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Chapter Menu
Chapter Introduction Section 1 Exploration and
Expansion Section 2 The Atlantic Slave
Trade Section 3 Colonial Latin America Visual
Summary
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Chapter Intro
How are the Americas linked to Africa? The demand
for enslaved Africans increased dramatically
after Europeans began to settle in the Americas.
The Cape Coast Castle in Ghana is one of the
forts where enslaved Africans were held until
ships arrived to take them to the Americas. This
fort could hold about 1,500 slaves usually locked
in dark, crowded dungeons for many weeks. Today,
the Cape Coast Castle contains a museum that
allows people to learn about slavery. In this
chapter you will learn about the exploration of
new lands and its global impact. Why might
people want to visit the Cape Coast
Castle? Does slavery occur in any parts of the
world today?
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Chapter Intro
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Chapter Intro
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Chapter Intro 1
Exploration and Expansion In what ways did
European nations prosper through exploration in
the fifteenth century?
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Chapter Intro 2
The Atlantic Slave Trade How did European
expansion and the slave trade affect the people
of Africa?
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Chapter Intro 3
Colonial Latin America How did Portugal and Spain
profit from their colonies in Latin America?
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Chapter Preview-End
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Section 1-Main Idea
The BIG Idea Competition Among Countries
Europeans began exploring the world in the 1400s,
and several nations experienced economic heights
through worldwide trade.
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Section 1-Key Terms
Content Vocabulary

• conquistadors
• encomienda
• Columbian Exchange

Academic Vocabulary

• overseas
• percent

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Section 1-Key Terms
People and Places

• Hernán Cortés
• Portugal
• Vasco da Gama
• Melaka
• Christopher Columbus
• Cuba

• Ferdinand Magellan
• John Cabot
• Amerigo Vespucci
• Montezuma
• Francisco Pizarro

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Section 1-Polling Question
Do you think spreading religion is a justifiable
reason for colonizing native peoples?
A. Yes B. No

• A
• B

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Section 1
Motives and Means
Europeans began to explore distant lands,
motivated by religious zeal and the promise of
gold and glory.
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Section 1
Motives and Means (cont.)

• Five European powers, led by Portugal and Spain,
  engaged in an age of exploration. All rose to new
  economic heights.

• Motives for European exploration include God,
  glory, and gold

• Economic interests Europeans wanted to expand
  trade and locate spices and precious metals.

European Voyages of Discovery
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Section 1
Motives and Means (cont.)

• Religious zeal Explorers such as Hernán Cortés
  were interested in sharing the Catholic faith
  with native peoples.

• There was an increased desire for grandeur,
  glory, and the spirit of adventure.

European Voyages of Discovery
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Section 1
What prevented Europeans from traveling overland
to Asia? A. There was a lack of
technology. B. The Ottoman Turks controlled
trade routes. C. The climate was too
harsh. D. The pope forbade transactions with
non-Christians.

• A
• B
• C
• D

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Section 1
A Race for Riches
Portuguese and Spanish explorers took the lead in
discovering new lands.
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Section 1
A Race for Riches (cont.)

• Portugal took the lead in European exploration
  under the leadership of Prince Henry the
  Navigator.

• Portuguese ships traveled along the western coast
  of Africa, finding gold and other goods.
• Vasco de Gama traveled around the Cape of Good
  Hope, the southern tip of Africa, and landed in
  India in 1498.

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Section 1
A Race for Riches (cont.)

• The Portuguese captured the important port city
  of Melaka on the Malay Peninsula, which enabled
  the Portuguese to control the spice trade that
  had been dominated by Arab traders.

• The Portuguese used seamanship, guns, and
  treaties to control the spice trade. However,
  they did not have the people, wealth, or desire
  to expand their empire in Asia.

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Section 1
A Race for Riches (cont.)

• Christopher Columbus was an explorer who sailed
  for Spain. Columbus searched for a western route
  to Asia and landed at Cuba and Hispaniola in 1492.

• The Spanish explorer Ferdinand Magellan sailed
  around the tip of South America and into the
  Pacific Ocean. Magellan is credited with being
  the first person to circumnavigate the globe.

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Section 1
A Race for Riches (cont.)

• In 1494, Portugal and Spain signed the Treaty of
  Tordesillas, separating control of the newly
  discovered lands.

• John Cabot, a Venetian, explored the New England
  coastline of the Americas for England.
• The writings of Amerigo Vespucci, a Florentine
  mapmaker, led to the use of the name America
  for the newly discovered lands in the western
  hemisphere.

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Section 1
Why did Spain and Portugal sign the Treaty of
Tordesillas? A. To convert all native peoples
to Catholicism B. To defend all new lands
from England and France C. To divide control of
the new lands D. To prevent non-Catholic
nations from exploring the new lands

• A
• B
• C
• D

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Section 1
The Spanish Empire
The great Aztec and Inca civilizations succumbed
to the Spanish.
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Section 1
The Spanish Empire (cont.)

• The Spanish conquistadors established an overseas
  empire in the Americas.

• In 1519 Hernán Cortés and his Spanish allies were
  welcomed into Tenochtitlán by the Aztec monarch
  Montezuma. The Spanish were expelled from the
  city one year later.
• When the Spaniards left, smallpox devastated the
  Aztec capital. The Spanish returned and captured
  the city, and the Aztec Empire was destroyed.

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Section 1
The Spanish Empire (cont.)

• In 1530 Francisco Pizarro led an expedition into
  the Inca Empire. Like the Aztec, the Incas were
  no match for Spanish disease, guns, and horses.

• Pizarro established a new capital for the Spanish
  colony at Lima.
• The Spanish used a system of colonial
  administration called the encomienda system the
  right of landowners to use Native Americans as
  laborers.

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Section 1
The Spanish Empire (cont.)

• Spanish landowners could use Native Americans for
  labor in return for protection and converting
  them to Christianity.

• Native American political and social structures
  were torn apart and replaced by European systems
  of religion, language, and government.
• The exchange of plants, animals, and disease
  between Europe and the Americas is known as the
  Columbian Exchange.

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Section 1
Which of the following was sent from the Americas
to Europe? A. Wheat B. Horses C. Cattle D. Potat
oes

• A
• B
• C
• D

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Section 1
European Rivals
The Portuguese and Spanish found new rivals in
the Dutch, French, and English for trading rights
and for new lands.
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Section 1
European Rivals (cont.)

• The Dutch formed the East India Company to
  compete with the English and Portuguese for the
  Indian Ocean trade.

• The Dutch also formed the West India Company to
  compete with the Spanish and Portuguese in the
  Americas.
• By the early seventeen century, the Dutch
  established settlements in North America such as
  New Netherland.

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Section 1
European Rivals (cont.)

• In the 1600s, the French colonized parts of
  present-day Louisiana and regions of Canada.

• The English began to settle the eastern seaboard
  of North America and islands in the Caribbean
  Sea.
• In 1664, the English seized the harbor of New
  Netherland from the Dutch and renamed it New
  York.

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Section 1
Which European power colonized the region of
Canada? A. England B. France C. The
Netherlands D. Spain

• A
• B
• C
• D

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Section 1-End
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Section 2-Main Idea
The BIG Idea Human Rights European expansion
affected Africa with the dramatic increase of the
slave trade.
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Section 2-Key Terms
Content Vocabulary

• colony
• mercantilism
• balance of trade
• subsidies

• plantations
• triangular trade
• Middle Passage

Academic Vocabulary

• transportation

• primary

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Section 2-Key Terms
People and Places

• King Afonso
• Benin

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Section 2-Polling Question
Do you think slavery still exists in the world
today? A. Yes B. No

• A
• B

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Section 2
Trade, Colonies, and Mercantilism
The slave trade increased as enslaved Africans
were brought to the Americas.
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Section 2
Trade, Colonies, and Mercantilism (cont.)

• The nations of Europe created trading empires and
  established colonies in the Americas and in the
  East.

• Colonies were an integral part of mercantilism,
  an economic theory based on gold and a limited
  amount of wealth inthe world.

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Section 2
Trade, Colonies, and Mercantilism (cont.)

• Colonies provided raw materials and markets for
  finished goods.

• To bring in more gold, nations tried to have a
  favorable balance of trade and export more goods
  than they imported.
• To encourage exports, governments granted
  subsidies and improved transportation systems.

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Section 2
Trade, Colonies, and Mercantilism (cont.)

• Slavery had existed since ancient times, and
  African slaves served as domestic servants in
  Southwest Asia.

• The demand for slaves changed dramatically with
  the introduction of sugarcane. Labor was needed
  to work the plantations where sugarcane was
  grown.

Atlantic Slave Trade, 15001600s
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Section 2
Trade, Colonies, and Mercantilism (cont.)

• Slaves became an important commodity in the
  triangular trade that connected Europe, Africa,
  and the Americas.

• As many as 10 million African slaves may have
  been brought to the Americas between 1500 and the
  late 1800s.

Atlantic Slave Trade, 15001600s
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Section 2
Trade, Colonies, and Mercantilism (cont.)

• One reason for the high number of exported slaves
  was the high mortality rate, especially during
  the Middle Passage, the journey across the
  Atlantic Ocean.

• The slave trade devastated the population of
  African communities near the coastal regions.
• Some African rulers, such as King Afonso,
  protested but were ignored by African and
  European slave traders.

Atlantic Slave Trade, 15001600s
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Section 2
What caused the demand for slaves to
increase? A. The Treaty of Tordesillas B. The
need to populate the Americas C. The
introduction of sugarcane D. To maintain a
balance of trade between Africa and Europe

• A
• B
• C
• D

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Section 2
Effects of the Slave Trade
The slave trade led to depopulation, increased
warfare, and devastation for many African states.
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Section 2
Effects of the Slave Trade (cont.)

• Effects of the slave trade in Africa

• depopulated areas
• increased warfare
• loss of the strongest and youngest men and women

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Section 2
Effects of the Slave Trade (cont.)

• Benin was transformed from a brilliant society
  into a brutal, war-ravaged region following the
  introduction of slavery.

• The use of enslaved Africans was widely accepted
  until the Society of Friends began to condemn it
  in the 1770s.
• The French abolished slavery in the 1790s the
  English abolished slavery in 1807 and slavery
  continued in the United States until the 1860s.

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Section 2
Which group condemned slavery and began an
anti-slavery movement in Europe? A. Beninnites B.
French Revolutionary Society C. Society of
Friends D. European Anti-Slavery Coalition

• A
• B
• C
• D

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Section 2-End
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Section 3-Main Idea
The BIG Idea Competition Among Countries
Portugal and Spain reaped profits from the
natural resources and products of their Latin
American colonies.
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Section 3-Key Terms
Content Vocabulary

• peninsulares
• creoles
• mestizos

• mulattoes
• mita

Academic Vocabulary

• labor

• draft

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Section 3-Key Terms
People and Places

• Brazil
• Juana Inés de la Cruz

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Section 3-Polling Question
Colonies needed the support of a parent country
to be successful. A. Agree B. Disagree

• A
• B

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Section 3
Colonial Empires in Latin America
The Portuguese and Spanish built colonial empires
in Latin America and profited from the resources
and trade of their colonies.
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Section 3
Colonial Empires in Latin America (cont.)

• In the 1500s, Portugal controlled Brazil, while
  Spains colonial possessions included parts of
  North America, Central America, and most of South
  America.

• The area of Central and South America became
  known as Latin America, and a unique social class
  system emerged.

Colonial Latin America to 1750
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Section 3
Colonial Empires in Latin America (cont.)

• Colonial Latin America Social Order

• Peninsulares Spanish and Portuguese officials
  born in Europe they held all important
  government positions.
• Creoles Descendants of Europeans who were born
  in Latin America they controlled business and
  land.
• Mestizos The offspring of European and Native
  American intermarriage.

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Section 3
Colonial Empires in Latin America (cont.)

• Mulattoes The offspring of Africans and
  Europeans.

• Conquered Native Americans and enslaved Africans.

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Section 3
Colonial Empires in Latin America (cont.)

• Europeans utilized the Native Americans as labor.
  They used the encomienda system and mita to
  sustain a viable labor force.

• Gold and silver from the colonies offered
  immediate wealth to the Europeans. Products, such
  as tobacco, sugar, and animal hides were traded
  to Europe in return for finished products.

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Section 3
Colonial Empires in Latin America (cont.)

• To control their colonial possessions in the
  Americas, Portugal and Spain used
  governor-generals to develop a bureaucracy and
  carry out imperial policies.

• Catholic missionaries were also instrumental in
  converting and maintaining order within the
  colonial territories.
• The Catholic Church provided an outlet other than
  marriage for women. Many nuns like Juana Inés de
  la Cruz, urged convents to educate women on
  subjects beyond religion.

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Section 3
How did the Spanish and Portuguese monarchs
control their colonial possessions? A. By
appointing Native Americans as local
rulers B. By appointing Europeans to
governor-general positions C. By maintaining a
large army D. By paying tribute to the local
Native American rulers

• A
• B
• C
• D

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Section 3-End
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VS 1
EARLY EXPLORATION of West Africa, India, and the
Americas

• Motivated by religious zeal, gold, and glory,
  Europeans began to explore distant lands.
• The Portuguese sailed east around Africa to
  India.
• Spanish ships sailed west to the Americas.
• Spanish conquistadors seized lands ruled by the
  Aztec and Inca.
• Diseases introduced by Spanish explorers killed
  much of the Native American population.
• By the late 1600s, the Dutch, French, and English
  entered the rivalry for new lands and trade.

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VS 2
AFRICAN SLAVE TRADE of Europe, Asia, and the
Americas

• Before the new exploration, the primary market
  for enslaved Africans had been Southwest Asia.
• The demand for plantation laborers in the
  Americas greatly increased slave trade.
• Enslaved Africans were part of the triangular
  trade between Europe, Africa and Asia, and the
  Americas.
• In Africa, the slave trade led to increased
  warfare, depopulation, and the deterioration of
  society.

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VS 3
COLONIAL EMPIRES of Latin America

• The Portuguese and Spanish profited from their
  colonial empires in Latin America.
• Peninsulares were the top social class, followed
  by creoles, mestizos and mulattoes, and finally
  enslaved Africans and Native Americans.
• Catholic missionaries spread across the Americas
  to try to Christianize Native Americans.

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VS-End
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Figure 1
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Figure 2
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Figure 3
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Figure 3a
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Vocab1
conquistador a Spanish conqueror of the Americas
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Vocab2
encomienda a system of labor the Spanish used in
the Americas Spanish landowners had the right,
as granted by Queen Isabella, to use Native
Americans as laborers
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Vocab3
Columbian Exchange the extensive exchange of
plants and animals between the Old and New
Worlds, especially during the sixteenth and
seventeenth centuries
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Vocab4
overseas movement or transport over the sea land
beyond the sea
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Vocab5
percent a part of a whole divided into 100 parts
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Vocab6
colony a settlement of people living in a new
territory, linked with the parent country by
trade and direct government control
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Vocab7
mercantilism a set of principles that dominated
economic thought in the seventeenth century it
held that the prosperity of a nation depended on
a large supply of gold and silver
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Vocab8
balance of trade the difference in value beween
what a nation imports and what it exports over
time
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Vocab9
subsidy government payment to encourage or
protect a certain economic activity
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Vocab10
plantation a large agricultural estate
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Vocab11
triangular trade a pattern of trade that
connected Europe, Africa and Asia, and the
American continents typically, manufactured
goods from Europe were sent to Africa, where they
were exchanged for enslaved persons, who were
sent to the Americas, where they were exchanged
for raw materials that were then sent to Europe
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Vocab12
Middle Passage the journey of enslaved persons
from Africa to the Americas, so called because it
was the middle portion of the triangular trade
route
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Vocab13
transportation means of travel from one place to
another
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Vocab14
primary most important
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Vocab15
peninsulare a person born on the Iberian
Peninsula typically, a Spanish or Portuguese
official who resided temporarily in Latin America
for political and economic gain and then returned
to Europe
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Vocab16
creole a person of European descent born in the
New World and living there permanently
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Vocab17
mestizo a person of mixed European and Native
American Indian descent
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Vocab18
mulatto a person of mixed African and European
descent
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Vocab19
mita a labor system that the Spanish
administrators in Peru used to draft native
people to work in the Spanish landowners silver
mines
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Vocab20
labor people with all their abilities and efforts
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Vocab21
draft to select for some purpose to conscript
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