Exploration: Causes and Results
Causes of the Age of Exploration and Discovery
Context:
The Crusades increased the interest of Europeans in the rest of the world. They valued the spices, perfumes, and silks that came from the Middle East and Asia. Italian cities controlled the trade of these goods during the Middle Ages. Europeans knew little about Asia, Africa, and the Middle East. However, the Renaissance increased people's curiosity about the world around them. The accounts of travelers like Marco Polo also made Europeans more curious about other lands and peoples so a desire to seek new trade routes drove them to explore. The Crusades had inspired the missionary mindset to convert non-Christians throughout the world. During the 15th century technological advances (magnetic compass, astrolabe) and improved sailing techniques (lateen sail) also made exploration feasible. It has been said that the explorers of the Age of Discovery were motivated by "Glory, Gold, and God."
Results of the Age of Exploration and Discovery
European overseas expansion resulted in the Commercial Revolution. The center of trade shifted from the Mediterranean Sea to the Atlantic Ocean. The nations of Western Europe increased in wealth and power. The city-states of Italy declined in importance. European powers conquered the native inhabitants of the New World and controlled a good part of southern Asia. Slaves from Africa became a source of labor on the plantations of the New World.
The flow of gold and silver from the New World to Europe caused a "price revolution." The increase in the money supply produced an inflationary spiral. Europe's growing population demanded more and more goods from Africa, Asia, and the Americas. Available goods were limited, causing price increases which fueled inflation. Nobles, whose wealth was based on land ownership, had trouble paying for imported goods. Consequently, they had to sell their land, which decreased their income. Merchants, however, gained wealth and social status.
Capitalism expanded rapidly and brought with it changes in social structure. New forms of business organizations appeared. These included the joint-stock company, insurance companies, and the domestic system of production. Large landowners in Western European nations used "enclosure acts" to fence off common lands to raise sheep for wool. Many small farmers lost their farms and became landless farm laborers or unemployed city dwellers. Many immigrated to colonies in the New World. Europe's domination of the world began with the Age of Exploration and Discovery.
The Columbus Exchange resulted from the interaction between Europeans and Native Americans. Europeans returned to Europe with new varieties of plants and animals found only in the Americas such as corn, tomatoes, squash, potatoes, and turkeys. Tobacco was also brought back to Europe. Europeans introduced wheat, melons, and grapes into the Americas. Cattle, pigs, goats, and chickens, as well as horses and donkeys, also accompanied European travelers to the Americas. Bananas, coffee, and sugarcane from Asia and Africa were brought to the Americas. The Columbus Exchange resulted in the movement of people from continent to continent. Ideas, cultural elements, and language were also exchanged. Native Americans, however, became victims of diseases brought by the Europeans (smallpox).
AGE OF EXPLORATION STUDY GUIDE
CHAPTER 19 and 20
Major Idea: We will be examining the era of European and Chinese exploration and the events that caused Japan and Chine to withdraw into isolation from Western influence, also the impact of European exploration on Africa and the Americas. Watch as the region of power shifts from the Mediterranean nations like Italy to the Atlantic nations; namely the imperial powers of Portugal, Spain and the Dutch (later to arrive- the French and English).
1. Know the causes (motivations) and results of the Age of Exploration- explain the role of the Renaissance
Event: Age of Exploration
GROUP 1- CH. 19 Section 1
2. Know the advances in technology that made increased navigation possible.
3. Know the terms at the end of section 1
4. Why did Portugal take the lead in exploration? Role of “Henry the Navigator” (Prince Henry)
5. Describe Portuguese trade in Africa
6. Describe Portuguese quest to find an all water route to spices in Asia- accomplishment of Vasco de Gama
Event:
Portugal’s Explorations
7. What did Spain desire?
8. Who is Columbus/what did he propose and accomplish? How might he have mistaken the Caribbean for the East Indies?
9. Event:
Treaty of Tordesillas
10. Why were the Portuguese determined to prevent Muslim traders from continuing their spice trade?
11. Event:
Spice Islands
12. How were the Dutch able to dominate the Indian Ocean Trade?
13. What factor prevented the spread of Western ideas in Southeast Asia? Namely India?
GROUP 2 CH. 19 section 2
14. What is the title of this section and how do the main idea and why it matters now section help to make the main focus of this chapter clear?
15. What are dynasties?
A dynasty is a series of rulers from the same family.
Historically, royal rule was descended from father to son.
DYNASTIC CYCLE
Emperor comes to power and gains the Mandate of Heaven.
Upward rise (wealth and population increase) to peak.
Downward spiral (natural disasters, corruption, etc.).
Common perception grows that Emperor has lost the Mandate of Heaven.
Civil war erupts until a new emperor, with a new Mandate of Heaven, comes to power.
MANDATE OF HEAVEN – Described by philosopher Mencius
Belief that the emperor was chosen by heaven to rule.
16. Who ruled China during the Medieval Period?
Mongols (1259-1368) Central Asian nomads
Genghis Khan
- Conquered Asia, including China
Kublai Khan
- Grandson of Genghis
- Visited by Marco Polo (Venetian)
Ruled for circa 100 years
- Capital – Peking (Beijing)
Trade with Europe begun
17. What is Confucianism?
Confucius considered China’s greatest philosopher
His beliefs: Ethics – correct way to live, Human nature – good
Men should be kind, tolerant, and love their elders and ancestors (filial piety)
Golden rule: “Do not do to others what you would not have others do to you.”
Confucianism – code of behavior and religion
Education, good manners, right morals, respect for others, love of tradition, obedience to one’s parents
18. Chart important developments in the Ming and Qing dynasty
Ming Dynasty / Qing DynastyHongwu: / Problems during latter years of Ming rule:
His reforms: / Manchus:
Accomplishments: / How did the Manchurians earn the respect and loyalty of the Chinese?
Yonglo:
Beijing:
Forbidden City: / What qualities made Kangxi a great ruler? Under his grandson how does the textbook describe China?
Zheng He voyages
China’s final decision: / Trade restrictions: What rules and rituals had to be kept by foreigners wishing to trade with China?
Ming foreign policy relations: / Why did China reject trade with England?
Why did China not industrialize? / How did the population growth affect the role of women in Chinese society?
Confucianism:
Missionary efforts in China: / Footbinding: read article
Group 3: CH. 19 section 3
19. What is the title of this section? How do the main idea and why it matters now section help to explain the title?
20. Know the terms daimyo and explain feudal Japan during the “Warring States” period.
21. Summarize- how did each of the three powerful daimyos succeed in unifying feudal Japan?
22. How did Ieyasu keep the people of Japan and rival samurai/warlords from rebelling?
23. Look at the chart on page 361- how was the Tokugawa Shogunate similar to European feudalism? Why did a showgun have more power than an emperor?
24. As Japan shifted from a rural to urban society culture flourished. In your game have contestants write a haiku, perform a short Kabuki improvised drama with Japanese samurai warriors, and stage a sumo wrestling match somehow to explore Japanese culture.
25. How did guns and the canon change Japanese warfare?
26. How/why did Japan’s policy toward foreigners change from acceptance to repression? Do you think their closed country policy effectively kept out ideas and customs from Western civilization?
27. Explain Zen Buddhism-
ALL GROUPS
28. Read page 550 previewing main ideas. What is the title of this section? Cultural interaction will prompt a worldwide exchange of….? The fate of the North Americans and Africans would result in….? because of…? Over the span of several centuries Europeans who conquered the Americas would….?
Group 4: CH. 20 section 1
29. What is the title of this section? How do the main ideas and why it matters now section help to explain the title?
30. Know the terms at the end of this section (minus Atahualpa)
31. Why were the Spanish interested in establishing colonies in America?
32. Describe the voyage of Columbus and his discovery (Ships, naming island and people, location)
33. Know the European explorers: Portuguese in Brazil (after Cabral), Amerigo Vespucci- honored by name, Balboa through Panama and first to see the Pacific, Magellan circumnavigates the globe, calls the waters Pacific meaning peaceful, Leon in Florida, Coronado and his quest for the Seven Golden Cities of Cibola in to much of Southwest United States.
34. Describe the Spanish conquest of the Aztecs and Incas. Who are the Aztecs and Incas- summarize. What factors enabled the Spanish to defeat the Aztecs?
35. Conquest- you can kill, enslave, deport or assimilate with conquered nations. Describe the pattern of Spanish conquest.
36. How did conquest of the America’s build Spain into the largest, most powerful empire in the 16th century?
37. How did the end of the encomienda system lead to the enslavement of Africans? Role of de Las Casas?
38. Why did Pope and the natives of New Mexico revolt against Spanish rule?
GROUP 5: CH. 20 section 3-
39. What is the title of this section? How do the main ideas and why it matters now section help to explain this section. Know the terms from this section.
40. Identify the causes of slavery and contrast slavery in Africa with slavery in the colonies.
41. Why were Spain and Portugal the early leaders in the slave trade.
42. Explain the Triangular trade and the Middle Passage
43. Where did slavery spread in the colonies?
44. How did slaves resist and respond to slavery?
45. What were the economic and social consequences of slavery?
SCHEDULE- need to bring textbooks everyday
Mon.- introduce unit and game board materials provided to both P5 and P8
Tues.-P8- first 20 minutes spent working at desks by yourself on study guide
Next 30 minutes spent working on you game
Wed. P5- first 20 minutes spent working at desks by yourself on study guide
Next 30 minutes spent working on you game
P8- first 20 minutes spent working at desks by yourself on study guide
Next 30 minutes spent working on you game
Thurs. P5- first 20 minutes spent working at desks by yourself on study guide
Next 30 minutes spent working on you game
P8- play games on a rotating schedule, bring food and artifacts from around the world
Fri. P5- play games on a rotating schedule, bring food and artifacts from around the world
Mon. P5 and P8- games on a rotating schedule, bring food and artifacts from around the world
GROUP 2 ARTICLE
Footbinding: From Status Symbol to Subjugation
by Louisa Lim
Enlarge Underwood & Underwood/Corbis
Wealthy Chinese women with bound feet pose for a photo, circa 1900-1920.
Legend has it that the origins of footbinding go back as far as the Shang dynasty (1700-1027 B.C.). The Shang Empress had a clubfoot, so she demanded that footbinding be made compulsory in the court.
But historical records from the Song dynasty (960-1279 A.D.) date footbinding as beginning during the reign of Li Yu, who ruled over one region of China between 961-975. It is said his heart was captured by a concubine, Yao Niang, a talented dancer who bound her feet to suggest the shape of a new moon and performed a "lotus dance."
During subsequent dynasties, footbinding became more popular and spread from court circles to the wealthy. Eventually, it moved from the cities to the countryside, where young girls realized that binding their feet could be their passport to social mobility and increased wealth.
When the Manchu nobility came to power in 1644, they tried to ban the practice, but with little success. The first anti-footbinding committee was formed in Shanghai by a British priest in 1874.
But the practice wasn't outlawed until 1912, when the Qing dynasty had already been toppled by a revolution. Beginning in 1915, government inspectors could levy fines on those who continued to bind their feet. But despite these measures, footbinding still continued in various parts of the country.
A year after the Communists came to power in 1949, they too issued their own ban on footbinding. According to the American author William Rossi, 40 percent to 50 percent of Chinese women had bound feet in the 19th century. For the upper classes, the figure was almost 100 percent.
Some estimate that as many as 2 billion Chinese women broke and bound their feet to attain this agonizing ideal of physical perfection. Author Yang Yang says that women with tiny feet were a status symbol who would bring honor upon the entire clan by their appearance.
"Some married women with bound feet would even get up in the middle of the night to start their toilette, just to ensure they would look good in daytime," he says.
In Liuyicun, the practice persisted so long because of the village's economic prosperity — and its inhabitants' desire for obvious wealth signifiers, like daughters with bound feet.
Some scholars say footbinding deepened female subjugation by making women more dependent on their men folk, restricting their movements and enforcing their chastity, since women with bound feet were physically incapable of venturing far from their homes.
For those unfortunate women who paid the ultimate price for beauty, there was little choice involved.