Standards:

NM 9-12.I-C.2 Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations.

NCSS IIb apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;

NCSS IIc identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nations-states, and social, economic, and political revolutions;

NCSS IIId calculate distance, scale, area, and density, and distinguish spatial distribution patterns; describe, differentiate, and explain the relationships among various regional and global patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural resources, and population;

NCSS Vc describe the various forms institutions take, and explain how they develop and change over time;

NCSS VIb explain the purpose of government and analyze how its powers are acquired, used, and justified;

NCSS VIc analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society;

NCSS VId compare and analyze the ways nations and organizations respond to conflicts between forces of unity and forces of diversity;

NCSS VIf analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;

NCSS IXb explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations;

Previewing main ideas

Cultural interaction

The Voyages of Columbus prompted a worldwide exchange of everything from religious and political ideas to new foods and plants.

Economics

The vast wealth to be had from colonizing the Americas sealed the fate of millions of Native Americans and Africans who were forced to work in mines and on plantations.

Empire building

Over the span of several two centuries, Europeans conquered the Americas native inhabitants and built powerful American Empires

Chapter Objective:

Examine the era of European exploration.

WICOR: Writing, Inquiry, Collaboration, Organization and Reading

SECTION 1 Europeans Explore the East

Analyze European exploration of the East, the rivalry between Spain and Portugal, and the trading empires in the Indian Ocean.

SECTION 1 Spain Builds an American Empire

Analyze the voyages of Columbus and other Spanish explorers and the Spanish colonization of the Americas.

SECTION 2 European Nations Settle North America

Describe the colonial activities of Europeans in North America.

SECTION 3 The Atlantic Slave Trade

Explain the Atlantic slave trade and the life of enslaved Africans in the colonies.

SECTION 4 The Columbian Exchange and Global Trade

Describe the Columbian Exchange, global trade, and mercantilism.

Essential Questions

Vocabulary:

Aztec Empire

Great empire in the Valley of Mexico that had strong religious beliefs and a powerful army

Descendants

People who are offspring or ancestors of one family group

Erupted

Broke out

Imported

Brought into one country from another

Inca Empire

Largest empire ever in the Americas, located in the Andes

Plantations

Large farms usually devoted to a single crop

Possession

Land owned by another country

Private ownership

Ownership by individuals instead of by groups or governments

rebellions

Uprisings against the current government

Chapter Quiz:

The main motive for European exploration in the 1400s was

(A)new navigational tools

(B)the invention of the caravel

(C)to find new sources of wealth

(D)to spread Christianity

The first European power to establish a trade presence in Asia was

(A)Italy

(B)Portugal

(C)the Netherlands

(D)England

Native Americans did not become the main labor force in the colonies because

(A)colonists believed them to be agents of the devil

(B)most of the native population was killed by disease

(C)colonists feared native uprisings

(D)they were not good workers

Compared to the French, English relations with the Native Americans were

(A)more peaceful

(B)more business-oriented

(C)more prone to conflict

(D)more cooperative

Unlike slavery in the Americas, slavery in Africa was

(A)based on race

(B)hereditary

(C)not hereditary

(D)a lifelong condition

Triangular trade refers to

(A)the Atlantic slave trade

(B)the trade network between the Americas, Europe, and Africa

(C)the journey of African slaves to the Americas

(D)the philosophy of mercantilism

The spread of corn and potatoes beyond the Americas

(A)helped boost the world's population

(B)preceded the Columbian Exchange

(C)caused outbreaks of disease

(D)created a favorable balance of trade

Across

10.Profitable trading items

12.Navigation tool invented by Chinese

15.Ship with triangular sails

Down

7.Treaty dividing Spanish and Portuguese lands

Across

1.Explorer in search of Asian trade route

2.Colonists who settled Plymouth

5.Aztec emperor (2 wrds)

8.Economic policy based on nation's wealth

10.Mixed Spanish and Native American population

11.Conquerors

12.Conquered the Inca Empire

Down

1.Lands controlled by another nation

3.Voyage carrying slaves to the Americas (2 wrds)

4.Economic system based on private ownership

6.Spanish forced labor system

7.Disease that killed many Native Americans

9.Led Native American attack on colonists

Primary Sources:

Letter to King Charles V of Spain

The French Lose Quebec

Letter to the King of Portugal