Intermediate World History B Unit 6: Exploration Changes the World Lesson 1: Clash of Civilizations Pg. 239-249 Lesson 2: The Spanish and Portuguese Empires Pg. 251-261 Lesson 4: Songhai, Benin, and the New Slave Trade Pg. 263-271 Use this help packet as you work through Unit 6. In here you will find: Cornell notes from the chapter A Study Guide Links to videos to help you remember the concepts in this unit.
World History B Textbook Pages 239-249 What is a conquistador? Who was Hernán Cortés? Who was Montezuma? What events led to the decline of the Aztec Empire? Unit 6: Exploration Changes the World Lesson 1: Clash of Civilizations Spanish term for soldier or conqueror They were after land and riches Motto: Go Forth and worth more A Spanish soldier (conquistador) 1504 Helped conquer Cuba Discovers and conquers the Aztec Empire The Aztec Emperor who is overthrown by Cortes. 1. Cortes is asked by the Governor of Cuba to explore Mexico for gold. When the Governor changed his mind, Cortes sails anyway to go get the gold. 2. Cortes and his men land in Vera Cruz, Mexico and news of their arrival spreads to the Aztecs. Ambassadors come to meet Cortes and they tell him that they have gold. 3. Montezuma sends gold and precious metals as gifts to please the Spaniards. 4. Cortes and his men convince the enemies of the Aztecs to follow them to the capital and fight. 5. When they arrive in the capital city, Montezuma invites the men to stay as guests. 6. Montezuma is captured and Cortes leaves. 7. Cortes returns and his men are under
siege and Montezuma is dead. Who is Francisco Pizzaro? 8. The Spanish flee and return. They cut off the food and water supply. Disease from the Europeans kills many Aztecs, and they are defeated. A young conquistador who conquers the Inca Civilization. He was one of the first to see the Pacific Ocean. Traveled to Panama and hear rumors of a great empire to the south. Gathered volunteers and a priest and headed south down the coast of South America by ship. 1526 Made it to the stone city. 10,000 Inca warriors assembled (so they claimed) so the Spanish retreated. How did Pizarro conquer the Inca Empire? Why were the Aztecs and Incas defeated by the Europeans? 1531- Received royal approval to conquer the area. Found that smallpox, and civil war had weakened the empire. Sent a message of friendship to the new emperor and captured him. He negotiated gold in exchange for his release. They broke their promise and executed him. By 1537, the Spanish ruled the land. They were welcoming to the Europeans. They were exposed to new diseases that killed many of their
people. The Europeans had advanced weapons that they didn t. Summary: Europeans claimed and conquered land in the New World in the hopes of finding gold and other riches for their country. Greed inspired them to conquer the people who were living there already. Europeans had weapons but most importantly diseases that allowed them to conquer the old civilizations in the New World. The Aztec and Inca people could not fight off diseases such as smallpox and their empires soon fell to the conquistadors.
World History B Textbook Pages 251-261 What goods did the Europeans want from the Americas? Describe the system for governing the Spanish colonies. Describe the social structure of the colonies. Unit 6: Exploration Changes the World Lesson 2: The Spanish and Portuguese Empires The new world offered the right climate and a lot of land for growing products for the Europeans who now controlled it. They wanted silver, gold, cacao beans (for chocolate), corn, tomatoes, potatoes and sugarcane from the Americas. Main purpose of government- to maintain the king s power over the colonies. To make sure these products kept flowing to Europe, the Spanish king would appoint governors known as viceroy (in place of the king). The king kept tight control of the colonies by issuing decrees and kept records of shipments in and out of port. Social structure: Pennisulares- people born in Spain and ran the government. Creoles- people born in the new world with Spanish parents Mestizos- one parent was Spanish, the other was a native person Indians- the native people (Aztecs, Incans) Social order. Highest citizens are at the top. Peninsulares Creoles Mestizos Natives- Aztecs, Incan descendants
What was the encomienda system? Spanish word for entrust A system that the Spanish got their workers from Encomendero- a Spanish colonist who was given control over the Indians in the area and collected money or crops from the Indians. Indians were not slaves by law but were slaves because they had to work and do what the encomendero wanted. Indians were beat, tortured, and even murdered. They were not protected by the law. Who was Bartolome de Las Casas A missionary who protested the treatment of Indians. Wrote the book A brief account of the Destruction of the Indies Page 257 in your textbook An account of the harsh treatment of the native peoples (Indians). Why did friars and Jesuits go to the colonies? Their goal was to convert the native people of the Americas to the Catholic faith. How did they achieve their goal? Learned the local languages to communicate with the Indians. Studied Indian beliefs. They looked for similarities between Indian beliefs and Christian beliefs to help explain the Christian faith. Why were the native peoples dying so rapidly? They died from beatings, never-ending labor, and exhaustion under the encomienda system. Europeans brought diseases: smallpox, measles, typhus, chicken pox, mumps. Indians had no resistance to these diseases.
What did the government do? Forced Indians to move into towns. This made it worse because they now lived closer together, which let disease spread more quickly. Summary: Europeans conquered the people living in the Americas. The conquered natives died quickly from disease and from exhaustion. The Europeans would soon need to find a new labor source.
World History B All reading is online in the lesson. What was the Columbian Exchange? What is a hemisphere? What is an intentional consequence? What is an unintentional consequence? Which plants were introduced to the New World from the Old World? Unit 6: Exploration Changes the World Lesson 3: Columbian Exchange The transfer of plants, animals, products, and ideas between the Americas, Europe, and Africa. Means half of a sphere Something that is planned. Ex: I water my plants and they grow. I meant for them to grow so this was intentional. Something that is not planned, but happens anyway Ex: Some sailors and conquistadors have smallpox. They come in contact with Native Americans who contract the disease and die after infecting their relatives and neighbors. Wheat Sugarcane Rice Barley Oats Rye Millet Chickpeas Sorghum Soybeans Bananas Citrus Fruit (oranges, limes, etc.) Peaches Watermelon Olives Onions Lettuce Okra Radishes Peas Leeks Parsley Kentucky bluegrass Dandelions Daisies Clover Kudzu Ragweed
Which animals were introduced to the New World from the Old World? Which plants were introduced to the Old World from the New World? Horses Cattle Pigs Sheep Chickens Honeybees Goats Rats Asian Cockroaches Japanese Beetles Dutch Elm Beetles Corn- Becomes a major crop in Africa. Potatoes- Becomes a major crop in Ireland. Tomatoes Peppers Chocolate Vanilla Tobacco Beans (snap, kidney, and lima) Pumpkin Cassava Avocadoes Peanuts Cashews Pineapple Blueberries Wild rice Squashes Sweet Potatoes Papayas Manioc Guavas Chicle (Chewing gum) Sunflowers Marigolds Petunias Quinine Ipecac Summary: The Columbian Exchange had many intentional and unintentional consequences. The exchange began to make money and promote trade between the New World and the Old World. Unfortunately, diseases, people, and animals were also exchanged that affected the native environments.
World History B Textbook pages 263-271 Unit 6: Exploration Changes the World Lesson 4: Songhai, Benin, and the New Slave Trade Did slavery exist before the 1500s? Slavery existed in Africa long before Europeans came there. People were traded as slaves because they were captured in war. After the Portuguese arrive in Africa, the slave trade takes a new and horrifying dimension. Why did people in Africa trade other Africans as slaves? What were the major cities and geographical features of Songhai and Benin? Who were the people and major events in the history of Songhai? The people in the African kingdoms identified themselves with members of their own tribe, not with the inhabitants of the entire continent. Map on Page 264 in textbook Benin Surrounded by rainforest Benin City Songhai Surrounded by savanna Capital city of Gao A group of people who lived along the Niger River in Africa in the Middle Ages. Their capital city was Gao. Grew prosperous in the 900s for trading with the Islamic world. Their merchants traded gold and silver. They also traded African slaves that were in high demand. Most of them were captured in war. Slaves were marched all the way to Egypt. In 1000 the king converts to Islam. Fight for Independence The Muslim empire of Mali took part of their land and invaded in the 1300s. When the Mali Empire starts to fall, the Songhai regain their independence. In 1400 they start to build their empire.
Who was Sunni Ali? A warrior In 1464, he becomes king. A good conqueror but not liked as a king for his cruelty. His son, Askia Muhammad takes over when he dies. His son expands the empire and brings it closer to Islamic law. What was the culture and government of Benin like? Culture Worshipped African gods. They were not Islamic. Traded their enemies as slaves Government The king was worshipped as a God People were divided into neighborhoods based on their jobs How did the Portuguese slave trade start? Came to Africa and visited the Benin in 1484 Benin people agreed to sell slaves to the Portuguese The Portuguese took the slaves to the gold coast to sell them for gold. Benin became rich and other African tribes starting selling their slaves too. Why did the slave trade take a horrific turn? Workers were needed in the New World. Beginning in the 1520s, slaves were transported by the Portuguese to the New World to replace the natives who died from disease. As more workers were needed in the New World, more and more slaves were needed. More European nations started getting slaves from Africa too for their colonies. Many people died on the passage to the New World or in the march to the port where they would be sold. Millions died in the slave trade. What was the Middle Passage? The trade route between Africa, Europe
and the Americas. The Slave crossing was the Middle of the Journey Goods from Europe to Africa Slaves from Africa to the Americas Goods from the Americas to Europe This journey was very difficult. Many died. They were crowded on ships with little food and unclean conditions. Summary: Slavery had existed in Africa as a way of life for thousands of years. Enemies were captured and sold to other tribes. When the Portuguese came to Africa and were paid by the Spanish to bring slaves to the New World, the greed and need of the New World plantations created a horrific situation. As more workers were needed and more Europeans joined the slave trade, millions of African lost their lives to feed European greed. Describe the savanna and the rain forest. Describe the Middle Passage and the toll it took on people. Identify on a map the major cities and geographical features of Songhai and Benin. Explain the origins and nature of the Portuguese slave trade. Describe the culture and government of Benin. Describe the change that took place in the African slave trade in the 1500s.
Unit 6: Exploration Changes the World Assessment Study Guide This guide will allow you to test your knowledge as you are studying for the Unit 6 Assessment. Quiz yourself or have someone else quiz you to test your knowledge before you take the test. If you can t answer a question, go back to your textbook or notes to look up the information Give examples of goods that Europeans wanted from the Americas. Describe the Columbian Exchange. Recognize that slavery had existed for thousands of years in many parts of the world before the 1500s. Define conquistador. Define peninsulare, creole, and mestizo and describe their places in the social structure of the colonies. Describe the system for governing the Spanish colonies. Explain why friars and Jesuits went to the colonies and describe the methods they used to achieve their goals. Describe the lives of the native peoples under the encomienda system. Explain why the native population declined so rapidly and describe how the Spanish government responded to the decline. Recognize that many missionaries like Las Casas protested to their government about the treatment of the Indians. Recognize animals that were introduced to the New World from the Old World and describe their impact. Distinguish between intentional and unintentional consequences. Use maps to gain information on the Columbian Exchange. Define hemisphere. Recognize significant plants that were introduced to the New World from the Old World and describe their impact. Recognize significant plants that were introduced to the Old World from the New World and describe their impact. Identify the major events and people in the history of Songhai. Describe the savanna and the rain forest. Identify on a map the major cities and geographical features of Songhai and Benin. Explain the origins and nature of the Portuguese slave trade. Recognize that the people in the African kingdoms identified themselves with members of their own tribe, not with the inhabitants of the entire continent. Describe the change that took place in the African slave trade in the 1500s. Describe the Middle Passage and the toll it took on people. Describe the culture and government of Benin. Demonstrate mastery of important knowledge and skills taught in the Exploration Changes the World unit. Describe the social structure of the Spanish colonies.
Describe the empires of Songhai and Benin. Give examples of the goods, people, animals, and diseases involved in the Columbian Exchange. Explain that slavery had existed all over the world for thousands of years, and describe the change that took place in the African slave trade in the 1500s. Identify Moctezuma and Atahualpa and explain the circumstances and events that allowed the Spanish to conquer their empires. Describe the role of friars and priests in colonization. Identify Hernan Cortés and Francsico Pizarro and explain how they conquered the native peoples. Describe the characteristics of the Aztec and Inca Empires that contributed to their decline. Identify Hernán Cortés and summarize the events that led to the decline of the Aztec Empire. Identify Francisco Pizarro and summarize the events that led to the decline of the Inca Empire. Identify Moctezuma. Describe the transatlantic slave trade and its toll on people. Describe the effects of colonization on native populations in the Americas.
Unit 6: Exploration Changes the World Video Links: Review from Unit 5: Old Civilizations- the Mayans: http://www.history.com/topics/maya/videos/the-mayans (great review video) Old Civilizations- the Incas: http://www.history.com/shows/mankind-the-story-of-all-ofus/videos/mankind-the-story-of-all-of-us-rise-of-the-incas Old Civilizations- the Aztecs: http://www.history.com/topics/aztecs/videos/prophecy-ofquexalcote The Columbian Exchange: http://youtu.be/4rtbppc28fi African Kingdoms in the Transatlantic Slave Trade (Student made review video): http://youtu.be/if-mwj6z1-o Intermediate World History B