

Key events in European expansion AGE OF EXPLORATION

1250

1450 1271-1295 Marco Polo Travels in Asia, The Travels of Marco Polo is published

1460

1470 1453 Constantinople is captured by the Turks

1480 1492 Christopher Columbus Sails to the Americas

1490

1494 Treaty of Tordesillas 1497 John Cabot Explores the east coast of North America

NAME

GROUP

WHERE AND WHEN?

EARLY MODERN period Legend Legend Legend

Trade routes between Europe and Asia in the 15th century 6

ENGLAND ENGLAND ENGLAND London London London

Hamburg Hamburg Hamburg

Bruges Bruges Bruges

FRANCE FRANCE FRANCE

Lyon Lyon Lyon

Lisbon Lisbon Lisbon

Toledo Toledo Valencia Córdoba Valencia Córdoba Córdoba Valencia Grenada Grenada Grenada

Europeans’ knowledge of the world in the 15th century

Trebizond Trebizond Trebizond

Constantinople Constantinople Constantinople

Baghdad Baghdad Baghdad Antioche Antioche Antioche

Medite r ranean S ea Medite r ranean S eaS ea Medite r ranean

Tyre Tyre Acre Tyre Acre Acre

THE CITY OF CONSTANTINOPLE WAS A MAJOR CENTRE FOR THE TRADE OF GOODS BETWEEN EUROPE, ASIA, AND THE MIDDLE EAST.

ASIA

EUROPE

AFRICA

THE SILK ROAD

Black S ea Black S eaS ea Black

Alexandria Alexandria Alexandria

Legend

630 km 630 630 km km

Caffa Caffa Caffa

Tripoli Tripoli Tripoli

NORTH AMERICA

315 315 315

Cetatea Alba Cetatea Alba Cetatea Alba

ITALY ITALY ITALY

Tunis Tunis Tunis

Azov Azov Azov

Naples Naples Naples

Venice Venice Genoa Venice Genoa Genoa

SPAIN Barcelona SPAIN SPAIN Toledo

Known territories Little-known territories Unknown territories

Kiev Kiev Kiev

0 0

n Sea spia a C a i a na nS eS e a a saps p i CC

Barcelona Barcelona

PORTUGAL PORTUGAL PORTUGAL

GLOBAL EXPLORATION WAS CARRIED OUT PRIMARILY BY FOUR EUROPEAN KINGDOMS: PORTUGAL, SPAIN, FRANCE, AND ENGLAND.

Krakow Krakow Krakow Vienna Vienna Vienna

Marseille Marseille Marseille Porto Porto Porto

Moscow Moscow Moscow

Frankfurt Frankfurt Frankfurt

Paris Paris Paris

AT T LL A A NT TIC A AOTCLEN AANNITCI C OC O EC AE N AN

Riga Riga Riga

B altic B altic SBeaaltic S eaS ea

Nor th S ea NorNor th th S eaS ea

Silk Road Silk Silk RoadRoad Maritime trade routes Maritime tradetrade routes Maritime routes Land trade routes LandLand tradetrade routes routes Major kingdoms doing exploration Major kingdoms doing exploration Major kingdoms doing exploration

What historical event marked the end of the Middle Ages and the beginning the Early Modern period? Middle East OCEANIA

SOUTH AMERICA

4,160

8,320 km

EARLY MODERN PERIOD 1500

1510 1500

1520

1530

1519-1522

1540 1534-1542

Pedro Álvares Cabral

Ferdinand Magellan

Jacques Cartier

European “discovers” Brazil, South America

Sets out to circumnavigate the world

Explores the Gulf of St. Lawrence and St. Lawrence River, North America

1497 Vasco da Gama First European to reach India by sea

1550

CHAPTER 2 European Expansion in the World

NAME

GROUP

ANSWER THE FOLLOWING QUESTIONS USING PAGES 48 AND 49.

ACTIVITIES 1

Using map 7, use a check mark to show which territories were well-known by Europeans in the 15th century. a) North America

b) South America

c) Europe

d) North Africa

e) South Asia and East Asia

f ) The Middle East

SITUATE IN TIME AND/OR SPACE

I correctly situated the places. (3 out of 3)

I more or less correctly situated the places. (1 or 2 out of 3)

Using map 6, complete the information required below.

a) Two cities in Italy used as ports by Italian merchants:

I did not correctly situate the places. (0 out of 3)

b) Two cities in Africa that traded with Italy: c) A city that controlled the passage between the Mediterranean Sea and the Black Sea: SITUATE IN TIME AND/OR SPACE

3 IO

I correctly situated the places. (4 or 5 out of 5)

I more or less correctly situated the places. (2 or 3 out of 5)

I did not correctly situate the places. (0 or 1 out of 5)

Using document A and the previous pages, describe trade during the Middle Ages. A

Trade between the East and West

a) Three products from Asia sought by Europeans: b) Network of routes used to transport these products from Asia: ESTABLISH THE FACTS

4 IO

I correctly established the facts. (4 out of 4)

I more or less correctly established the facts. (2 or 3 out of 4)

I did not correctly establish the facts. (0 or 1 out of 4)

Read document B, which describes goods that Europeans sought. Identify the type of goods and two of their uses. B

Goods sought by Europeans

The Silk Road was used to transport cinnamon, cloves, nutmeg, pepper, and ginger. These precious goods were used in medicine and cooking, and also served as currency. Type of goods: Uses: ESTABLISH THE FACTS

I correctly established the facts. (3 out of 3)

I more or less correctly established the facts. (1 or 2 out of 3)

I did not correctly establish the facts. (0 out of 3)

Around the 2nd century BCE, China established a vast network of roads for trading silk with the West. More than 5,000 kilometres long, the trade routes went through India and Mesopotamia all the way to the Roman Empire. The network was used throughout the Middle Ages by merchants, who often transported their goods by camel.

NAME

GROUP

WHERE AND WHEN?

EARLY MODERN period

5 IO

Use document C to identify two factors (causes) that explain the lack of precious metals in Europe. C

LACK

Rare goods

“Since the 14th century, Europe had suffered from a chronic shortage of precious metals [...], with the growth of the population, the development of trade, the demand for luxuries among the upper classes of society, the expenditures of princes (artillery, among other things, was expensive to produce). Silver from the mines of Central Europe [...] [and] gold, primarily from Guinea (Africa), could not meet this increase in demand [...].

WEAPONS USED IN WARFARE

”

Source: François Lebrun, historian, L’Europe et le monde, XVIe, XVIIe, XVIIIe siècle, 1990. [translation]

a) First factor

b) Second factor

IDENTIFY CAUSES AND EFFECTS

I correctly identified the causes. (2 out of 2)

I more or less correctly identified the causes. (1 out of 2)

I did not correctly identify the causes. (0 out of 2)

Enter the letter for each event in the correct place on the time line.

A European discovery of a sea route to India

B Columbus sails to the Americas

C European exploration of the coast of present-day Brazil

D European exploration of the present-day Gulf of St. Lawrence

E First circumnavigation of the Earth

F European exploration of the east coast of present-day North America

1490

SITUATE IN TIME AND/OR SPACE

1495

1500

1505

I correctly situated the events. (5 or 6 out of 6)

1510

1515

I more or less correctly situated the events. (3 or 4 out of 6)

1520

1525

1530

I did not correctly situate the events. (0, 1, or 2 out of 6)

TIME TO REFLECT 7

What could have caused Europeans to avoid known trade routes to Asia, and to search for new ones? Formulate a hypothesis.

1535

CHAPTER 2 European Expansion in the World

NAME

GROUP

Part 1

WHY DID EUROPEANS BEGIN EXPLORING THE WORLD DURING THE RENAISSANCE? Motivations

STAKES Desirable results of a competition, conflict, or confrontation, received by the winner.

8 The Ottoman Empire at Legend the end of the 15th century

LegendTerritories conquered by the Ottoman Empire The Ottoman capture of Constantinople century Territories Mid-14th conquered by the Ottoman Empire Legend in 1453 disrupted all trade within Europe. Second half Mid-14th century of the 14th century Territories conquered by the Ottoman Empire 15thofcentury From that point on, the Ottoman Empire Second half the 14th century Mid-14th century controlled a large part of the trade between 15th centurySecond half of the 14th century 15th century Europe and Asia. Some Ottoman merchants refused to trade with Europeans, or imposed EUROPE heavy taxes, which increased the cost of EUROPE goods from Asia. Europeans reacted by EUROPE seeking new trade routes, so that they could Constantinople (Istanbul) bypass Ottoman and Arab merchants. Constantinople

Black S ea Black S ea Black S ea

(Istanbul) Constantinople (Istanbul)

For the many European kingdoms that embarked on a race to explore unchartered waters and discover unknown territories, access to major maritime trade routes was at STAKE.

ASIA ASIA ASIA Medite r ranean S ea Medite r ranean S ea

0 0

Medite r ranean S ea

140 140 0

280 km

280 km 140

280 km

What historical event occurred in 1453? Highlight the answer in the text. 9

Motivations and challenges of voyages of exploration

ECONOMIC

POLITICAL

RELIGIOUS

• Find new deposits of gold and silver to produce enough currency.

• European kingdoms sought to increase their wealth and military power.

• The Catholic Church wanted to convert the people of Asia and Africa to Christianity.

• Wealthy Europeans and merchants wanted to keep buying luxury goods, such as silk, spices, and precious metals.

• Find gold and silver to finance their armies.

• European monarchs supported the Church’s mission to spread the Christian faith.

STAKES:

• Take possession of new territories.

MOTIVATIONS

• Discover new routes to Asia. • Explore unknown territories and exploit their resources.

MOTIVATIONS

STAKES: • Increase the power of the kingdoms.

MOTIVATIONS

STAKES: • Convert conquered peoples to Christianity.

Convert: Persuade someone to adopt a different religious faith.

NAME

GROUP

PART 1

EARLY MODERN period

Advances in navigation Due to advances in astronomy during the Middle Ages and the Renaissance, navigators better understood movements of the stars and planets. This allowed them to better orient themselves at sea. In addition, Europeans were developing maritime TECHNOLOGIES. They built ships that were better adapted to long voyages, and they were constantly improving their navigational instruments. By exploring new routes around the world, navigators were also helping to advance scientific knowledge—particularly in geography and cartography. Knowledge about the circumference of the Earth was honed.

10 The caravel

A PORTUGUESE INVENTION

The caravel was a stable, fast, and highly manoeuvrable sailing ship. Its height made it capable of withstanding strong waves, while its width gave it stability.

TECHNOLOGY Set of scientific knowledge and tools.

11 Navigational instruments

in the 15th century

THE COMPASS The compass uses a magnetic needle to indicate magnetic north. It allowed navigators to orient themselves by night as well as by day.

A CHINESE INVENTION TO INCREASE SAILING SPEED

TO CAPTURE HEADWINDS AND SIDE WINDS

THE ASTROLABE The astrolabe measures the height of the stars relative to the horizon. This is used to calculate latitude, meaning the ship’s position relative to the equator.

A GREEK AND ARAB INVENTION

Square sail

PORTOLAN CHARTS Portolan charts are navigational charts used to show the position of harbours and coastlines.

Lateen sail

Hold

Rudder TO MANOEUVRE MORE EASILY

WIDE AND FLAT BOTTOM, TO REDUCE THE RISK OF RUNNING AGROUND ON THE COAST

What navigational instrument was invented due to advances in astronomy?

THE CHIP LOG The chip log, which measured ship speed, consisted of a rope with equally spaced knots and a piece of wood (the chip) at one end. That end was tossed overboard as an hourglass was turned. The number of knots that unspooled for the duration of the hourglass revealed the speed of the ship.

CHAPTER 2 European Expansion in the World

NAME

GROUP

Major voyages of exploration In the search for new sea routes to Asia, European explorers set off in two different directions. • Some sailed south along the coast of Africa, and around its southern tip, even though those waters were known to be very dangerous. • Others sailed west, across the Atlantic Ocean. Although these waters were unknown to them, they knew the Earth was spherical, and thought that this route could lead them to Asia. It was during these voyages that European explorers came across a huge land mass that they didn’t know existed, later named the Americas. On these voyages, Europeans encountered many territories they had never heard of, which is why this period is called the AGE OF EXPLORATION.

Where did European explorers hope to end up after crossing the Atlantic?

JOHN CABOT

CHRISTOPHER COLUMBUS

1497

Financed by the King and Queen of Spain, Columbus crossed the Atlantic Ocean and landed in the Caribbean Islands. He believed he had reached Asia.

Commissioned by the King of England, Italian navigator John Cabot (Giovanni Caboto) landed in Newfoundland. He thought he had reached China and Japan.

CHINAC HINA P A C I FPI A CC I F I C INDIA IND IA OCEAN OCEAN ma Ga da ) 7 49

ma Ga da ) 7 49

Va sc o (1

SOUTS HO U T H MAE R I C A A M E RAI C

Vasco da Gama was the first European to reach India by sea by sailing around the coast of Africa.

JAPANJAP AN

(1 5

A F R I CAAF R I C A

1497-1499

ASIA ASIA

Va sc o (1

Pedro Álv ares Ca bra l

(1 5

John CabotJ(o1h4n9C7a) bot (149 7 ) Ja cques CaJraticeqrues CaErtU PU ER O P E ier R O E (1534) (1534) N O R TN HO R T H buesr Col0u) mbus 0) A C I F I CA M E RAI CMAE R I C A opher Colum PAC I FP IC 0 0 stoph st OCEAN OCEAN C) hri Chri ) (1492 (1492

VASCO DA GAMA

I N D I AINN D I A N OCEAN OCEAN

EANIA O C E AO N CI A

A T L A NATTILCA N T I C OCEAN OCEAN

Legend Legend

Cape of Cape of Good Hope Good Hope

Strait of Magellan Strait of Magellan

PEDRO ÁLVARES CABRAL 1500

Cabral was appointed by the King of Portugal to find a new western route to Asia. He reached South America and explored the coast of present-day Brazil.

0 1,085

1,085 2,170 km 2,170 km

JACQUES CARTIER FERDINAND MAGELLAN 1519-1522

Magellan sailed south around the coast of South America, in the first circumnavigation of the Earth. He was also the first European to cross the Pacific Ocean.

1534

Cartier was commissioned by the King of France to find a northwest passage to Asia and bring back precious metals. He explored the Gulf of St. Lawrence, later returning to the Americas to sail up the St. Lawrence River.

1492

Kingdom Kingdom of Spain of Spain Kingdom Kingdom of Portugalof Portugal Kingdom Kingdom of Englandof England Kingdom Kingdom of France of France

Period from the 15th to the 16th century during which Europeans explored territories that were unknown to them.

What vast territory did they encounter instead?

12 Major exploration routes in the 15th and 16th centuries

Fe Fe r rdi na and dina n d (15 Jua n(1d5M Jua d M a 19 n S 19ag n S -15 eb -1e5lla eb gella n 22 ast 22n asti ián ) ) án de de lC lC an an o o

AGE OF EXPLORATION

NAME

GROUP

PART 1

EARLY MODERN period

Europeans’ first contact with Indigenous peoples

LEADERS IN THE SPANISH CONQUEST OF THE AMERICAS

Before they landed in what is now called the Americas, Europeans were unaware of the hundreds of distinct societies of Indigenous people who had lived there for millennia. Initially, relations between Europeans and Indigenous peoples were relatively peaceful, but they soon turned hostile as conquistadors, who were sent to exploit valuable resources, used violence to try to control and subjugate Indigenous populations.

Indigenous people: People who inhabited the land for millennia before European contact, and their descendants.

In European history, little is known about first contacts between Europeans and Indigenous peoples. European explorers described their “discovery” of the “New World,” but their writings do not include the perspectives or experiences of Indigenous peoples.

New World: European name for the continent of the Americas after the voyages of Christopher Columbus between 1492 and 1506.

13 Excerpt from the journal of Christopher Columbus

14 Christopher Columbus arriving in the Americas

“Believe me, Your Highnesses, that these lands

Believing that he had landed in India, Columbus referred to the Indigenous people as “Indians.”

are so good and so fertile […] all that is needed here is a seat of government and to command them to do what you wish […] They have no weapons and are all naked and with no experience of arms and very timid […] so they are suitable to take orders and be made to work, sow and do anything else that may be needed, and build towns and be taught to wear clothes and adopt our customs.

”

Source: The journal of Christopher Columbus, navigator, December 16, 1492.

What did Christopher Columbus suggest should be done with the Indigenous people he encountered? Highlight the answer in the excerpt.

MY REVIEW SPACE Complete the review diagram.

WHAT?

The Age of Exploration

WHEN?

During the

centuries

WHO?

WHY? Types of motivation:

Four European kingdoms: • Spain •

•

• •

HOW? • A fast, stable type of ship: the • Navigational instruments:

CHAPTER 2 European Expansion in the World

GROUP

ANSWER THE FOLLOWING QUESTIONS USING PAGES 52 TO 55.

ACTIVITIES 1

NAME

How did the Ottoman Empire’s capture of Constantinople bring about the Age of Exploration? To answer, fill in the diagram below using documents A, B, and C. A

The supply of goods from Asia

Relations between Europeans and the Ottomans were not friendly. European merchants had difficulty obtaining goods that passed through the territories controlled by the Ottoman Empire.

B Christopher Columbus writing to the King of Spain

“… [to reach the Indies] I should

Constantinople

The Ottomans captured the city of Constantinople and renamed it Istanbul. From then on, they controlled trade in that region.

not proceed by land to the East, as is customary, but by a Westerly route, in which direction we have hitherto no certain evidence that any one has gone.

”

Source: The journal of Christopher Columbus, navigator, 15th century.

1453 Constantinople is captured by the Ottomans

Trade between Europe and Asia changed. How did it change?

Access to expensive goods in Europe was affected. How was it affected?

Document(s) used:

Europeans proposed a solution. What was the solution?

Document(s) used:

ESTABLISH CAUSAL LINKS

2 IO

I correctly established causal links between the three elements.

I correctly established causal links between two of the elements.

I correctly established causal links for only one element.

I did not correctly establish any causal links.

In addition to the Ottoman capture of Constantinople, many other factors drove European kingdoms to finance voyages of exploration. Use a check mark to show which aspect of society each factor relates to. ASPECT OF SOCIETY FACTOR

Political

Economic

Cultural

Scientific

a) European kingdoms wanted to support the Church’s mission to spread Christianity. b) New maritime technologies gave navigators the confidence to embark on longer sea voyages. c) European kingdoms wanted to increase their power and territories. d) European kingdoms wanted to acquire gold, spices, and other exotic goods, like silk. CHARACTERIZE A HISTORICAL PHENOMENON

I correctly characterized the historical phenomena. (4 out of 4)

I more or less correctly characterized the historical phenomena. (2 or 3 out of 4)

I did not correctly characterize the historical phenomena. (0 or 1 out of 4)

The Age of Exploration

NAME

GROUP

PART 1

EARLY MODERN period

Identify the name and purpose of each innovation shown below.

INNOVATION

ESTABLISH THE FACTS

4 IO

NAME

I correctly established the facts. (8 to 10 out of 10)

PURPOSE

I more or less correctly established the facts. (3 to 7 out of 10)

I did not correctly establish the facts. (0, 1, or 2 out of 10)

Look at the map on page 54. Using geographic landmarks, describe the routes and territories explored by these European kingdoms. a) Portugal • • b) Spain • • c) England • d) France • SITUATE IN TIME AND/OR SPACE

I correctly situated the places. (6 out of 6)

I more or less correctly situated the places. (3, 4, or 5 out of 6)

I did not correctly situate the places. (0, 1, or 2 out of 6)

CHAPTER 2 European Expansion in the World

NAME

GROUP

Part 2

HOW DID EUROPEAN KINGDOMS BECOME DOMINANT WORLD POWERS? Colonialism

MOTHER COUNTRY + COLONIES = COLONIAL EMPIRE

Beginning in the 16th century, European kingdoms were eager to establish colonies in the TERRITORIES they had claimed. European mother countries and their new colonies made up colonial EMPIRES that controlled territories in Africa, Asia, and the Americas. Convinced of their superiority over others, Europeans not only stole land, wealth, and resources, they also sought to dominate and eradicate Indigenous populations, and to colonize their lands. This policy and practice is called COLONIALISM. European mother countries established two main types of colonies: trading posts and settler colonies. Colony: A territory controlled by another country, and occupied by settlers from that country.

TERRITORY An area of land that humans occupy, use, or manage.

EMPIRE A group of territories and peoples ruled by a single governing power.

COLONIALISM

Mother country: Country that controls one or more colonies.

The control, occupation, and exploitation of a territory and its peoples by an external state.

15 Two types of colonies

Trading posts

Settler colonies

Trading posts were small settlements established for trade. They were occupied mainly by merchants and soldiers who acquired raw materials in the colony, then shipped them to the mother country. From the 16th century on, many trading posts were established along the coasts of Africa and Asia.

Settler colonies were established to populate a claimed territory. Men and women were sent from the mother country to settle permanently, exploit the territories’ resources, replace the Indigenous population, and establish sovereignty over the lands. In the 17th century, this was the most common type of colony in the Americas. A 17th-century Portuguese plantation in what is now Brazil

A Portuguese trading post in India in 1572

COLONISTS

NAME

GROUP

PART 2

EARLY MODERN period

Triangular trade European colonial empires established an immense trade network that crossed the Atlantic Ocean. This network is referred to as “triangular trade” because it spanned three continents: Europe, Africa, and the Americas. Trade was now taking place on a global scale; this marked the beginning of a WORLD ECONOMY.

WORLD ECONOMY System of commercial trade that operates on a global scale.

16 Colonial empires and triangular trade in the 17th century

Sugar, coffee, corn, fur, cotton, tobacco, plants, gold, silver N EW FRA N CE

ENGLAND

EUROPE

NORTH AMERICA

F R ANC E

EN G L ISH COL ON IES

S P AIN

P OR TUGAL

ASIA

Cloth, firearms, metal goods, alcohol

1 Mexico City

N EW S PA IN

AFRICA GUINEA

PAC I F I C OCEAN

N EW G REN A DA

B RAZIL

SOUTH AMERICA

Legend Kingdom of Spain Kingdom of Portugal Kingdom of England Kingdom of France 0

515

IND I A

INDIAN OCEAN

ANGOLA

Captive people

MOZAMBIQ UE

AT L A N T I C OCEAN

1,030 km

In which continent did these occur? • People were captured and sold for enslavement: • Raw materials were extracted: the • Finished goods were manufactured:

17 Flow of goods and labour between the three continents

Manufactured goods

Enslaved people

Raw materials

In the mother country, factories processed raw materials from the colonies into manufactured goods. These were then sold throughout Europe and the colonies, as well as in Africa.

FINISHED, PROCESSED

Merchants stationed in Africa exchanged captured people for manufactured goods from Europe. The captive people were treated as “merchandise” and forced onto ships bound for the Americas, where they were sold for enslavement on plantations and in mines.

Colonies in the Americas supplied European mother countries with raw materials from their mines and plantations.

Raw materials: Resources that are processed to manufacture finished goods.

CHAPTER 2 European Expansion in the World

NAME

GROUP e sc l ava g e

Inequality between mother countries and colonies

SLAVERY

The triangular trade network was designed to profit European mother countries above all. Merchants and colonizers imposed their authority to exploit and dominate colonized and enslaved people, to further enrich the mother country.

The practice or system of owning persons as legal property, denying them any freedoms or rights. é con om i e - m on de

Colonies were required to send raw materials to their European mother country, where they were transformed into finished goods. This made colonies dependent on the mother country to supply certain products, which seriously limited their economic development.

18 Restrictions imposed on colonies The trade system: didn’t allow colonies to compete with the mother country prevented colonies from selling goods themselves prevented colonies from transforming raw materials into finished products

Slavery and the transatlantic slave trade SLAVERY began many centuries before the Age of Exploration, but it became much more pervasive in the context of triangular trade and colonization of the Americas. Treating people like property is also called chattel slavery.

How did these restrictions imposed by mother countries impact the colonies? Highlight the answer in the text.

19 The long road to enslavement

BETWEEN 12 AND 20 MILLION CAPTURED AFRICANS WERE SENT TO THE AMERICAS BETWEEN THE 16TH AND THE 19TH CENTURIES.

Black Africans were captured

Slave auctions

Millions of Black men, women, and children were captured in Africa by slave traders.

Once landed, captives were sold at auction to owners of plantations or mines, who claimed them as property and used them as enslaved workers.

2 Transatlantic slave trade African captives were taken to the Americas on slaver ships under brutal, unsanitary, and inhumane conditions. Many of them died aboard the ships.

The enslavement of Black Africans was enormously profitable for enslavers because they did not pay enslaved workers, who they treated deplorably.

Enslaved labour in mines and plantations

NAME

GROUP

PART 2

EARLY MODERN period

The Treaty of Tordesillas Colonial ambitions led to major rivalries between European mother countries. Beginning in the 15th century, territorial disputes broke out between Spain and Portugal, the first European kingdoms in the race to colonize. Because both kingdoms were Catholic, Pope Alexander VI intervened in an effort to limit conflict between them. He established an invisible line from north to south, through the Atlantic Ocean, to divide territorial claims to the “New World” between the two empires. In 1494, the Treaty of Tordesillas reaffirmed this division, but moved the boundary farther west. Spain could claim all “newly discovered” territories west of the line, and Portugal those east of the line.

TODAY Each kingdom imposed its own language in its colonies, by disregarding or even outlawing Indigenous languages. That is why Spanish is now the main language spoken in Central America and most of South America. In North America, which was colonized by the French and the English, French and English are official languages.

20 Dividing line determined by the Treaty of Tordesillas in 1494

Spain

THE KINGS OF FRANCE AND ENGLAND WERE NOT PART OF THE TREATY. THEY DID NOT ACCEPT ITS BOUNDARIES, AND DEFIED IT BY SENDING EXPLORERS TO THE AMERICAS.

Portugal

Why was the 1494 Treaty of Tordesillas necessary? What was its outcome? Highlight the answers in the text.

Dividing line determined by the treaty

2,475

4,950 km

MY REVIEW SPACE Complete the review diagram.

COLONIALISM

THE FORMATION OF COLONIAL

TRADE

WHO? Mother countries: • • •

WHERE? Colonies: • Asia • • the

•

HOW? Two types of colonies: • •

WHERE?

WHAT?

Continents:

What was traded:

•

CHAPTER 2 European Expansion in the World

a) Name the mother country of each of the colonial empires that controlled the territories shown on the map. COLONIAL EMPIRE

GROUP

ANSWER THE FOLLOWING QUESTIONS USING PAGES 58 TO 61.

ACTIVITIES 1

NAME

Colonial empires and triangular trade in the 17th century

MOTHER COUNTRY

1 2 0

570

1,140 km

b) On the map, label the three continents that were involved in triangular trade. c) Transform lines 1, 2, and 3 into arrows to show the direction in which trade flowed between the three continents. SITUATE IN TIME AND/OR SPACE

I correctly situated the places. (8, 9, or 10 out of 10)

I more or less correctly situated the places. (4 to 7 out of 10)

I did not correctly situate the places. (3 or fewer out of 10)

Using the map above, give examples of what was traded along routes 1, 2, and 3.

Category

ESTABLISH THE FACTS

3 IO

I correctly established the facts. (6 out of 6)

I more or less correctly established the facts. (3, 4, or 5 out of 6)

I did not correctly establish the facts. (0, 1, or 2 out of 6)

Look at the map on page 61. The Treaty of Tordesillas in 1494 was intended to put an end to a conflict. a) Explain, in your own words, the dispute that led to this treaty.

IDENTIFY CAUSES AND EFFECTS

I correctly identified the cause.

I did not correctly identify the cause.

b) Based on the treaty, which mother country won control over a larger area of the Americas? ESTABLISH THE FACTS

I correctly established the fact.

I did not correctly establish the fact.

Examples

NAME

GROUP

PART 2

EARLY MODERN period

Why did the pope intervene in the conflict between the kingdoms of Spain and Portugal?

IDENTIFY CAUSES AND EFFECTS

5 IO

I correctly identified the cause.

I did not correctly identify the cause.

Analyze documents B and C before answering the following questions. B

C The transatlantic trade of enslaved people

Precious metals exported from the Americas to Spain

YEARS

NUMBER OF CAPTIVES PUT ON SLAVER SHIPS TO THE AMERICAS

1501 to 1550

68,489

600

1551 to 1600

213,114

500

1601 to 1650

667,507

1651 to 1700

1,200,173

200

1701 to 1750

2,554,823

100

1751 to 1800

3,930,090

1,000 Value in Spanish currency, in millions

900 800 700

400 300

1506-1510 1511-1515 1516-1520 1521-1525 1536-1540 1591-1595 1596-1600

Years

Source: “Trans-Atlantic Slave Trade–Estimates,” Slave Voyages: The Trans-Atlantic Slave Trade Database.

Source: Lucien Febvre, historian, L’afflux des métaux d’Amérique et les prix à Séville : un article fait, une enquête à faire, 1930.

PSST! A CONSEQUENCE CAN BE POSITIVE OR NEGATIVE.

a) Identify a consequence of colonization on the mother countries.

b) Identify a consequence of colonization on African people.

IDENTIFY CAUSES AND EFFECTS

I correctly identified the effects. (2 out of 2)

I more or less correctly identified the effects. (1 out of 2)

I did not correctly identify the effects. (0 out of 2)

Put a check mark to link each statement with the type of settlement it describes.

STATEMENT

TRADING POST

SETTLER COLONY

a) Enslaved people were forced to work on these sugar and coffee plantations. b) Captive people could be purchased here and sent to the Americas to be enslaved. c) Merchants and soldiers were its main settlers. d) Men and women from a variety of trades were sent to live here. e) Portugal established many of these in Asia. f ) This became the main form of colonialism in the Americas. CHARACTERIZE A HISTORICAL PHENOMENON

I correctly characterized the historical phenomenon. (6 out of 6)

I more or less correctly characterized the historical phenomenon. (3 to 5 out of 6)

I did not correctly characterize the historical phenomenon. (0, 1, or 2 out of 6)

CHAPTER 2 European Expansion in the World

NAME

GROUP

WHAT WERE THE CONSEQUENCES OF EUROPEAN EXPANSION FOR INDIGENOUS PEOPLE? Indigenous peoples before European contact In the 15th century, there were millions of Indigenous people living on the immense continent of the Americas. They formed hundreds of distinct peoples with their own languages and CULTURES. Most lived in small groups. Some were nomadic, and lived by hunting, fishing, and foraging. Others were sedentary societies that also practised agriculture. What we now call South America and Central America were also home to the Aztec, the Maya, and the Inca peoples, three major civilizations with populations in the millions who built extensive and organized cities, such as Tenochtitlan. Indigenous peoples in the Americas had a wide variety of ways of life.

Part 3

CULTURE The values, language, customs, way of life, and other elements shared by a people or society.

Which peoples formed major civilizations before European contact?

21 Some Indigenous peoples in the Americas before European contact

WHAT DID THE AZTEC CITY OF TENOCHTITLAN LOOK LIKE?

Inuit Cree

PRONOUNCED “TE-NAWCH-TEE-TLAHN”

Algonquin Iroquois

Apache Navajo

Sioux

Pueblo

AT L A N T I C OCEAN

Tenochtitlan Aztec

PAC I F I C OCEAN

Maya

22 Tenochtitlan, the ancient Aztec capital

Chibcha

Cusco

Major civilizations Major cities 0

1,345

When the Spanish arrived, the city had about 200,000 inhabitants, a population similar to that of major European cities at the time. There were roads, neighbourhoods, and markets, as well as canals to circulate by boat. The Aztecs built temples and the emperor’s palace at the top of pyramids in a sacred location.

Taíno

Arawak

Legend

In 1325, the Aztec civilization founded the city of Tenochtitlan, present-day Mexico City, on an island in Lake Texcoco. Over the next two centuries, the Aztecs built a powerful empire.

Inca

2,690 km

Mapuche

Tupi

Inuit

NAME

GROUP

PART 3

EARLY MODERN period

23 Some cultural characteristics of major civilizations in the Americas

Aztec civilization

The Aztec calendar The Aztec developed a system of writing and two calendars: a 365-day seasonal calendar and a calendar of sacred rituals, made up of 20 cycles of 13 days, illustrated in the “calendar stone” pictured.

Cultivation of corn

Aztec religion The Aztec people believed in many gods. They built temples and pyramids, and made human sacrifices during religious ceremonies. Those sacrificed to the gods included prisoners of war and volunteers.

The diet of Indigenous cultures in the Americas was different from that of Europeans. In the 15th century, Indigenous societies cultivated a variety of foods, including corn, tobacco, cocoa (chocolate), tomatoes, beans, potatoes, and peanuts—all plants that did not exist in Europe.

Maya civilization Maya religion Like the Aztec people, the Maya also made human sacrifices to the gods. The ceremonies were held in pyramid temples, a shape that was thought to bring them closer to the gods.

Mathematics and writing systems The Maya people used a system of mathematics based on the number 20. It required only three symbols to represent all numbers. Like the Aztec people, their writing system was composed of glyphs, meaning symbols or pictures that represented words or syllables.

THE SYSTEM WE USE IS BASED ON THE NUMBER 10.

THE SYLLABLE “BA”

Inca civilization Writing and accounting While the Inca may not have had an alphabetic writing system, they developed a system of accounting and record-keeping using combinations of cords and knots.

A SHELL REPRESENTS ZERO. A DOT REPRESENTS ONE.

A LINE REPRESENTS FIVE.

Agriculture and livestock The Inca people cut large terraces into hillsides to practise farming, their primary economic activity. They also bred llamas and alpacas, mainly for their wool and hides to make clothing and leather goods.

Inca religion The Inca people worshipped the sun god, among others. They built temples and made offerings to deities, but human sacrifices were very rare.

MACHU PICCHU, AN ANCIENT INCA CITY IN PRESENT-DAY PERU

CHAPTER 2 European Expansion in the World

NAME

GROUP

European and Indigenous cultures: worlds apart In the 15th century, the cultures of Indigenous peoples in the Americas were very different from those of Europeans. The food they ate, their traditions, their values, their languages—all were worlds apart. 24 Different world views

INDIGENOUS

EUROPEAN

SOCIETIES

TRADE

• The goal of trade was to make a profit.

• Trade was based on alliances, and was done only with allies.

• Chiefs were chosen based on their leadership qualities and heredity, and their authority was often limited.

• Currency was used in commercial exchanges.

SOCIAL STRUCTURE

• The social structure was hierarchical, based on obedience and submission to authority.

• Relationships were based on sharing and giving, generosity, and reciprocity.

• Land was communal and private property did not exist. Individuals could not accumulate disproportionate wealth because it was shared among the community.

• Monarchs and the nobility were at the top of the social hierarchy, and their privilege was based on heredity.

CONCEPT OF PROPERTY

• Land was owned by lords, and there was vast inequality in wealth. • Monarchs waged war to take possession of territories in the name of their kingdoms.

• Groups waged war for control of territories or resources, for revenge, or to capture prisoners.

• Spiritual beliefs were based on the interconnection of all species, the natural world, and different spirits or deities.

RELIGIOUS BELIEF

• Many societies did not use an alphabetic writing system, but transmitted information orally.

COMMUNICATION

THESE CULTURAL CHARACTERISTICS DID NOT APPLY TO ALL INDIGENOUS PEOPLES. THEY FORMED HUNDREDS OF DISTINCT SOCIETIES, EACH WITH ITS OWN SYSTEM OF COMMUNICATION, RELIGION, AND POLITICAL STRUCTURE.

• Europeans practised monotheistic religions, such as Christianity and Judaism, which believe in one God.

• Europeans used a writing system based on the alphabet.

• Exchanges were made by means of barter.

SOCIETIES

NAME

GROUP

PART 3

EARLY MODERN period

Colonization of the Americas and its consequences Europeans were convinced of their superiority over Indigenous peoples, and of their right to conquer and impose their culture on them. European colonialism had devasting consequences for Indigenous people.

A dramatic decrease in population Colonialism led to high mortality rates among Indigenous people. Disease, violence, and difficult living conditions forced upon them by European colonizers took a heavy toll on Indigenous lives. Epidemics, massacres, enslavement, and forced labour caused the deaths of millions of Indigenous people. Within the first century of European colonization, about 90% of the Indigenous population of South and Central America was killed. In what is now the St. Lawrence region of North America, the Iroquois and Algonquin peoples were also greatly affected. The high death rate greatly reduced or devastated some communities, which put surviving cultures in a very vulnerable situation. Deadly disease Europeans arriving in the Americas brought serious diseases for which Indigenous populations had no antibodies (natural protection). Measles, smallpox, influenza, tuberculosis, and the plague took many millions of lives. Epidemics were the main cause of mortality during the early stages of colonization.

Theft, massacres, and forced labour The Spanish conquistadors were brutally violent toward Indigenous people. They plundered riches and seized land throughout Central and South America. Already weakened by disease, Indigenous people were driven from their lands and enslaved or used as forced labourers. In just a few years, the Spanish conquered the great Aztec, Inca, and Maya civilizations.

60.5

6.1

1500

1600

million

Source: Quaternary Science Reviews, 2019 [online].

What were the main causes of death of Indigenous people in the 15th and 16th centuries? Highlight the answers in the text.

AN INDIGENOUS PEOPLE OF THE CARIBBEAN ISLANDS 26 Massacre of the Taíno people

“Overrunning Cities and

Villages, where they [the Spanish] spared no sex nor age; neither would their cruelty pity Women with child, whose bellies they would rip up, taking out the Infant to hew it in pieces.

”

Source: Bartolomé de Las Casas, Spanish priest, The Tears of the Indians, 1552.

BARTOLOMÉ DE LAS CASAS WAS A SPANISH PRIEST WHO DENOUNCED ATROCITIES AGAINST INDIGENOUS PEOPLE AND FOUGHT FOR THEIR RECOGNITION AS HUMAN BEINGS.

WHO WAS HERNÁN CORTÉS? In 1519, Hernán Cortés, a Spanish conquistador, arrived in what is now Mexico. He conquered the Aztec Empire by allying himself with their enemies. Aztec Chief Moctezuma II was killed in 1520, and Cortés seized and destroyed the city of Tenochtitlan in 1521. The Spanish had the advantage of superior military equipment, such as firearms, metal swords, horses, and trained dogs, that Indigenous people lacked.

25 Estimated Indigenous population in the Americas

27 Conquistador Hernán Cortés entering Tenochtitlan

CHAPTER 2 European Expansion in the World

NAME

GROUP

Social, economic, and cultural upheaval European colonialism had devastating effects on Indigenous societies, threatening and transforming their economies, social structures, and cultures. Spanish, Portuguese, English, and French colonizers forced Indigenous people to give up their way of life, their traditions, and their language.

What resources did Indigenous people supply to Europeans?

Impacts on their way of life Before colonization, some Indigenous peoples were nomadic. They lived by hunting, fishing, and foraging, or farming (agriculture and livestock). Impacts of colonization: • Indigenous peoples were forced off their lands.

Impacts on their economic systems

• Nomadic peoples were forced to become sedentary.

Before colonization, Indigenous peoples had trade networks and alliances. Impacts of colonization:

• Indigenous peoples were deprived of their traditional means of subsistence.

• Established alliances and trade networks were weakened or broken. • Indigenous people became dependent on trade with Europeans, whom they supplied with tobacco, furs, wood, and various plants, such as cocoa.

Impacts on their culture Before colonization, Indigenous peoples spoke a variety of languages. Their beliefs and spirituality were based on their relationship with nature. Impacts of colonization:

Impacts on their political systems

• Indigenous peoples were forced to speak the languages of the colonial powers.

Before colonization, Indigenous peoples were autonomous, and determined their own political systems. Impacts of colonization:

• Traditional spiritual practices were hidden or overwhelmed by forced conversion to Christianity.

• Indigenous peoples were forced to submit to the authority of European colonizers.

Complete the review diagram. WHO?

WHAT?

The consequences of European expansion

EUROPEAN COLONIAL POWERS

INDIGENOUS PEOPLES (examples)

•

EFFECTS OF COLONIALISM ON INDIGENOUS PEOPLES WAY OF LIFE AND CULTURE

HIGH MORTALITY

ECONOMIC AND POLITICAL SYSTEMS

Causes:

Indigenous peoples were forced to:

•

• leave their traditional

•

• become sedentary

•

and practices

were broken.

• They became dependent on

and

• give up their

their

and

beliefs

with Europeans.

• They were forced to submit to the authority of the

MY REVIEW SPACE

NAME

GROUP

PART 3

EARLY MODERN period

ANSWER THE FOLLOWING QUESTIONS USING PAGES 64 TO 68.

ACTIVITIES 1 IO

Answer the following questions using the map and what you have learned. a) Numbers on the map correspond to major civilizations conquered by Spanish conquistadors. Identify them by name.

A Indigenous peoples in the Americas in the 15th century

b) Name three other Indigenous peoples in the Americas, placing letters on the map to identify their traditional territories.

AT L A N T I C OCEAN

PAC I F I C OCEAN

c) On the map, circle the location of the ancient city of Tenochtitlan. SITUATE IN TIME AND/OR SPACE

I correctly situated the places. (7 out of 7)

I more or less correctly situated the places. (4, 5, or 6 out of 7)

3 Legend

I did not correctly situate the places. (3 or fewer out of 7)

Major civilizations 0

1,345

2,690 km

Answer the following questions using documents B and C.

A priest’s testimony

“The cause for which the Christians have slain

and destroyed so many and such infinite numbers of souls, has been simply to get, as their ultimate end, the Indians’ gold of them, and to stuff themselves with riches in a very few days, and to raise themselves to high estates […]

”

Source: Bartolomé de Las Casas, Spanish priest, The Tears of the Indians, 1552.

Evolution of the Huron-Wendat population

“Prior to 1600, the Huron-Wendat numbered

about 20,000 to 25,000 people, but between 1634 and 1642 they were reduced to about 9,000 by a series of epidemics, particularly measles, influenza, and smallpox.

”

Source: C.E. Heidenreich, geographer and historian, “Huron-Wendat.” In The Canadian Encyclopedia, 2018 [online].

a) Identify two causes of death among Indigenous people resulting from European contact.

• A cause identified in document B:

• A cause identified in document C:

b) Which of the two causes above led to the greater number of deaths? IDENTIFY CAUSES AND EFFECTS

I correctly identified the causes. (3 out of 3)

I more or less correctly identified the causes. (2 out of 3)

I did not correctly identify the causes. (0 or 1 out of 3)

GROUP

Identify a change that colonialism brought about for the following aspects of Indigenous societies.

Economic change:

Cultural change:

Political change:

IDENTIFY ELEMENTS OF CONTINUITY AND CHANGE

NAME

I correctly identified the changes. (3 out of 3)

I more or less correctly identified the changes. (1 or 2 out of 3)

Compare the points of view expressed in documents D and E concerning Indigenous peoples in the Americas. How do they differ? D

Point of view of Bartolomé de Las Casas

“This infinite multitude of people was so

”

TEACHABLE

Point of view of Juan Ginés de Sepúlveda

“And so it is with the barbarous and inhumane

created by God, as that they were without fraud, without subtlety or malice, to their natural Governors most faithful and obedient. […] the people are most delicate and tender, enjoying such a feeble constitution of body as does not permit them to endure labor […] They are of a very apprehensive and docible wit, and capable of all good learning, and very apt to receive our Religion.

I did not correctly identify the changes. (0 out of 3)

Source: Bartolomé de Las Casas, Spanish priest, The Tears of the Indians, 1552.

peoples [the Indians] who have no civil life and peaceful customs. It will always be just and in conformity with natural law that such people submit to the rule of more cultured and humane princes’ and nations. […] And if the latter reject such rule, it can be imposed upon them by force of arms. Such a war will be just according to natural law […]. These people [the Indians] possess neither science nor even an alphabet […]

”

Source: Juan Ginés de Sepúlveda, Spanish historian and chaplain, “Valladolid debate,” 1550.

According to Bartolomé de Las Casas,

, whereas according to Juan Ginés de Sepúlveda,

. ESTABLISH COMPARISONS

I correctly identified a difference.

I more or less correctly identified a difference.

I did not correctly identify a difference.

CHAPTER 2 European Expansion in the World

NAME

GROUP

PART 3

EARLY MODERN period

What way of life did European colonizers want to impose on Indigenous people?

I correctly established the fact.

ESTABLISH THE FACTS

6 IO

I did not correctly establish the fact.

Explain how colonialism and the colonization of the Americas led to the capture, trade, and enslavement of African people. Identify the three elements below and make connections between them. Use documents F, G,and H. F

Forced labour

Enslaved Africans harvesting sugar cane

Under the pretext of wanting to convert them to Christianity, Spanish colonizers enslaved Indigenous peoples and forced them to work in mines and fields. The Spanish used violence to impose brutal conditions on enslaved workers. G

Condemnation of Spanish colonizers

“Why do you keep them so oppressed and weary,

not giving them enough to eat nor taking care of them in their illness? For with the excessive work you demand of them they fall ill and die, or rather you kill them with your desire to extract and acquire gold every day.

”

Source: Bartolomé de Las Casas, Spanish priest, The Tears of the Indians, 1552.

Element 1: The treatment of Indigenous peoples by Europeans CAUSE

Element 2: An impact on the Indigenous population

EFFECT CAUSE

Element 3: A need of the colonizers EFFECT

ESTABLISH CAUSAL LINKS

I correctly established causal links between the three elements.

I correctly established causal links between two of the elements.

I correctly established causal links for only one element.

I did not correctly establish any causal links.

CHAPTER 2 European Expansion in the World

NAME

GROUP

TODAY What are the cultural and economic links between societies? Many of the cultural and economic links established between societies in the past can still be seen today. For example, some countries still use the language of the mother country that colonized them in the 16th and 17th centuries, and many of them have maintained significant trade relationships with their former mother country. Today, the global rules of trade between nations are created and overseen largely by the World Trade Organization (WTO), which was established in 1995.

28 The World Trade Organization logo

29 Official languages in certain countries today

French and English

CANA DA

English

UNITE D STA TE S

ME XICO

Portuguese

S ENEGAL

I NDI A

French

Spanish

Hindi and English

M O Z AM BI QU E

B RA ZIL

ANGOLA

A RGE NTINA

1 IO

2,150

4,300 km

Name some non-European countries whose official language is of European origin. LANGUAGE OF EUROPEAN ORIGIN

EXAMPLES OF NON-EUROPEAN COUNTRIES

French English Spanish Portuguese ESTABLISH THE FACTS

I correctly established the facts. (4 out of 4)

I more or less correctly established the facts. (2 or 3 out of 4)

I did not correctly establish the facts. (0 or 1 out of 4)

Which international organization plays a role in settling trade disputes between countries?

ESTABLISH THE FACTS

I correctly established the fact.

I did not correctly establish the fact.

NAME

GROUP

TODAY

EARLY MODERN PERIOD

Today, the economy is more globalized than ever. Although colonial empires no longer formally exist, economic and trade relationships between societies are not equal.

Effects of the globalized economy

30 Largest economies in the world in 2018 Gross Domestic Product (GDP) (in billions of US dollars)

Does the world economy still exist today?

30,000 20,000 10,000 5,000 0

China

European

Union* The effects of the globalized economy vary greatly between countries. Many companies from powerful countries, whose wealth was often accrued through colonialism, exploit resources and workers from poorer countries. These companies often relocate their factories offshore, to places where natural resources are more abundant and labour is cheaper. This is a form of colonialism, known as economic colonialism, that is commonly practised today.

United States

3 IO

India

Japan

Russia

* European Union = 27 countries of Europe

Source: International Monetary Fund, April 2019.

What are the three biggest economies in the world today?

Economic globalization thus makes it possible for wealthier nations to consume a wide variety of products from around the world at a much lower cost, while also creating jobs offshore. On the other hand, in the countries that factories are relocated to, working conditions are often poor and wages are very low. Economic colonialism: A system that enables some countries to enrich themselves by exploiting resources of other countries.

• • • In the text, highlight positive and negative effects of the globalized economy.

Offshore: A country where production costs are lower than the country of origin.

Use a check mark to show whether the two graphics below represent continuity or change, then explain your answer.

TRIANGULAR TRADE IN THE 17TH CENTURY Continuity or change ?

OFFSHORING IN THE 21ST CENTURY Relocating factories offshore

Raw materials

Manufactured goods

Developed countries (wealthy)

Developing countries (poor)

Captive people 0

815

1,630 km

Profits

Explanation:

EXAMINE PAST AND PRESENT SOCIAL PHENOMENA

I correctly identified the links between past and present social phenomena.

I did not correctly identify the links between past and present social phenomena.

CHAPTER 2 European Expansion in the World

NAME

GROUP

CHAPTER

SYNTHESIS

Chapter overview

Read the chapter overview carefully.

In the 15th century, European merchants purchased gold and other precious metals, silk, and spices from Asia. However, trade became more difficult when the Ottomans captured Constantinople in 1453. This drove European kingdoms to seek new routes to Asia, which was the main advantage at STAKE behind voyages of exploration. Some European explorers travelled west across the Atlantic Ocean in an attempt to reach Asia, beginning what Europeans call the AGE OF EXPLORATION. Christopher Columbus landed in the Americas in 1492, followed by other explorers. Vasco da Gama navigated south around the coast of Africa to reach India, and Ferdinand Magellan set off on the first circumnavigation of Earth. New maritime TECHNOLOGIES, such as the compass and astrolabe, made it possible to navigate the open ocean and embark on long sea voyages. Thus, Europeans began exploring TERRITORIES that were unknown to them. They claimed possession so as to exploit raw materials and convert the Indigenous people who lived there. Some Indigenous peoples had formed major civilizations, such as the Aztec and the Inca people, while others lived in smaller societies. In all cases, the Indigenous CULTURES were very different from those of the Europeans. Contact with Europeans had devastating consequences; many Indigenous people died from epidemics of European diseases. Conquistadors massacred Indigenous people or enslaved them to carry out forced labour. From the 16th to the 17th century, European COLONIALISM accelerated, as mother countries colonized territories in the Americas, Africa, and Asia. Colonial empires established a system of triangular TRADE that relied on SLAVERY, meaning the enslavement of men, women, and children from Africa. European empires used the labour of enslaved workers to extract resources from the Americas that were then sent to Europe to create manufactured goods. This early form of WORLD ECONOMY was designed to profit the European mother countries. It was a system that served to bolster the power and wealth of colonial EMPIRES, such as Spain and Portugal.

Review diagram

Fill in the diagram with the CONCEPTS IN RED and the words in blue from the chapter overview.

WHY? Main new trade routes to Asia

For what purposes? • To bypass • To procure products such as precious metals, • To other peoples

HOW? of exploration in the period •

: Christopher Columbus

• 1497: • 1519:

USING New • caravel • •

NAME

GROUP

CHAPTER SYNTHESIS

EARLY MODERN PERIOD

EUROPEAN EXPANSION IN THE WORLD

WHEN? From the

to the

Colonies

LED TO

•

• the

•

• Africa

• France

• Asia

Colonial

• England

ESTABLISHMENT OF A Triangular

• Europe: •

were produced : people were captured and sold for enslavement

• the Americas: This system relied on

were extracted to enrich

CONSEQUENCES FOR INDIGENOUS PEOPLE Indigenous peoples:

Consequences:

• Iroquois

• loss of

• Algonquin

• transformation of their

• Maya

• high death rate due to:

•

massacres

CHAPTER 2 European Expansion in the World

NAME

GROUP

Synthesis activities and IO

Document file A

Description of Tenochtitlan (where Mexico City is located today)

LOOK AT THE DOCUMENTS ON PAGES 76 AND 77 BEFORE ANSWERING THE FOLLOWING QUESTIONS. WHEN REQUIRED, INDICATE THE LETTER OF THE DOCUMENT(S) YOU USED IN THE EVALUATION GRID.

“This great city of Tenochtitlan […] is as large as Seville

or Cordova. […][King Moctezuma] should have every object found in his dominions imitated in gold, silver, precious stones, and feathers […]. Among these temples there is one which far surpasses all the rest, whose grandeur of architectural details no human tongue is able to describe; for within its precincts, surrounded by a lofty wall, there is room enough for a town of five hundred families.

Triangular trade in the 17th century

”

Source: Hernán Cortés, Spanish conquistador, second letter to King Charles V, 1519.

A compass

An astrolabe

Document A is a 16th-century description of a large city in the Americas. What is the name of the Indigenous people who lived there?

ESTABLISH THE FACTS

2 IO

1,546 km

1 point

0 points

I correctly established the fact.

I did not correctly establish the fact.

Identify two motivations for major voyages of exploration in the 15th and 16th centuries. • • IDENTIFY CAUSES AND EFFECTS

3 IO

2 points

1 point

I correctly identified the causes. (2 out of 2)

0 points

I more or less correctly identified the causes. (1 out of 2)

Document(s) used:

I did not correctly identify the causes. (0 out of 2)

Using map B, identify which number corresponds to each of the following descriptions of triangular trade. a) Colonies where raw materials were extracted. SITUATE IN TIME AND/OR SPACE

b) Colonies where people were captured for enslavement. 1 point

I correctly situated the facts. (3 out of 3)

c) Mother countries where goods were manufactured. 0 points

I did not correctly situate the facts. (0, 1, or 2 out of 3)

773

NAME

GROUP

CHAPTER SYNTHESIS

EARLY MODERN PERIOD

F The Treaty of Tordesillas, 1494

The Capture of Constantinople in 1453

At the beginning of the 15th century, this city was at the crossroads of trade routes with Asia.

Precipitated by a papal edict, in 1494 the kings of Spain and Portugal signed a territorial agreement.

Spanish Empire

Portuguese Empire

962

1,924 km

G Conquistador Francisco Pizarro addressing the Inca emperor

“Do not take it as an insult that you have

been defeated and taken prisoner […] I have conquered greater kingdoms than yours, and have defeated more powerful lords than you, imposing upon them the dominion of the Emperor, whose vassal I am, and who is King of Spain and of the universal world. We come to conquer this land by his command, that all may come to a knowledge of God, and of His Holy Catholic Faith […].

A chip log

”

Source: Francisco Xerez, Spanish conquistador, Narrative of the Conquest of Peru, 1534.

Identify the document that shows the navigational instrument used for the each of following purposes.

PURPOSE

DOCUMENT

a) To calculate a ship’s latitude to determine its position relative to the equator. b) To orient a ship without visual landmarks by locating magnetic north. c) To calculate a ship’s speed.

CONNECT THE FACTS

2 points I correctly connected the facts. (3 out of 3)

1 point I more or less correctly connected the facts. (1 or 2 out of 3)

0 points I did not correctly connect the facts. (0 out of 3)

Identify one impact of the Treaty of Tordesillas on the colonization of the Americas.

IDENTIFY CAUSES AND EFFECTS

2 points I correctly identified the effect.

1 point I more or less correctly identified the effect.

0 points I did not correctly identify the effect.

Document(s) used:

CHAPTER 2 European Expansion in the World

NAME

GROUP

Long-answer question

THE WORLD ECONOMY AND COLONIALISM:

Follow these steps to answer the question: First, look through the document file. Next, complete the outline on the following page. Lastly, write out your answer using the ideas from your outline. Refer to the evaluation grid to make sure you are following instructions.

HOW DID THEY IMPACT INDIGENOUS SOCIETIES IN THE AMERICAS IN THE 16TH AND 17TH CENTURIES?

For more guidance, refer to the section How to answer a long-answer question on pages 36 and 37 in Maps and IO.

Document file Smallpox epidemic in an Indigenous community

A church built in Brazil in the 16th century

Illustration from a 16th-century treatise.

The transformation of Indigenous trade networks Before European contact

After European contact

Trade between Indigenous peoples in the Americas:

Trade between Indigenous peoples and Europeans:

fur, tobacco, plants, etc.

metal goods, cloth, firearms

Indigenous languages

Before European contact, Indigenous peoples in what is now called Canada spoke more than 450 languages and dialects. Today, there are around 70, according to 2016 data from Statistics Canada.

A Portuguese plantation

European colonizers established sugar cane and cocoa plantations in the Americas. To do so, they cleared land that had been used by Indigenous peoples to hunt and forage, for example.

In the 15th century, there were hundreds of Indigenous societies living in the Americas. Their belief systems and spiritual practices were varied; however, there were some commonalities, such as the importance of the natural world. 7 Conquest of the Inca Empire by Spanish conquistador Francisco Pizarro

Indigenous peoples before colonization

NAME

GROUP

CHAPTER SYNTHESIS

EARLY MODERN PERIOD

Outline Complete the outline, including keywords. Use what you have learned as well as the document file. Also, identify which documents you used to complete each part of the outline.

THE WORLD ECONOMY AND COLONIALISM Social consequences

Economic consequences

Cultural consequences

Find information on social consequences experienced by colonized Indigenous peoples.

Find information on economic consequences experienced by colonized Indigenous peoples.

Find information on cultural consequences experienced by colonized Indigenous peoples.

Document(s) used:

Answer

Social consequences

EVALUATION GRID I described social consequences of colonialism for Indigenous peoples.

I described economic consequences of colonialism for Indigenous peoples.

I described cultural consequences of colonialism for Indigenous peoples.

Total

/10

Economic consequences

Cultural consequences

HISTORY of the

World

Intended for the teaching of history and citizenship education in the Secondary Cycle One, the History of the World collection includes a wealth of documents and intellectual operations to help students excel in the study of history.

The History of the World collection features: • a wealth of maps to provide geographical context for historical events • diagrams to clarify content and facilitate learning • illustrated concepts and aspects of society • 100s of historical illustrations, images & quotes • fill-in-the-blank review diagrams that reinforce learning • glossary of terms to enhance students’ vocabulary & ensure clarity of the text • evaluation grids that conform to the Progression of Learning

Maps and booklet, with explanations and examples + the for the intellectual operations IO

User-friendly digital content MyCECZone provides access to workbooks, Teacher’s Resource, and Answer Keys in digital form (PC, Mac, iPad). To find out more, go to editionscec.com

A UNIQUE COLLECTION!

• AN ABUNDANCE OF INTELLECTUAL OPERATIONS THROUGHOUT EACH CHAPTER • A WIDE VARIETY OF DOCUMENT FILES, INCLUDING NUMEROUS EXCERPTS FROM HISTORICAL SOURCES