chapter 1 resources expanding horizons · conquistadors and aztecs . . . . . . . . . . . . . . . ....
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CHAPTER 1 RESOURCES
Expanding Horizons
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproducethe material contained herein on the condition that such material be reproduced only for classroom use;be provided to students, teachers, and families without charge; and be used solely in conjunction with The American Journey to World War I. Any other reproduction, for use or sale, is prohibited without written permission from the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027
ISBN 0-07-870402-2
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05
Each Chapter Resources Book (CRB) offers blackline masters for a specific chapter of The American Journey to World War I. A description of each of the many chapter activities available to youin this book can be found on page v. A complete answer key appearsat the back of this book. This answer key includes answers for allactivities in this book in the order in which the activities appear.
HOW THIS BOOK IS ORGANIZED
Photo Credits: Page 39: Bettmann/CORBIS; page 41: Time Life Pictures/Getty Images
iii
To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Guided Reading Activity 1-1Age of Exploration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Guided Reading Activity 1-2Rise of Modern Capitalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guided Reading Activity 1-3The Enlightenment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Content Vocabulary Activity 1Expanding Horizons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Academic Vocabulary Activity 1Expanding Horizons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Analysis Skills Activity 1Determining the Relationship of Events in Time . . . . . . . . . . . . . . . . . 9
Universal Access Activity 1The Atlantic Slave Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Reading Skills Activity 1Previewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Language Arts Activity 1Summarizing Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Writing Activity 1Relating an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Time Line Activity 1Spanish Conquistadors in the Americas (1492–1533). . . . . . . . . . . . . 21
Critical Thinking Skills Activity 1Making Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Chart, Graph, and Map Skills Activity 1Reading a Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Geography and History Activity 1Looking at the Land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Economics and History Activity 1Mercantilism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Citizenship and Service Learning Activity 1Entrepreneurship—The Foundation of Our Economy. . . . . . . . . . . . 33
Step Into American History 1Advising the King—Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . 35Advising the King—Simulation Sheet 1. . . . . . . . . . . . . . . . . . . . . . . . 37Advising the King—Simulation Sheet 2. . . . . . . . . . . . . . . . . . . . . . . . 38
Table of ContentsTable of Contents
iv
Biography Activity 1AAmerigo Vespucci . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Biography Activity 1BAdam Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Primary Source Reading 1Conquistadors and Aztecs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
American Literature Reading 1Colonial Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Interpreting Political Cartoons Activity 1Columbus, Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Supreme Court Case Study 1The Nature of a Fair Trial—Sheppard v. Maxwell, 1966 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Table of ContentsTable of Contents
v
Chapter ResourcesGlencoe’s Chapter Resources are packed with
activities for the varied needs of all of your stu-dents. They include the following activities:
These activities provide help for students whoare having difficulty comprehending the studenttextbook. Students fill in missing information inthe guided reading outlines, sentence completionactivities, or other information-organizing exer-cises as they read the textbook.
These review and reinforcement activities helpstudents to master unfamiliar content terms usedin the student textbook. The worksheets empha-size identification of word meanings and providevisual and kinesthetic reinforcement of vocabu-lary words.
Knowledge of academic words, combined withcontinued acquisition of general words, can sig-nificantly boost students’ comprehension level ofacademic texts. These activities provide explicitinstruction in teaching word parts, word relation-ships, grammar, and other lexical informationabout academic terms.
These activities are designed to help studentslearn to think like an historian. The activitiesfocus on such skills as learning how to thinkchronologically and spatially, detecting historicalpoints of view, and interpreting historical information.
These activities give you an opportunity to dif-ferentiate your instruction, addressing the differ-ent types of learners in your classroom. Teachingstrategies offer activities for these differentiatedlearning styles: English Learners, AdvancedLearners, Below Grade Level, Special Education,Logical/Mathematical, Verbal/Linguistic,Visual/Spatial, Kinesthetic, Auditory/Musical,Interpersonal, Intrapersonal, and Naturalist.
These reinforcement activities correspond tothe reading skill lessons presented in each chapterof the student textbook. The activities give stu-dents the opportunity to gain additional practiceat such reading skills as monitoring, inferring,and understanding cause and effect.
These activities provide practical applicationsof written and oral English language conventions.Students are given instructions on various lan-guage arts skills and asked to apply these skills tohistorical content. Examples of language artsskills include using speaking techniques to sus-tain audience interest, determining the meaningof unknown words, analyzing characterization inliterature, delivering narrative presentations, anddelivering persuasive presentations.
These activities help students develop andpractice writing skills. They are designed to helpstudents not only to increase their writing skills,but also to enable them to apply, relate, interpret,analyze, compare, organize, and write about his-torical facts and concepts.
To the TeacherTo the Teacher
vi
To the TeacherTo the Teacher
These activities are designed to reinforce the dates of major events in history and to help students learn the chronological order of thoseevents. Each activity includes a time line labeledwith events and dates. Students answer questionsbased on the time line.
Critical thinking skills are important to stu-dents because they provide the tools to live andwork in an ever-changing world. These activitiesshow students how to use information to makejudgments, develop their own ideas, and applywhat they have learned to new situations.
Students interpret and organize information incharts, graphs, and maps. These activities aredesigned to help students learn visually and tostimulate critical thinking abilities.
These interdisciplinary activities help studentsbecome familiar with the role that geography hasplayed in history. Students are given the opportu-nity to analyze and interpret maps in relation tohistorical events.
These interdisciplinary activities give studentsan understanding of the impact of economics onhistory. Applied to current situations, students arefamiliarized with economic terms and principles.
These activities are designed to involve stu-dents in grassroots community projects that mayhave national or international implications. Theservice learning projects help students under-stand how history affects their own lives on adaily basis.
These extended activities are designed to givestudents an idea about real life occurrences in his-tory that they can feel a part of—to make historycome alive! These reenactment activities give stu-dents the experience of participating in plays,journalism, literary salons, and more. Groupsdocument their efforts by completing a planningsheet or observation notes.
These biographic sketches of significant figuresfrom history expose students to a diversity of cultures and time periods. Questions emphasizethe role of individuals in historical events.
These activities allow students to “see” historythrough the eyes of those who witnessed historicevents, lived during historic periods, and partici-pated in historical movements or changes. Eachselection is preceded by an introduction and aguided reading suggestion and is followed byquestions that allow students to analyze andinterpret the material.
These readings provide students with theopportunity to read literature by or about peoplewho lived during different historical periods.Each selection is preceded by background infor-mation and a guided reading suggestion, and fol-lowed by comprehension and critical thinkingquestions.
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These activities provide students with “seriousfun” called satire. Political cartoons are intendedto expose hypocrisy, point out pretentiousness,laugh at arrogance, deflate the powerful, and give voice to the underdog. Students are asked to interpret the meanings of the cartoons by analyzing caricature, symbolism, metaphor, irony, sarcasm, and/or stereotyping.
These cases include landmark decisions inAmerican government that have helped and con-tinue to shape this nation. Each case includes theconstitutional issue under consideration, back-ground information, the court’s decision, andwhere appropriate, dissenting opinions. Studentsare asked to analyze the case and apply criticalthinking skills to answer questions.
To the TeacherTo the Teacher
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Directions: Outlining Reading the section and completing the outline
below will help you learn more about the Age of Exploration. Refer to
your textbook to fill in the blanks.
I. Europe Gets Ready To Explore
A. The Crusades and interest in lands in the East helped increase
between Europe and Asia.
B. Ambitious kings and queens in western Europe sought ways to increase trade
and make their countries and .
C. Advances in paved the way for European voyages and
exploration.
1. More accurate showed the direction of ocean currents and
lines of latitude.
2. The and helped sailors determine their
location when at sea, while advances in allowed ship-
builders to build sailing vessels capable of long voyages.
II. Exploring the World
A. For Portugal, reached the southern tip of Africa in 1488, while
completed the eastern sea route to Asia when he reached the
port of Calicut.
B. For Spain, sailed west across the Atlantic Ocean to find a
route to Asia, but instead found the two continents of the Americas.
C. discovered a route around South America.
III. Building Empires
A. Spanish conquered the Aztec and Incan empires in Mexico
and Peru.
B. England, France, and the Netherlands sent explorers in hopes of discovering the
through the Americas to Asia.
GUIDED READING ACTIVITY 1-1
Age of Exploration
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Directions: Answering Questions Reading the section and completing
the questions below will help you learn about the rise of modern capital-
ism. Refer to your textbook to answer the questions.
1. What is capitalism?
2. Why did merchants need to borrow money to launch overseas trading ventures?
3. In the 1600s, what services did banks begin to provide other thanaccepting money deposits and charging interest on loans?
4. How did joint-stock companies provide stable funds for voyages?
5. How did entrepreneurs contribute to the growth of the economy?
6. What is the underlying idea of the mercantilism theory?
7. Under mercantilism, how does a nation achieve a favorable balanceof trade?
8. Why were colonies important in the mercantilist system?
9. What was the Columbian Exchange?
10. How did plantation slave labor begin?
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Rise of Modern Capitalism
GUIDED READING ACTIVITY 1-2
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Directions: Reading for Accuracy Reading the section and completing
the activity below will help you learn more about how past civilizations
contributed to the Enlightenment. Use your textbook to decide if a
statement is true or false. Write T or F in the blank, and if a statement
is false, rewrite it correctly on the line.
1. The ancient Romans developed philosophy because theybelieved the human mind could not comprehend everything.
2. Early Rome began as a republic.
3. The Ten Commandments, found in the Hebrew Bible, helpedshape the moral laws of many nations.
4. Muslim and Jewish scholars saved much of the learning of theancient world after the Roman Empire fell.
5. People who support the idea of natural law believe that somerights are part of human nature, such as the rights to live, tolearn, and to worship.
6. The period of intellectual and artistic creativity that occurredbetween the 1400s and the 1700s is known as the Requisition.
7. Puritans wanted to bring back Catholic beliefs and rituals tothe Anglican Church.
8. William and Mary signed an English Bill of Rights in 1689guaranteeing certain basic rights to all citizens.
9. John Locke argued that absolute monarchy was the best formof government.
10. The Magna Carta of 1215 limited royal power and protectednobles from unlawful loss of life, liberty, and property.
GUIDED READING ACTIVITY 1-3
The Enlightenment
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Directions: True or False? Print T or F on the line in front of each
definition. If the definition is false, write the correct term on the line
following the definition.
1. An astrolabe was an instrument that measured the posi-tion of the stars.
2. The “rule of law” is the idea that the law should apply toeveryone equally.
3. Capitalism was the theory that a nation became powerfulby building up its supply of gold or silver.
4. A colony is a settlement of people living in a new terri-tory controlled by their home country.
5. The Renaissance was the exchange of people, goods,ideas, and so on, as Europe traded with the world.
6. A conquistador was a person who combined money, ideas,raw materials, and labor to make goods and profits.
7. The scientific method is an orderly way of collecting andanalyzing evidence.
8. A mission was a religious community established by the Spanish.
9. Encomienda was a system that granted Spanish settlers theright to demand taxes or labor from Native Americans.
10. Theology is an economic system in which money isinvested in business to make profits.
CONTENT VOCABULARY ACTIVITY 1
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11. A presidio was a town, established as a center of trade.
12. The Renaissance was a period of great intellectual andartistic creativity.
13. Technology is the use of scientific knowledge for practicalpurposes.
14. To circumnavigate means to sail around the world.
15. Encomienda was a hoped-for water route through theAmericas to Asia.
16. A conquistador was an early Spanish explorer in theAmericas.
17. A presidio was a Spanish fort.
18. Bullion was silver or gold.
19. An astrolabe was an agreement between the Jews andtheir God.
20. Theology is the study of religion and God.
21. An entrepreneur was a thinker who wanted to use reasonto change society.
22. A covenant was an organization of merchants that soldshares in order to invest in exploration.
Expanding Horizons
CONTENT VOCABULARY ACTIVITY 1 (continued)
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Expanding Horizons
ACADEMIC VOCABULARY ACTIVITY 1
Academic Words in this Chapter
A. Word Meaning Activity: Synonyms
Directions: Read the underlined words below, as well as the four words
or phrases next to them. Circle the word or phrase that is most similar in
meaning to the underlined word as it is used in the chapter.
1. culture: accomplishment, way of life, production system, educational speech
2. design: great change, situation, creation of something, trial
3. assist: inspect, help, customize, absorb
4. finance: prepare, replace, provide funds, to pattern after
5. fund: money, idea, government, sale
6. export: sell goods abroad, buy goods abroad, barter, trade
7. pursue: accomplish, excuse, reduce, strive to gain
8. document: vital law, stated procedures, important paper, dogma
9. contract: signal, difference, debate, written agreement
10. major: large, settled, migratory, adequate
culture design assist
finance funds export
pursue document contract
major
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B. Word Usage Activity: Understanding Words with Multiple Meanings
Word Usage Note: Some words like major have several meanings:
a. (adj.) of great importanceb. (adj.) large in quantityc. (adj.) seriousd. (adj.) noticeablee. (n.) military rank above a captain and below a lieutenant colonelf. (n.) academic subjectg. (n.) type of musical scale
Directions: Match the above definitions of the word major to the
sentences below.
1. He played the song in E major.
2. The major part of her essay was about ChristopherColumbus.
3. If Voltaire attended a university today, he would be a philosophy major.
4. Sir Isaac Newton made major contributions to scienceduring the Scientific Revolution.
5. In ancient Greece, Socrates was charged with a majorcrime and sentenced to death.
6. It was obvious that Lorenzo de’ Medici made majorimprovements to the city of Florence.
7. The military promoted her to the rank of major.
Expanding Horizons
ACADEMIC VOCABULARY ACTIVITY 1 (continued)
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Determining the Relationship of Events in TimeSee Tools of the Historian in your textbook to learn more about deter-
mining the relationship of events in time.
Learning the SkillThe first task of historians is to understand how events are
related in time. This includes understanding the many calendarsused by different cultures, as well as the ways historians dateevents. Once they are sure of the dates, historians use their time linetools and understanding of cause and effect to determine thechronological order of events and the links between events. You usethis skill when you read a baseball box score. You must understandhow each play is situated in sequence to be able to decipher howeach play was related to the play before and after it.
The following guidelines will help you determine the relation-ship of events in time.• Familiarize yourself with dating techniques used by historians
and archaeologists.• Analyze the information you have about people and events dur-
ing this time period to evaluate who and what are the key points.• Place these events and the dates on which they occurred in
chronological order on a time line.• Use your knowledge of cause and effect to evaluate the possible
links between these events.
Practicing the SkillDirections: Read and answer the following statements.
1. Trace the idea of a “covenant” and its impact on religious andsocio-political institutions through the Enlightenment.
2. What did the Enlightenment owe to earlier inventions like theprinting press?
ANALYSIS SKILLS ACTIVITY 1
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Applying the SkillDirections: Read and answer the following statements.
1. Describe the roots of scholasticism and explain its effect on ideas about both theology and government in theEnlightenment.
2. Explain why John Locke’s Two Treatises of Government is consid-ered by some to be the “textbook of the American Revolution.”
Determining the Relationship of Events in Time (continued)
ANALYSIS SKILLS ACTIVITY 1
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The slave trade in Africa did not begin in the sixteenth century,but by then the demand for labor in American plantations—and the willingness of many African states to cooperate with Europeanslavers—led to a great increase. By the mid-1500s, the Spanish and Portuguese were bringing thousands of enslaved people fromAfrica to the Americas. The following map shows some of the mostimportant centers of the slave trade.
Name Date Class
UNIVERSAL ACCESS ACTIVITY 1
The Atlantic Slave Trade
Directions: On a separate sheet of paper, answer the questions below
using the information in the map and your textbook.
1. Geography From which part of Africa did most enslaved peo-ple bound for the Americas come?
2. Drawing Conclusions Can you think of a possible explanationfor your answer to question 1?
N
S
W E
N
S
W E
Mediterranean Sea
Red
Sea
INDIANINDIAN
OCEANOCEAN
Red
Sea
INDIAN
OCEANA
TL
A
NTIC
OCEAN
AT
LA
NTIC
OCEAN
Mediterranean Sea
1,000 km1,000 km0
1,000 mi.1,000 mi.0
1,000 km0
1,000 mi.0
MadagascarMadagascar
ArguinArguin
St. LouisSt. Louis
Ft. JamesFt. JamesCacheuCacheu
Goree Goree ´
MitombaMitombaSUSUSUSU
ASANTEASANTE
WALO
ARABIAAFRICACAYOR
BAOL
MANDINGFULA
ASANTESUSU
DAHOMEY
OLD OYO
IGBO
BENIN
LOANGOKAKONGO
NGOYOCONGO
NDONGOKASANIE
MBUNDUOVIMBUNDU
BOGANGI
LUNDA
MAKUA
Chinguetti
Bamako
Mitomba
Arguin
St. Louis
Ft. JamesCacheu
Goree ´
Madagascar
YORUBA STATES
state important as a slave source
slave trade routeslave depot
KEY
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The following activities are ways the basic lesson can be modified to
accommodate students’ different learning styles.
TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES
English Learners (EL)
Have students write the names of all thecities shown on the map. Also ask them toidentify the names of five African states thatwere important as slave sources. Finally,have them explain the significance of thearrows shown on the map.
Intrapersonal (EL)
Ask students to use the library mediacenter or Internet to find reasons so manyEuropeans in the sixteenth and seventeenthcenturies thought the slave trade wasacceptable. Students should present theirfindings in a two- to three-page paper.
Visual/Spatial
Instruct students to study a modern mapof Africa to find five current African nationsthat were formerly important sources ofslaves to the Americas. They should thenuse the library media center or Internet tolearn where most of the slaves from theseareas were brought (Brazil, West Indies,North America, for example).
Logical/Mathematical
Have students use a table similar to theone below to chart the growth of the Atlanticslave trade. Students can supply their owndates based on their research, but they should
display about eight to ten different timeperiods.
Verbal/Linguistic
Have students use library media centerand Internet resources to determine if slav-ery still exists in the world today. Ask themto write a two-page paper on their findings.
Auditory/Musical
Have students write a song from the per-spective of a young West African on board aslave ship bound for the Americas. Studentsshould use the library media center orInternet to research what the voyage toAmerica was like for the captives. Invite stu-dents to perform their compositions in class.
Kinesthetic
Organize students into two or threegroups. Ask each group to research how atypical slave ship was built and laid out, and how tightly the slave traders packed the human cargo into the ships. Then havethem use this information to create modelsdemonstrating these crowded conditions.
Advanced Learners
Have students write a three- to four-page paper about the reasons many Africanstates worked with European countries topromote the slave trade.
Years Number of Slaves Transported from Africa to the Americas
1550
1560
1570
etc.
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Previewing
Learning the SkillWhen you go to a movie, you often see “previews” of films that
will be coming to theaters in the future. In a similar way, preview-ing text before you read gives you an idea about what you are going to learn. Previewing helps you focus on the most importantinformation before you start to read. It also allows you to connectthe information in the text to what you already know. You can pre-view chapters in a textbook, but previewing can also help you geta quick overview of a Web site when you are looking for informa-tion on the Internet.
Use the following guidelines to preview information on a Web site:• Identify the general topic of the Web site. For example, does the
site have a general focus, such as world history or European his-tory? Or does the site have a specific focus, such as Leonardo daVinci or Jamestown?
• Identify the structural features, or organization, of the Web site.What are the main heads? What are the subtopics, if any? Aretopics presented in order of importance? Look at the top andsides of the Web page to find links to other similar sites.
• Scan the material and identify the person or organization thatsponsors the Web site. The sponsor’s name and logo are usuallyplaced in the address bar of the page. Check whether the sponsoror organization has a good reputation, such as PBS or NASA.
Practicing the SkillDirections: Study the Web site about improvements in shipping
technology below.
READING SKILLS ACTIVITY 1
Name Date Class
Search the site
Back
File Edit Favorites Tools
Address Go
ShippingTech.com - Microsoft Internet
by ShippingTech.com
Technology Improvements
Maps
AStroLABE – New diagrams
Compass
Ship Design
Triangular Sail
3-Masted Caravel
Start
Stern Rudder
View
Shipping NewsShipping NewsShipping News
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Directions: Answer the following questions based on the information
you gathered from the Web page.
1. What is the main topic of this Web page?
2. Which person or organization sponsors this site?
3. Name two ways you can search for general information on thetopic of this Web site.
4. Name two ways you can search for specific information on thetopic of this Web site.
5. What clue does this Web page give you about new or excitingtopics on the site?
Applying the SkillDirections: With your teacher’s help, search the Internet for a Web site
about the Renaissance. Preview the site’s home page, and then answer
the questions below.
1. What is the main topic of this Web site?
2. Which person or organization sponsors this site?
3. Name two ways you can search for general information on thetopic of this Web site.
4. Name two ways you can search for specific information on thetopic of this Web site.
5. What clue does this Web page give you about new or exciting topics on the site?
Previewing
READING SKILLS ACTIVITY 1 (continued)
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Summarizing Information
LANGUAGE ARTS ACTIVITY 1
Learning the SkillWhen you summarize information, you focus on the main idea
and the most important points. You reduce many sentences or a lotof information into a few well-chosen phrases. You can summarize abook, a movie, an article, a speech, a graph, statistics, or even a map.In just a few words or a short paragraph, you can summarize whatan entire book is about or tell a friend the main plot of a movie. Tosummarize material effectively, use the following techniques:• Read the material or look at the visual information.• Identify and make a list of the main ideas and most important
details.• Organize the main ideas and details into a concise, brief explana-
tion. Your summary should contain the main ideas of the mate-rial in your own words.
Practicing the SkillDirections: In the following letter, Christopher Columbus describes his
discovery of the Americas to Ferdinand and Isabella of Spain. Read the
letter below, and then summarize it in your own words.
Most High and Mighty SovereignsIn obedience to your Highnesses’ commands, and with submission to
superior judgment, I will say whatever occurs to me in reference to the
colonization and commerce of the Island of Espanola, and of the other
islands, both those already discovered and those that may be discovered
hereafter.
In the first place, as regards the Island of Espanola: Inasmuch as the
number of colonists who desire to go thither amounts to two thousand,
owing to the land being safer and better for farming and trading, and
because it will serve as a place to which they can return and from which
they can carry on trade with the neighboring islands:
1. That in the said island there shall be founded three or four towns,
situated in the most convenient places, and that the settlers who
are there be assigned to the aforesaid places and towns.
2. That for the better and more speedy colonization of the said island,
no one shall have liberty to collect gold in it except those who have
taken out colonists’ papers, and have built houses for their abode, in
the town in which they are, that they may live united and in greater
safety.
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3. That each town shall have its alcalde [Mayor] . . . and its notary pub-
lic, as is the use and custom in Castile.
4. That there shall be a church, and parish priests or friars to administer
the sacraments, to perform divine worship, and for the conversion of
the Indians.
5. That none of the colonists shall go to seek gold without a license
from the governor or alcalde of the town where he lives; and that he
must first take oath to return to the place whence he sets out, for
the purpose of registering faithfully all the gold he may have found,
and to return once a month, or once a week, as the time may have
been set for him, to render account and show the quantity of said
gold; and that this shall be written down by the notary before the
alcalde, or, if it seems better, that a friar or priest, deputed for the
purpose, shall be also present.
6. That all the gold thus brought in shall be smelted immediately, and
stamped with some mark that shall distinguish each town; and that
the portion which belongs to your Highnesses shall be weighed, and
given and consigned to each alcalde in his own town, and registered
by the above-mentioned priest or friar, so that it shall not pass
through the hands of only one person, and there shall be no oppor-
tunity to conceal the truth.
7. That all gold that may be found without the mark of one of the said
towns in the possession of any one who has once registered in accor-
dance with the above order shall be taken as forfeited, and that the
accuser shall have one portion of it and your Highnesses the other.
8. That one per centum of all the gold that may be found shall be set
aside for building churches and adorning the same, and for the sup-
port of the priests or friars belonging to them; and, if it should be
thought proper to pay any thing to the alcaldes or notaries for their
services, or for ensuring the faithful perforce of their duties, that this
amount shall be sent to the governor or treasurer who may be
appointed there by your Highnesses.
9. As regards the division of the gold, and the share that ought to be
reserved for your Highnesses, this, in my opinion, must be left to the
aforesaid governor and treasurer, because it will have to be greater or
less according to the quantity of gold that may be found. Or, should
it seem preferable, your Highnesses might, for the space of one year,
take one half, and the collector the other, and a better arrangement
for the division be made afterward.
Summarizing Information
LANGUAGE ARTS ACTIVITY 1 (continued)
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10. That if the said alcaldes or notaries shall commit or be privy to any
fraud, punishment shall be provided, and the same for the colonists
who shall not have declared all the gold they have.
11. That in the said island there shall be a treasurer, with a clerk to assist
him, who shall receive all the gold belonging to your Highnesses, and
the alcaldes and notaries of the towns shall each keep a record of
what they deliver to the said treasurer.
12. As, in the eagerness to get gold, every one will wish, naturally, to
engage in its search in preference to any other employment, it seems
to me that the privilege of going to look for gold ought to be with-
held during some portion of each year, that there may be opportu-
nity to have the other business necessary for the island performed.
13. In regard to the discovery of new countries, I think permission should
be granted to all that wish to go, and more liberality used in the mat-
ter of the fifth, making the tax easier, in some fair way, in order that
many may be disposed to go on voyages.
Source: www.ukans.edu/carrie/docs/texts/columlet.html
Summarizing Information
LANGUAGE ARTS ACTIVITY 1 (continued)
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Applying the SkillDirections: Exchange your summary of the letter with a partner. Read
and review your partner’s summary, making sure that it contains the
main ideas and critical details found in the letter. Look for minor infor-
mation that did not need to be included in the summary. In the space
below, write any additional comments about your partner’s summary.
Summarizing Information
LANGUAGE ARTS ACTIVITY 1 (continued)
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Relating an Event
WRITING ACTIVITY 1
Learning the SkillA narrative tells a story or gives an account of an event.
Whereas other types of writing may try to persuade the reader withthe writer’s opinions, a narrative should make a point and presentinformation about a topic in a clear, concise way. When you write anarrative, make sure that each paragraph focuses on one main idea.This idea should be supported with well-chosen details.
Follow these steps to write paragraphs within your narrative:• Identify your main idea.• Write your topic sentence.• Support this sentence by adding details that explain the main
idea. An example is a person, thing, or event that illustrates apoint.
Practicing the SkillDirections: Read the paragraph below, and then answer the following
questions.(a) Disease played an important role in the Spanish conquest of the
Americas. (b) The Spanish arrived with strange weapons and fearsome
animals. (c) Native Americans had no immunity to the diseases the
Europeans had, unknowingly, brought with them. (d) Epidemics of small-
pox and other diseases wiped out entire communities in the Americas
and did much to weaken the resistance of the Aztec and Inca.
1. Which sentence contains the main idea of this narrative?
Explain your answer.
2. Which sentence does not relate to the main idea of this paragraph?
Explain your answer.
3. Which two sentences provide details about the main idea?
Explain your answer.
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Applying the Skill
Directions: For each item listed below, write three sentences discussing
the technology and how it contributed to exploration. Remember to use
details to support your discussion.
1. Maps
2. Instruments
3. Ship design
Relating an Event
WRITING ACTIVITY 1 (continued)
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TIME LINE ACTIVITY 1
Dir
ect
ion
s:U
se t
he i
nfo
rmati
on
in
th
e t
ime l
ine t
o a
nsw
er
the
qu
est
ion
s in
th
e s
pace
s p
rovi
ded
.
Span
ish
Co
nq
uis
tad
ors
in t
he
Am
eri
cas
(14
92–1
533
)
Bac
kgro
und
Chr
isto
pher
Col
umbu
s’s
voya
ges
insp
ired
oth
er e
xplo
rers
to s
ail t
oth
e A
mer
icas
. Cor
tés,
De
Leó
n, a
ndPi
zarr
o w
ere
thre
e of
thes
e so
ldie
r-ex
plor
ers,
or
conq
uist
ador
s.T
hey
cam
e no
t onl
y to
exp
lore
but
als
o to
con
quer
.
1.
How
man
y vo
yage
s d
idC
olum
bus
mak
e?
2.
Wha
t tw
o ar
eas
did
Cor
tés
inva
de?
3.
Whi
ch S
pani
sh e
xplo
rer
soug
htth
e fo
unta
in o
f yo
uth?
4.
Whi
ch S
pani
sh e
xplo
rer
conq
uere
d th
e In
ca?
1492
Co
lum
bu
s m
ake
s
his
fir
st v
oya
ge
to t
he A
meri
cas
1493
Co
lum
bu
s m
ake
s
his
seco
nd
vo
yage
150
2
Co
lum
bu
s m
ake
s
his
fo
urt
h v
oya
ge
149
8
Co
lum
bu
s m
ake
s h
is
thir
d v
oya
ge
14
90
150
0
1510
15
20
1530
15
40
1511
Co
rtés
take
s p
art
in
th
e S
pan
ish
inva
sio
n o
f C
ub
a
1513
Po
nce
de L
eó
n
loo
ks f
or
go
ld a
nd
the f
ou
nta
in o
f yo
uth
in p
rese
nt-
day
Flo
rid
a
1519
Co
rtés
inva
des
Mex
ico
1533
Piz
arr
o c
on
qu
ers
th
e I
nca
Dir
ect
ion
s:U
se t
he i
nfo
rmati
on
in
th
e t
ime l
ine t
o a
nsw
er
the
qu
est
ion
s in
th
e s
pace
s p
rovi
ded
.
Span
ish
Co
nq
uis
tad
ors
in t
he
Am
eri
cas
(14
92–1
533
)
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Making Comparisons
Name Date Class
Social Studies Objective: Analyze information by comparing
and contrasting.
Learning the SkillPopulation density maps use colors or symbols to show the
average number of people living in a square mile or square kilo-meter. An area that has a high population density has more peopleper square mile or kilometer than an area with low population den-sity. When you compare population densities, you look for similarpopulation patterns. When you contrast population densities, youlook for differences in population patterns.
Practicing the SkillDirections: Use the map below to answer the questions that follow.
Native AmericanPopulation Density
Highest
Lowest
PacificOcean
AtlanticOcean
Gulf ofMexico
CarribbeanSea
HudsonBay
GreenlandBeringStraitBering
Sea
N
S
W E
Native American Population Densityin North America, 1500
CRITICAL THINKING SKILLS ACTIVITY 1
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Making Comparisons1. Describe the purpose of the map.
2. Which area of North America had the highest Native Americanpopulation density in 1500?
3. Which region in North America had the lowest NativeAmerican population density in 1500?
4. Contrast the Native American population density on the eastcoast with that on the west coast of North America.
5. Contrast the population densities of the North American coastswith that of the interior of the continent. How are they different?
Applying the SkillDirections: Use information in the map and from Chapter 1 of your
textbook to answer the following questions. Circle the letter of the
correct answer.
1. Which area symbol appears where the Native American population is most dense?A. a white areaB. a dotted areaC. a striped areaD. a black area
CRITICAL THINKING SKILLS ACTIVITY 1 (continued)
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2. Which of the following statements describes Native American population densityin North America?A. It generally decreases from south to north.B. All islands have low population density.C. It generally increases moving from the coasts to central areas.D. It is basically the same everywhere.
3. Which of the following statements best describes how the Native American population changed in North America after Europeans arrived in the 1500s?A. It increased in the 1500s and 1600s.B. It did not change.C. It decreased in the 1500s and 1600s.D. It decreased in the 1500s and 1600s, and then it increased later.
CRITICAL THINKING SKILLS ACTIVITY 1 (continued)
Name Date Class
Making Comparisons
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Learning the SkillHistorians create time lines to show a chronology of key events
during a particular historical period. A time line begins with a spe-cific date and ends with another date. All the events between thesedates happened in the order in which they are listed—either fromleft to right or top to bottom. Reading time lines is an easy way tomake sense of the flow of events and when they occurred. A timeline also gives you a picture of history and the relationships amongevents.
Use the following steps to read a time line:• Read the title of the time line to understand what topic is being
chronicled.• Determine the time span, or the beginning and ending dates. • Determine the time intervals. This is the length of the smaller
segments of time used to divide the period on the time line. • Identify the individual events labeled along the time line. Look
for relationships among the events.
Practicing the SkillDirections: Read the information on the time line below, and then
answer the questions that follow.
Reading a Time Line
CHART, GRAPH, AND MAP SKILLS ACTIVITY 1
1480 1490 1500 1510 1520 1530
1497 Vascoda Gama seekseastern searoute to Asia
1497 John Cabotseeks northernroute to Asia
1524 DaVerrazanohired to mapAmerica’s coast
1492 ChristopherColumbus leaves Spainwith three ships to sailwest
1513 Ponce de Léonlands on mainlandNorth America
1519 FerdinandMagellan leavesSpain to sail west
1488 BartholomeuDias reaches thesouthern tip ofAfrica
1498 Da Gamareaches port ofCalicut
1. What is the time span for this time line? What are the intervalson this time line?
2. Who left Spain first, Columbus or Da Verrazano?
3. When did Da Gama begin his exploration, and when did he arrive in Calicut?
4. What two explorers sought routes to Asia in 1497?
Applying the SkillDirections: Read the information on the time line below, and then
answer the questions that follow.
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Reading a Time Line
CHART, GRAPH, AND MAP SKILLS ACTIVITY 1 (continued)
1. Add the following events to the time line:• Pizarro sails down Pacific coast of South America in 1532.• In 1536, Cabeza de Vaca arrives in Mexico.• De Soto crosses Mississippi River in 1541.• In 1565, a fort is established at St. Augustine, Florida.
2. What are the time span and time intervals of the time line?
3. How long did it take Cabeza de Vaca to walk to Mexico?
4. Which river was discovered first, the St. Lawrence River or theHudson River?
1515 1535 1555 161515951575
1519 HernánCortés lands oneast coast ofMexico
1535 Cartierenters the St.Lawrence River
1609 HenryHudson discoversriver in New York,now namedHudson River
1533 Cabeza de Vacabegins foot journeyacross Southwest
English claimsFrench claimsSpanish claims
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European explorers set sail with dreams of glory and discoveryin the late 1400s. The vast wilderness of the Americas held thepromise of great riches. What form these riches took—gold, furs, or land for settlement—depended on the perception of the adven-turer. How did the adventurers’ views reflect the goals of the countries for which they sailed?
Goals of the Early ExplorersSpanish explorers searched for landscapes in the Americas
similar to those of their European homeland. Spaniards hadlearned to mine the mineral ores from Spain’s low mountainousterrain. Knowing the importance of mineral ores to the Spanisheconomy, the earliest Spanish explorers were drawn to the moun-tainous areas of Mexico and what is today the southwest UnitedStates. In these places, mining operations could be quickly estab-lished. Explorers were more eager to make quick profits frommining than to develop self-sufficient colonies based on agriculture.
The French, too, were eager for the profits they could makefrom North America’s natural resources. They were forced tosearch in northern North America because the Spanish had alreadyclaimed much of Central America and South America. The Frenchexplored the St. Lawrence River system and the northern Appa-lachian area and claimed those places for France. Finding a regionteeming with beaver, muskrat, and deer, the French turned to
Looking at the Land
GEOGRAPHY AND HISTORY ACTIVITY 1 (continued)
Name Date Class
European claims to land in NorthAmerica led to a variety of settle-ment patterns—from roughwilderness camps to sprawlingcoastal plantations.
The Spanish Perception“The discovery of the South Seawould lead to the discovery of manyislands rich in gold, pearls, preciousstones . . . and other unknown andwonderful things.”
—Hernán Cortés, 1533
The English Perception“There are valleys and plains stream-ing with the sweet springs. . . . Theland is full of minerals and plenty of woods, of which we have a lack inEngland. There are growing goodlyoaks and elms, beech and birch . . .and fir trees in great abundance.The soil is strong and lusty of its own nature.”
—Anonymous English writer,early 1600s
The French Perception“There is a great number of stags,deer, bears, rabbits, foxes, otters,beavers, weasels, badgers and . . .many other sorts of wild beasts.”
—Jacques Cartier, 1530s
The Americas,1713
Name Date Class
GEOGRAPHY AND HISTORY ACTIVITY 1 (continued)
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trading for furs from animals hunted by Native Americans. TheFrench built a fur-trading monopoly that brought them greatwealth without the problems of clearing, farming, and settling therocky lands of northern New England and Canada.
The English, however, found a land and climate in Virginia thatwas better suited than their homeland for growing food. Englishcolonies of the 1600s grew into farm communities that traded farmproducts for manufactured English goods.
Different PerceptionsThe different ways in which the Spanish, French, and English
explored and colonized the Americas reflect their differing percep-tions of the regions. Early Spanish explorers were enticed to searchfor the fabled cities of gold or the fountain of youth. Their dreamsof finding these places gave explorers the determination to facehardships and disappointments. French explorers, however, lookedat North America as a place where fortunes could be made fromthe fur trade. The English valued the rich soil, the game, and thetimber.
Directions: Answer the following questions in the spaces provided.
1. What makes people perceive regions differently?
2. What North American resources were important to theSpanish, the French, and the English?
3. What circumstances in Europe made the English so delightedto find good farmland in North America?
4. Making Inferences How do you think the English and Frenchpoints of view may have influenced the early development oftheir communities?
Looking at the Land
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ECONOMIC AND HISTORY ACTIVITY 1
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During the early years of explora-tion, several European countries wereinfluenced by the economic theory ofmercantilism. Mercantilism is the beliefthat exports, or products sold to othercountries, should be more than imports,or products brought into the country tobe sold. Because gold and silver servedas currency, there was a strong belief thatthe economic health of a country couldbe measured by the amount of gold andsilver it possessed. More exports thanimports increased the country’s holdingof gold and silver and resulted in a favorable balance of trade.
One factor that led to exploration wasthe desire to control the East Asian spicetrade. To do this, European countries
searched for a more direct route to Asia.They were driven by the large profit tobe made from the sale of spices. Profit is money gained on a business deal. Thecloves sold by the remaining crew of theMagellan voyage, for example, paid forthe entire ill-fated voyage.
Columbus’s first voyage in 1492 involved three ships. His second voyagein 1493 involved 17 ships and 1,300 paidseamen. Approximately 200 investorsfinanced his second voyage. Because ofsuch a large investment of money andmen, the investors expected a substantialprofit from Columbus’s voyage.
Read the following letter written byColumbus describing his second voyage.
Mercantilism
Hispaniola is a marvel. Its hills and mountains, fine plains and open
country, are rich and fertile for planting and for pasturage, and for
building towns and villages. The seaports there are incredibly fine,
as also the magnificent rivers, most of which bear gold. . . . There are
many spices and vast mines of gold and other metals in this island.
[The Natives] have no . . . weapons, nor are they fit for them, because
although they are well-made men of commanding stature, they appear
extraordinarily timid. . . . Often I have sent two or three men ashore to
some town to converse with them, and the natives came out in great
numbers, and as soon as they saw our men arrive, fled without a
moment’s delay.
Source: Christopher Columbus’s letter to Luis De Sant Angel, Keeper of Accounts
for the Spanish court, announcing his discovery of land, February 15, 1493.
ECONOMIC AND HISTORY ACTIVITY 1 (continued)
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Directions: Answer the following questions.
1. Why did it make sense to Europeans to travel westward toAsia?
2. Columbus had not sailed to Asia, yet he mentioned spices inhis letter. Why do you think he did this?
3. Why is gold mentioned in Columbus’s letter?
4. Why do you think Columbus described the Native Americansthe way he did?
5. Why do you think Columbus’s second voyage was financedwith so many men and ships even though Columbus had notdiscovered a westward route to Asia?
6. Drawing Conclusions How did mercantilism continue to driveworld exploration even when it became clear that finding awestward route to Asia would be very difficult?
Mercantilism
Name Date Class
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CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1
Entrepreneurship—the Foundation of Our Economy
Why It’s ImportantThe era of exploration in the 1500s and 1600s led to our mod-
ern economic system of capitalism. Entrepreneurs are importantto this system. They are the business people that provide prod-ucts and services to fulfill needs within our society.
BackgroundEntrepreneurs combine money, ideas,
raw materials, and labor to make goodsor provide services. They are motivatedby profits. Successful entrepreneurs havea thorough understanding of their cho-sen business and are willing to takefinancial risks to make money. They arenatural leaders. They have the ability tosee a need in the market, and they devel-op the products or services that will fillthat need. In the process of producinggoods or services, they provide jobopportunities.
Questions to Consider
Directions: Answer the questions below on
a separate sheet of paper.
1. Refer to your textbook. What moti-vated investors and explorers in the1500s and 1600s during the era ofexploration?
2. How do entrepreneurs help our eco-nomic system today?
3. Who are some famous entrepreneurstoday?
The term “real McCoy” actu-
ally refers to the oiling device used for indus-
trial machinery. In 1872, Elijah McCoy, the
son of former slaves, invented a lubricator
for steam engines. Imitations became avail-
able, but engineers asked specifically for
Mr. McCoy’s device because of its reliability.
Thus, “the real McCoy” became a popular
phrase indicating a product is genuine.
Your TaskYou will investigate entrepreneurship
in your community and will simulatestarting a new business.
Famous Entrepreneurs of the Past
Entrepreneur Invention/Contribution
Elisha Graves Otis Invented the first safety elevator in 1852
Milton Hershey Opened the Hershey Chocolate Company in 1894
Madame C J Walker Created a cosmetics company in 1905 and became the
first female African American millionaire
Henry Ford Incorporated the assembly line into his car factory and
added conveyor belts in 1913
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CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued)
Entrepreneurship—the Foundation of Our EconomyHow to Do It
Organize the class into small groups.Each group should think of ways to par-ticipate in the creation of a new business.Follow the steps below.1. What type of business might be
needed in your community? Choosea type of business you want to start.Think of a name for your business.
2. Create a plan for starting your busi-ness. Use the table below to helpwrite a plan for your business.
3. Give an oral presentation to the classabout your business. Ask your class-mates to comment on your plan.
Follow-Up ActivityTalk to a local entrepreneur. Ask the
following questions:1. How did you decide what type of
business to open?
2. What is your biggest challenge?
3. What advice would you give to anew entrepreneur?
Write a report from your interview.
Writing a Business and Marketing Plan
Step Explanation
1. Write a company
summary.
2. Describe your
products or
services.
3. Describe your
market.
4. Describe your
competition.
5. Describe your
business
structure.
6. Write a financial
plan.
In a paragraph, list what you want to accomplish with
your business. Your summary should inspire employees,
customers, and possible investors.
Write four or five sentences describing your products or
services. What need will you fill in your community?
Describe the type of people that will buy your products
or services. How will you let them know what you have
to sell?
Make a list of businesses that will be your competition.
How will your product or service differ so that people
will choose to use it?
What positions will there be within your company? For
example, who will be the president? Who will sell your
product or service? Who will do the hands-on work?
How much money will you need to start your business?
Make a list of items you will need and estimate how
much they will cost. Describe how much you expect to
charge for your product or service.
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TopicIn this simulation, students will form
a council of ministers to advise KingJames I of England on the methods,costs, and benefits of colonization.
PurposeQueen Elizabeth set England on a
course of economic growth and stability.When she died, the Privy Council invitedJames VI of Scotland to be King James Iof England. James realized that he neededto raise more royal income. Perhaps hedid not realize that England was on thebrink of its greatest expansion. In thissimulation, students will propose an eco-nomic plan that seeks resources, buildscolonies, and encourages trade.
ObjectivesBy participating in this simulation,
students will:• Review the early claims and ventures
of European nations around the world.• Study the resources of areas not yet
settled.• Prepare a plan for English colonization.• Make an oral and written presentation
to the king.
Suggested Resources
• Any good historical atlas• Books and articles on colonial history• At this site, students can review the
colonial efforts of Spain, Portugal,France, and the Netherlands: “Historyof Colonial America.” Encarta Encyclo-pedia. encarta.msn.com
• For an excellent overview of thegrowth of the British Empire, see“British Empire.” Columbia Encyclope-dia. www.bartleby.com
Advising the King
Procedures/ Pacing GuideThis simulation is designed to be con-
ducted over the course of five days (plusout-of-class preparation time). You mayshorten the time required by doing theday five reflection immediately at theend of the day four presentation.
Prior to the Simulation
The day before beginning the simula-tion, assign Simulation Sheet 1 as home-work. This sheet develops students’understanding of the expansion ofEuropean colonial possessions duringthe period.
Day One—Introduce the Simulation
Discuss students’ answers toSimulation Sheet 1. Use a map of theworld to locate European colonies at thestart of the seventeenth century. Discussthe motivations of the nations in estab-lishing colonies. Ask what the risks, diffi-culties, and limitations of colonizationmight be. Talk about the need to exploreuncharted territories and raise largesums of money to finance any such ven-ture. Tell students that as advisers to theking they will first have to learn aboutthe possibilities, study the risks andcosts, and design a plan that they believethey can convince the king to support.Assign Simulation Sheet 2 as homeworkor have students work on it in class. Thissimulation sheet helps students thinkabout the process of colonization.
Day Two—Prepare for the Simulation
Discuss the answers to SimulationSheet 2. Then organize the students intothree groups. Group 1 will work on thepotential areas that can be colonized. It
STEP INTO AMERICAN HISTORY 1—TEACHING STRATEGY
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will prepare maps and routes for explo-ration and discovery. This group will alsosuggest the resources that might be avail-able in each area. Group 2 will present aplan for raising money to finance theking’s ventures. It will estimate the costof a colonial settlement and suggest waysthat it could be successful. Group 3 willinform the king of the colonial venturesof his rivals in the other European coun-tries. It will try to convince the king thathesitation in this venture could risk thefuture of his kingdom.
Day Three—Prepare for the Simulation
Have each group work as a commit-tee to gather information that they needto prepare their presentation. Group 1should choose one or two possible areasfor discovery, prepare a map of the area,and draw out a route to get there. Group2 should build a graphic to present thecosts of the venture. It should write aconvincing argument that benefits faroutweigh the costs. Group 3 should pre-sent a graphic that shows the king thecolonial ventures of his rivals. It shouldprepare a convincing argument for colo-nization based on these rivals’ successes.It should also explain the potential dan-gers. Each group should choose one ortwo people to present their findings tothe king.
STEP INTO AMERICAN HISTORY 1—TEACHING STRATEGY
Advising the King (continued)
Day Four—Conduct the Simulation
Arrange the room so that the “king”(the teacher or a student who will playthe role of king) is seated in the front andcenter. There should be an open area inwhich the spokespersons for each groupcan stand and make a presentation to theking. Behind this open area, place thechairs of the advisers who are presentingthe information. The court will open withthe king inviting the ministers to presenttheir case for colonization. The king willask for each group to make its presenta-tion in turn. During the presentation, the king may interrupt the presenterswith questions. At the end, the king will thank the ministers and may make a decision or decide to take the matterunder consideration.
Day Five—Reflection
Ask students if they think they havepresented a convincing case. Would theyembark on a colonization voyage basedon the information that they know fromthis simulation? Discuss the actual colo-nial efforts of England between 1607 and 1700.
STEP INTO AMERICAN HISTORY ACTIVITY 1
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Directions: Answer the questions in the spaces provided. You may need
to use reference sources such as a historical atlas, informational Web
sites, or Chapter 1 of your textbook to find the answers.
1. List the four European countries that would be England’srivals in voyages of exploration and discovery to the Americasbeginning in the late 1400s.
2. Approximately how far is the coast of North America fromEngland?
3. This venture will have costs. Complete this list of the itemsthat you think an explorer will have to take to supply 50 menon a four- to six-month voyage across the Atlantic and back inA.D. 1500.A. kinds of food and drink: B. clothing and accessories: C. tools and weapons: D. materials for record keeping: E. items for entertainment and free time: F. animals:
4. Prepare a short list of goals for the venture.
5. Write a brief estimate of the kinds of risks that such a voyagewould face.
Advising the King Simulation Sheet 1
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Directions: Answer the questions in the spaces provided. You may need
to use reference sources such as a historical atlas, informational Web
sites, or Chapter 1 of your textbook to find the answers.
1. List the possible resources that might be gained by establishinga colony in the following areas. You will show this plan to mer-chants to convince them to invest in your colony.
Northeast coast of North America:
Southeast coast of North America:
Interior of North America:
2. Describe the privileges and rewards you would like to provideto merchants to convince them to invest money in your colony.
Special privileges for merchants:
Potential rewards for merchants:
3. King James is worried about the competition in the Americasand possible conflict the new colony might have with rivals.Write a paragraph to him explaining the successes of Spain and France in the Americas.
Advising the King Simulation Sheet 2
STEP INTO AMERICAN HISTORY ACTIVITY 1
Name Date Class
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Although Christopher Columbus isgenerally credited with the discovery of America, the two continents of theWestern Hemisphere were named aftersomeone else. That honor goes toAmerigo Vespucci, an Italian navigatorwho sailed for Spain and Portugal.
Vespucci was born in Florence in theearly 1450s. He moved to Seville, Spain,in 1491 and got a job supplying ships forlong voyages. After Columbus’s firstvoyage a year later, Vespucci dreamed of going on one himself.
Vespucci originally claimed to havemade four voyages across the Atlantic.The first, which he said took place from1497 to 1498, reached the northern andeastern coasts of what is today SouthAmerica. He described people living inhouses over water similar to Venice, Italy.This land was later called “Little Venice”or Venezuela.
Historians, however, have cast doubtsthat Vespucci made this voyage at thetime he claimed. It is now known that hemade at least two Atlantic crossings. In1499 and 1501, he sailed along the coastof South America. He was an excellentnavigator who left very detailed recordsof his discoveries.
A New WorldUnlike Columbus who thought he
had reached Asia, Vespucci knew that anew continent was directly across theAtlantic. His journals speak of a MundusNovus, or “New World.” His navigationalskills resulted in the development of newmethods of calculating ships’ positions atsea. He relied on invisible north-southlines we know today as longitude.
Because no maps of the new regionexisted at the time, it is impossible todetermine the full extent of Vespucci’stravels. When he returned to Europe, his descriptions enabled cartographers to draw the first maps of the newly dis-covered lands.
The Name GameIn 1507 German cartographer Martin
Waldseemüller drew up a new map ofwhat was known of the Western Hemi-sphere. From the reports of several explor-ers, including Vespucci, he was able topartially draw coastlines in the southernpart of the hemisphere. To give this newland a name, Waldseemüller used theGermanic spelling of Vespucci’s firstname. The new continent became knownas South America. Later, when anothercontinent was charted in the northern partof the hemisphere, it was called NorthAmerica. Vespucci died in 1512. Althoughmany of his findings and dates have beencalled into question, his name lives on.
Amerigo Vespucci
Amerigo Vespucci
BIOGRAPHY ACTIVITY 1A
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Directions: Answer the questions below.
1. For which two countries did Vespucci sail to the WesternHemisphere?
2. What was Vespucci’s job when he moved to Seville?
3. Along the coast of what present-day continent did Vespuccisail?
4. By what navigational method did Vespucci guide his ships tothe Americas?
5. Drawing Conclusions Why is it most likely that MartinWaldseemüller named the continents of the Americas afterVespucci and not Columbus?
Amerigo Vespucci
BIOGRAPHY ACTIVITY 1A (continued)
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Adam Smith never visited the UnitedStates. However, he wrote a book thatbecame the foundation for the economicsystem that enabled our country tobecome the stronghold of capitalism.
Smith was born in Scotland in 1723.In his 30s, he was a prominent intellec-tual and philosopher. As a professor atthe University of Glasgow, he publishedThe Theory of Moral Sentiments. This was a groundbreaking commentary on stan-dards and ethical conduct that hold soci-ety together. In 1766 he left the universityand toured Europe. During this time, hemet and was influenced by famousthinkers of the Enlightenment, includingVoltaire, Benjamin Franklin, and DavidHume.
The Wealth of NationsIn 1776, the same year the American
colonies declared their independencefrom Great Britain, Smith published hisbook The Wealth of Nations. This book isoften called the “Bible of Capitalism”because it spells out economic principlesthat still guide free market economies.
In The Wealth of Nations, Smith wroteabout “an invisible hand” that guides themost efficient use of a nation’s resources.He argued that market forces—supplyand demand—should be allowed freerein and should not be subject to govern-ment regulation. This is known as a laissez-faire, or “hands-off,” policy.Opponents of government regulation of business cite Smith’s arguments eventoday.
Smith also wrote about the division oflabor in society. His descriptions of theclasses of society into laborers and thosewho employ them for their labor still
apply. He was idealistic in assuming thateach of these classes would serve theother well without any interference bygovernments. He opposed excessive tax-ation on goods and industries.
Far-Reaching InfluenceMany of the principles spelled out
in The Wealth of Nations became the basisfor the capitalist system that evolved inthe United States. When Smith died in1790, he had no way of knowing that our young nation would become the standard-bearer across the world for the system he described.
Though his influence has extendedover 200 years, Smith was also a cham-pion of those who were victims of thesystem he wrote about. “No society cansurely be happy, of which the far greaterpart of the members are poor and miser-able,” he wrote. Some of his works wenton to influence revolutionaries in Franceand elsewhere in Europe in the 19th century.
Adam Smith
Adam Smith
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Directions: Answer the questions below.
1. What was the name of Smith’s first published book?
2. Why is The Wealth of Nations often described as the “Bible ofCapitalism”?
3. To what does the term “laissez-faire” refer?
4. Besides the United States, what other regions were influencedby The Wealth of Nations?
5. Drawing Conclusions Why do you suppose The Wealth ofNations has appealed to Americans from Smith’s time to thepresent?
Adam Smith
BIOGRAPHY ACTIVITY 1B (continued)
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On each altar there were two giant figures, their bodies very tall and
stout. The first one, to the right, they said was Uichilobos, their god of
war. It had a very broad face with monstrous, horrible eyes, and the
whole body was covered with precious stones, gold, and pearls. . . . The
body was circled with great snakes made of gold and precious stones,
and in one hand he held a bow and in the other some arrows. A small
idol standing by him they said was his page; he held a short lance and a
shield rich with gold and precious stones. Around the neck of Uichilobos
were silver Indian faces and things that we took to be the hearts of these
Indians, made of gold and decorated with many precious blue stones.
There were braziers with copal incense, and they were burning in them
the hearts of three Indians they had sacrificed that day.
To the left stood another great figure, the height of Uichilobos, with
the face of a bear and glittering eyes made of their mirrors, which they
call tezcal. It was decorated with precious stones the same as Uichilobos,
for they said the two were brothers. This Tezcatepuca was the god of hell
and had charge of the souls of the Mexicans. His body was girded with
figures like little devils. . . .
In the highest part of the cu there was another figure, the wood of
which was very richly carved, where there was another figure, half man
and half lizard, covered with precious stones and with a mantle half over
it. They said that its body was filled with all the seeds there are in all the
Reader’s Dictionarybrazier: a metal pan for burning
material
cu: Aztec pyramid and temple
page: an attendant of a lord or king,
usually a boy
Interpreting the SourceBernal Díaz del Castillo was a soldier
under Hernán Cortés during what Díazdescribed as the “discovering, conquer-ing, pacifying, and colonizing of NewSpain.” Born in 1492, Díaz wrote his eye-witness account—The True Story of theConquest of Mexico—80 years later.Among his recollections were encounterswith Montezuma, the leader of the Aztecs.In the passage below, Díaz describes atime when Montezuma showed Cortésand others statues of the Aztec gods.Only a few years after this meeting, theChristian Europeans would outlaw thenative forms of worship.
PRIMARY SOURCE READING 1
Conquistadors and Aztecs
Name Date Class
Guided ReadingAs you read, focus on the descrip-
tions that Díaz gives of the three gods.
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world. It was the god of sowing and ripening. . . . Everything was so cov-
ered with blood, the walls as well as the alter, and it stank so much. . . .
Our captain said to Montezuma, “. . . I do not understand how such a
great prince and wise man as yourself can have failed to come to the
conclusion that these idols of yours are not gods, but evil things—devils
is the term for them.”
. . . Montezuma replied with annoyance, “If I had thought that you
would so insult my gods, I would not have shown them to you. We think
they are very good, for they give us health, water, good seedtimes and
weather, and all the victories we desire. We must worship and make sac-
rifices to them. Please do not say another word to their dishonor.”
Source: The Bernal Díaz Chronicles: The True Story of the Conquest of Mexico. Reprinted by permission
of Doubleday, a division of Random House, Inc.
Document-Based QuestionsDirections: Answer the questions below in the spaces provided.
1. According to Montezuma, how do the gods benefit the Aztecs?
2. What is the function of each of the gods?
3. How does Cortés characterize the Aztec gods?
4. What must the Aztecs do for their gods?
5. Critical Thinking Explain the significance of the materials and symbols associatedwith each god.
PRIMARY SOURCE READING 1
Conquistadors and Aztecs (continued)
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On Virtueby Phillis Wheatley, 1766
O Thou bright jewel in my aim I strike
To comprehend thee. Thine own words declare
Wisdom is higher than a fool can reach.
I cease to wonder, and no more attempt
Thine height t’explore, or fathom thy profound.
But, O my soul, sink not into despair,
Virtue is near thee, and with gentle hand
Would now embrace thee, hovers o’er thine head.
Fain would the heav’n-born soul with her converse,
Then seek, then court her for her promis’d bliss.
Auspicious queen, thine heav’nly pinions spread,
And lead celestial Chastity along;
Lo! now her sacred retinue descends,
Array’d in glory from the orbs above.
Name Date Class
About the SelectionPhillis Wheatley, an African who was
enslaved and brought to the Americancolonies when she was eight years old,arrived in Boston on the schooner Phillison July 11, 1761. Susanna Wheatley ofBoston purchased her to help with house-hold tasks. Susanna Wheatley’s daughter,Mary, taught Phillis to read and write inEnglish and guided her Christian educa-tion. Her owners encouraged Phillis towrite, and helped her publish her work,an extraordinary accomplishment for ayoung female slave. She wrote the poem,“On Virtue,” at about the age of thirteen.
Guided ReadingAs you read the poem, pay attention
to the religious and moral beliefs ofPhillis Wheatley.
AMERICAN LITERATURE READING 1
Colonial Poetry
Reader’s Dictionaryfathom: to understand
chastity: being pure
converse: to talk with someone
auspicious: successful, prosperous
pinions: wings
retinue: those who accompany
a high-ranking person
appellation: name or title
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Attend me, Virtue, thro’ my youthful years!
O leave me not to the false joys of time!
But guide my steps to endless life and bliss.
Greatness, or Goodness, say what I shall call thee,
To give an higher appellation still,
Teach me a better strain, a nobler lay,
O Thou, enthron’d with Cherubs in the realms of day!
Source: The Poems of Phillis Wheatley. Ed. by Julian D. Mason, Jr.
The University of North Carolina Press. 1989.
Literary Response and AnalysisDirections: On a separate sheet of paper, answer the following questions.
1. Who was the auspicious queen?
2. Why did Wheatley believe she could not completely under-stand Virtue?
3. Making Inferences Why did Wheatley believe there was noneed to despair?
4. Drawing Conclusions What did Phillis Wheatley believe that Virtue would do for her? Use examples from the text in your answer.
AMERICAN LITERATURE READING 1 (continued)
Colonial Poetry
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Columbus’s landing in the Americas is one of the great turningpoints in world history. After 1492 the European conquest of muchof the Americas began, and the history of the Western Hemispherebecame intertwined with the history of the Eastern Hemisphere.
For much of our history, Americans have revered Columbus’saccomplishments. However, recent interpretations of Columbusand the effects of his voyages have been more critical. In 1992,when the United States celebrated the 500th anniversary of Colum-bus’s first voyage, the nation had a debate about the value andimpact of his voyages.
Directions: The two illustrations below give us some insight into our
changing views of Columbus and his times. Study the art and cartoon,
and then answer the questions that follow.
Columbus, Then and Now
INTERPRETING POLITICAL CARTOONS ACTIVITY 1
Frank & Marie-Therese Wood Print
Collections, Alexandria, VA.
Reprinted with the permission of Simon &
Schuster, Inc., from Ed Fisher’s First Folio by
Edwin Z. Fisher. © 1959 by Ed Fisher.
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Analyzing the Cartoon1. The painting at the top shows how one artist in the 1800s pic-
tured Columbus’s first landing in the Americas. What detailsshow that the artist saw this as an important event?
2. What is similar about the cartoon and the painting?
3. In the cartoon, who has landed? Why does the cartoonist usethem to make his point?
4. At the right of the painting, we see Native Americans in aweof the Spaniards. What is happening in the same place in thecartoon? What point is the cartoonist making?
Critical Thinking5. Identifying Point of View What is the view of the cartoonist
towards Columbus? Is Columbus the target of the satire?Explain your answer.
6. Making Comparisons Use your school or community library tolocate two political cartoons that take opposing views of thesame political issue. Bring these cartoons to school and describewhat devices the cartoonists use to get their points of viewacross to the reader.
Columbus, Then and Now (continued)
INTERPRETING POLITICAL CARTOONS ACTIVITY 1
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Sheppard v. Maxwell, 1966
Background of the CaseDr. Samuel Sheppard was accused of murdering his pregnant
wife at their home in a Cleveland, Ohio, suburb on July 4, 1954.Sheppard claimed that the murderer had been an intruder, with whom he had fought and by whom he had been knockedunconscious. At his trial Sheppard was convicted of the murder ofhis wife.
Events prior to his trial in October 1954 were described as a“publicity circus.” Elements in the “circus” included extensive, sen-sationalist newspaper articles and editorials containing allegationsunfavorable to Sheppard. Coverage included a reenactment of theevents of the crime as Sheppard had described it, in front of policeofficials and news reporters, and a story that Sheppard refused toallow authorities to inject him with “truth serum.” An inquest in aschool auditorium climaxed in an attempt by Sheppard’s lawyersto place into evidence some documents that were then forciblythrown out of the room by the coroner.
Further, the trial began two weeks before the judge and thechief prosecutor were up for election. The Cleveland newspaperspublished the names and addresses of the 75 people named asprospective jurors. The jurors then received many letters and phonecalls concerning the case.
At the trial, the courtroom was crammed with reporters, andthe rest of the court building was largely given over to the media.During the trial, witnesses, lawyers, and jurors were constantlyphotographed entering and leaving the courtroom. Reporters were so noisy during the trial that the public address systemproved inadequate. Information about deliberations that was sup-posed to remain secret from the jury was leaked and printed innewspapers accessible to the jurors. Jurors were permitted to hear
SUPREME COURT CASE STUDY 1
The Nature of a Fair Trial
Constitutional Issue
The Magna Carta and the English Bill of Rights—two of the founding
documents of American democracy—gave people the right to a fair trial.
Today, every American citizen accused of a crime is entitled to a fair trial.
But just what does a “fair trial” mean?
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and read all kinds of pretrial and trial publicity, much of it damag-ing to Sheppard.
The trial judge denied defense motions to delay the trial, movethe trial to another location, declare a mistrial, and question thejurors as to their exposure to publicity.
Sheppard was convicted of second-degree murder. His appealswere all denied, including one to the United States Supreme Court.
Several years later, Sheppard filed a writ for habeas corpusdirected against the warden of the prison where he had been serving his sentence. Habeas corpus refers to an order that a prisonerbe brought before a court to determine whether he or she has beendenied due process. Sheppard’s petition was granted and thendenied by successive federal courts. He then appealed his case tothe United States Supreme Court, which granted relief; Sheppardwas ordered released unless Ohio chose to retry him in an orderlyproceeding.
The Supreme Court’s DecisionThe Court ruled for Sheppard in an 8 to 1 decision. (There
was no opinion written by the one dissenting justice.) Justice Tom C. Clark wrote for the Court. Clark began by noting the his-torical importance of a free press in the administration of criminaljustice. He stressed that “the press does not simply publish infor-mation about trials but guards against the miscarriage of justice bysubjecting the police, prosecutors, and judicial processes to exten-sive scrutiny and criticism.”
At the same time, Clark said, fair and orderly judicial adminis-tration requires that “the jury’s verdict be based on evidencereceived in an open court, not from outside sources.” In the Shep-pard case, the trial judge had failed to control the manner of presscoverage, to shield the jury from its onslaught, or to insulate wit-nesses from hearing one another’s testimony.
Without forbidding press coverage, the trial judge might havetaken actions such as preventing lawyers, witnesses, or court offi-cials from discussing certain aspects of the case. He could also haverequested that city and county officials regulate the disseminationof information by their employees. The press might also have beenwarned of the impropriety of publishing material that had not beenpart of the court proceedings. Had the judge, the other officers ofthe court, and the police placed the interests of justice first, thenews media would have soon learned to be content with the task ofreporting the case as it unfolded in the courtroom—not piecedtogether from extra-judicial statements. The Court concluded that
The Nature of a Fair Trial
SUPREME COURT CASE STUDY 1 (continued)
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due process had been violated in Sheppard’s trial by the judge’sfailure “to protect Sheppard from the inherently prejudicial public-ity which saturated the community and to control disruptive influ-ences in the courtroom. . . .” In the light of these factors, the Courtgranted Sheppard’s habeas corpus petition and ordered his releaseunless the state retried him in an orderly fashion.
Case Analysis QuestionsDirections: Answer the questions below in the spaces provided.
1. In what way had due process been violated in the Sheppardcase?
2. What might the trial judge have done to insure that Sheppardreceived a fair trial?
3. If you had been one of the news reporters covering the trial,what might have been your reaction to the Supreme Court’sdecision?
4. Many trials are now being televised. Basing your answer onthe Court’s ruling, do you think televising a trial deprives adefendant of a fair trial?
5. Sheppard was given a new trial. In what way do you think thesecond trial probably differed from the first one?
The Nature of a Fair Trial
SUPREME COURT CASE STUDY 1 (continued)
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Guided Reading Activity 1–1I.
A. tradeB. stronger, wealthierC. technology
1. maps2. astrolabe, compass, ship design
II.
A. Bartholomeu Dias, Vasco daGama
B. Christopher ColumbusC. Ferdinand Magellan
III.
A. conquistadorsB. Northwest Passage
Guided Reading Activity 1–2
1. an economic system in which moneyis invested in business to make profits
2. Merchants borrowed money for over-seas trading venture because therewas a great deal of time betweenwhen the ships set off and when theyreturned and paid off the investment.
3. Banks began issuing banknotes andchecks and changing money.
4. Individual investors in the companyshared profits and risks, but couldonly lose the amount they invested if the venture failed.
5. Entrepreneurs combined money,ideas, raw materials, and labor tomake goods and profits.
6. that a nation becomes powerful bybuilding up its supply of bullion(gold and silver)
7. by exporting more goods than itimports
8. Colonies would supply goods thehome country did not have, so thehome country wouldn’t have to buythose goods from other countries.
9. an exchange of people, goods, tech-nology, ideas, and even diseases fromone continent to the other
10. Spanish settlers first used NativeAmericans on their West Indies plantations, then replaced them with enslaved Africans. Eventuallymillions of enslaved Africans werebrought to the Americas.
Guided Reading Activity 1–3
1. F The ancient Greeks developed philosophy because they believed the human mind could understandeverything.
2. T
3. T
4. T
5. T
6. F This period is called the Renaissance.
7. F Puritans wanted to purify theAnglican Church of its Catholicbeliefs and rituals.
8. T
9. F John Lock argued that governmentwas based on natural law, where gov-ernment guaranteed rights to thepeople and the people agreed to begoverned.
10. T
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Content Vocabulary Activity 1
1. T
2. T
3. F Mercantilism
4. T
5. F Columbian Exchange
6. F entrepreneur
7. T
8. T
9. T
10. F Capitalism
11. F pueblo
12. T
13. T
14. T
15. F Northwest Passage
16. T
17. T
18. T
19. F covenant
20. T
21. F philosophe
22. F joint-stock company
Academic Vocabulary Activity 1
A.
1. way of life
2. creation of something
3. help
4. provide funds
5. money
6. sell goods abroad
7. strive to gain
8. important paper
9. written agreement
10. large
B.
1. g
2. b
3. f
4. a
5. c
6. d
7. e
Analysis Skills Activity 1Answers will vary but should be
similar to:
Practicing the Skill
1. The Hebrew Bible describes acovenant, or binding agreement,between God and the Jews. If theJews follow God’s law, they wereassured of God’s protection. In theMiddle Ages, nobles were required to be faithful and, in return, the kingwould protect them. The MagnaCarta of 1215 was an agreement thatlimited King John’s power in returnfor the loyalty of his nobles. In the1500s, John Calvin wrote that congre-gations should not be ruled by the
Table of ContentsAnswer KeyAnswer Key
55
king or bishops, but should agreeamong themselves as to who shouldbe their minister or elders. In 1690,John Locke suggested that govern-ment was answerable to the people.He believed that government wasbased on a social contract that was anagreement between the ruler and thepeople. This evolving idea of bindingagreements and limits on govern-ment changed peoples’ perception ofthe rights of people to have a say intheir government. When Europeanssettled in North America, theybrought these ideas with them anddeveloped even stronger ideas aboutself-governance that would help leadto the American Revolution.
2. The printing press was developedduring the Renaissance. It helpedspread the ideas of scholars, scien-tists, and dissenters like MartinLuther. It also allowed the Bible to beprinted and read more widely, allow-ing people to interpret its meaningfor themselves. This helped develop a culture that was open to using reason to interpret the world. TheEnlightenment writers and philoso-phers like Locke, Descartes, Bacon,Voltaire, and Rousseau would nothave had as large an impact if theirideas could not be widely spread to an audience willing and able toconsider their ideas.
Applying the Skill
1. Scholasticism is most closely associ-ated with Thomas Aquinas, a Catholicpriest. During the 1200s, Aquinasused reason to explore questions offaith. He believed that the ancientGreek philosophers would haveagreed with a great deal of Christian
teachings trying to reconcile therationalism of Aristotle with the faithof Christianity.Aquinas also wrote about govern-ment, arguing that there is a naturallaw that guarantees certain rights to people. These include the right to live, to learn, to worship, and toreproduce. Aquinas warned that government should not take awaythese rights. Although the articula-tion of what rights were guaranteedchanged over time, Aquinas helpedgive the idea of natural rights forceand legitimacy at the time.
2. In 1690, John Locke wrote about hisinterpretation on the role of govern-ment and the rights of citizens. Usingthe theory of natural law, Lockeargued that people were born withcertain rights: the right to life, the rightto liberty, and the right to own prop-erty. To Locke, government existed toprotect these rights. Government wasgiven power because of the socialcontract between the people and government. If the government triedto take away any of these rights, thecontract was broken and the peoplehad the right to revolt. Locke’s argu-ment was built on the English tradi-tions of the Magna Carta and the Billof Rights that ensured a limited andrepresentative government. WhenEnglish colonists came to NorthAmerica, they brought these traditionswith them and created assemblies forself-governance. When Britain exertedauthority over trade and commercethat the colonists felt overstepped thebounds of the limited government,they drew on the same traditions thatLocke had argued in his writings.Locke’s writings were seen as political
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truths by the colonists and as justify-ing their rebellion.
Universal Access Activity 1
1. Most enslaved people bound for theAmericas came from West Africa.
2. Students’ answers may vary. Onepossible explanation: West Africa iscloser to the Americas than Central or East Africa, so it was easier andcheaper to transport slaves from thispart of the continent.
Reading Skills Activity 1
Practicing the Skill
1. Improvements in shipping technology
2. ShippingTech.com
3. Possible answers include that youcan type a general topic word in thesearch box at the top of the page orthat you can click on any of the linksin the bulleted or underlined text.
4. Possible answers include that youcan type a specific topic word in thesearch box at the top of the page orthat you can click on a specific link inthe bulleted or underlined text.
5. On this page, the word “New” is setapart from the other text by specialartwork—a star.
Applying the Skill
1. Answers will vary. Students shouldscan the page and find the maintopic, possibly the title of the page.
2. Answers will vary. Students shouldscan the page and find the sponsor ofthe site.
3. Possible answers include that youcan scan for a search box on the pageto type in a general topic or click on alink that suggests a connection to thegeneral topic.
4. Possible answers include that youcan scan for a search box on the pageto type in a specific topic or click on alink that suggests a connection to thespecific topic.
5. Students will scan the page, lookingfor clues that set a topic apart or oth-erwise indicate a new or exciting topic.
Language Arts Activity 1
Practicing the Skill
Students’ summaries will vary butshould include all important informa-tion. Following is a possible answer:
Columbus believed that three or fourtowns should be established on theIsland of Espanola; each town shouldhave a mayor, a notary, and a church.Only colonists who have “taken outcolonists’ papers” and built housesshould be allowed to collect gold. Thecollection of gold should be closely regu-lated by the authorities, particularly toensure that the king and queen receivetheir proper share. A certain amount ofgold should also be set aside to buildmore churches. Columbus also suggestedthat searching for gold should happenonly during certain times of the year, toensure that other necessary work of thecolony be accomplished.
Applying the Skill
Students’ comments will vary.
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Writing Activity 1
Practicing the Skill
1. (a) This sentence presents a generalstatement that explains what theother sentences are about.
2. (b) This sentence does not relate tothe main idea, which is about howdisease played a role in the Spanishconquest.
3. (c) and (d) These sentences expandon the main idea with details of howdisease played a role in the Spanishconquest of the Americas.
Applying the Skill
Answers will vary but shoulddescribe the technology and give detailsabout how it affected exploration.Sample answers:
1. Mapmakers were able to make moreaccurate land and sea maps throughthe use of information from explor-ers’ reports and Arab geographers.These maps charted parts of theworld beyond Europe. They includedthe direction of ocean currents andlines of latitude.
2. Better instruments were developedfor navigating the seas. Sailors coulduse an astrolabe, which measures theposition of the stars, to determinetheir latitude. They also used thecompass to determine their locationwhen they were far from land.
3. Advances in ship design allowedshipbuilders to build sailing vesselscapable of long ocean voyages. Thethree-masted caravel, developed bythe Portuguese, sailed faster and car-ried more cargo and food suppliesthan earlier ships. It also could float
in shallow water, which allowedsailors to explore inlets and sail theirships up to the beach to make repairs.
Time Line Activity 1
1. Columbus made four voyages.
2. Cortés invaded Cuba and Mexico.
3. Ponce de León
4. Pizarro conquered the Inca.
Critical Thinking Skills Activity 1
Practicing the Skill
1. The map shows the Native Americanpopulation density in different partsof North America.
2. Central America, southern Mexico,and the Caribbean
3. the northern part of North Americaand certain patches in the central partof the continent
4. In general, population density on the west coast was higher than on the east coast. There was a fairly high population density all along the west coast in the area that is nowthe United States. The east coast hada couple of centers of high populationdensity in the southeast and in themiddle Atlantic region of what isnow the United States, but the rest ofthe east coast had a fairly average tobelow average density.
5. In general, the population density washigher along the coast and lower in theinterior. In the northern areas of thecontinent, population was low alongboth the coast and in the interior.
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Applying the Skill
1. D
2. A
3. C
Chart, Graph and Map Skills Activity 1
Practicing the Skill
1. The time span is 1480 to 1530. Thetime intervals are 10 years.
2. Columbus
3. Da Gama began in 1497 and reachedCalicut in 1498.
4. Da Gama and John Cabot
Applying the Skill
1. The four items should be added tothe time line in the appropriate boxes.
2. The time span is 1515 to 1615. Thetime intervals are 20 years.
3. Three years—he left in 1533 andarrived in 1536.
4. The Hudson River
Geography and History Activity 1
1. People’s perceptions of regions areinfluenced by their experiences, bythe knowledge they have about aland and its people, and by politicalmotivations or restrictions.
2. Spanish: mineral wealth—gold andsilver; French: furs; English: rich landfor farming
3. Discovering the mild climate and rich soil in Virginia, the English wereeager to set up agricultural colonies
that could supply the homeland with food.
4. Since the French traders were inter-ested in the fur trade, they lived anomadic life similar to the NativeAmericans. The English were moreinterested in farming. They estab-lished well-defined communities.
Economics and History Activity 1
1. Students’ answers will vary butshould show an understanding thatwithout being aware the Americasexisted, a westward route seemedquicker and less risky than travelingalong the Mediterranean coast oracross the Middle East.
2. Students’ answers should reflectColumbus’s goal to appear that hehad found islands of great wealth.
3. Students should show an under-standing of the attraction an islandwith gold would have for investors in Spain.
4. Students’ answers should reflect anunderstanding that a plentiful andeasily attained labor force was ofgreat value to Spain, so timid andstrong people would be very helpful.
5. Students’ answers should reflect theidea that investors saw the WestIndies as islands of great profit.
6. Students’ answers will vary butshould include the idea that Euro-pean investors and rulers saw theWest Indies as a new source of profitbecause of its cheap labor force andpromised riches in gold and spices.
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Citizenship and Service Learning
Activity 1
Questions to Consider
1. Answers may vary but may mentionthe desire for wealth and power orstatus in European society.
2. Entrepreneurs provide products orservices to fill a need. They providejob opportunities. Student may men-tion that entrepreneurs are partlyresponsible for our high standard ofliving in the United States.
3. Student responses will vary but couldinclude such entrepreneurs as BillGates, Donald Trump, Mary Kay, orTed Turner.
Your Task
Students should complete theCitizenship and Service LearningActivity Task by working individually orin a group as directed in the How to DoIt section. At the end of the project, havestudents review their work by discussingdifficulties they may have faced duringthe project and how they resolved thosedifficulties. Encourage students toexplain how they would improve theirwork if they did this project again.
Step Into American History Activity 1
Answers to Simulation Sheet 1
1. France, Spain, Portugal, and theNetherlands
2. About 2,000 miles
3. Answers will vary but may include A. grains, vegetables, cooking oil,
dried meat, waterB. hats, coats, gloves, shirts, pants,
boots, blankets
C. saws, axes, shovels, hammers,anvils, pots and pans, guns,ammunition, bullets, compass,measuring instruments
D. writing materials, pens, paperE. books, games, mapsF. chickens, pigs, cows, horses
4. Answers will vary, but goals mightinclude to establish a colony that cansupport itself, to find and develop thearea’s resources, and to begin tradewith England.
5. Answers will vary but may includestorms at sea, a harsh climate at thecolony, lack of proper shelter, diffi-culties with the Native Americans,disease, Spanish or French hostility,homesickness, and a shortage of supplies and possible starvation.
Answers to Simulation Sheet 2
1. Answers may vary but could includethe following:
Northeast Coast: fish, furs, lumber,wool
Southeast Coast: pitch and pine tarand agricultural products like corn,potatoes, tomatoes, and beans
Interior: furs, lumber, and iron ore
2. Answers will vary but could includethe following:
Special privileges: a tax break oninvestments in colonial trade or aspecial association with King Jamesand his advisors that could result inincreased business
Potential rewards: Valuable tradegoods. Also, King James will ensure a monopoly free from local compe-tition, and tariffs can protect localindustries from foreign competition.
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3. Answers will vary but could includethe following information:
France has claimed vast lands inNorth America. France hired an Italian, Giovanni da Verrazano, to map the east coast. Cartier hasexplored the St. Lawrence River area. The French are establishing afur trade in the region and sendingmissionaries among the Indians.Spain started exploration in theCaribbean and continued to explorethrough South America. They arenow in the Southwest setting up mis-sions and occupying territory fromFlorida to California.
Biography Activity 1A
1. He sailed for Spain and Portugal.
2. He supplied ships for long voyages.
3. He sailed along the coast of SouthAmerica.
4. He guided his ships by calculatinglongitude.
5. Vespucci was convinced he hadexplored a new continent, whereasColumbus thought he had reachedAsia.
Biography Activity 1B
1. Adam Smith’s first book was The Theory of Moral Sentiments.
2. It spells out economic principles thatapply today.
3. “Laissez-faire” refers to a “hands-off”policy for government regardingbusiness.
4. France and other European nationswere influenced by The Wealth ofNations.
5. It appeals to Americans because itserves as an outline for the economicsystem under which we live today,and because it opposes governmentinterference in business.
Primary Source Reading 1
1. They give the Aztecs health, water,good harvests and weather, and vic-tories over their enemies.
2. One is the god of war, another is incharge of people’s souls in the after-life, and the third is the god of sow-ing and ripening.
3. He calls them devils and evil things.
4. The Aztecs must offer worship andsacrifice, by which Montezumameans human sacrifice.
5. Answers will vary. The gold and pre-cious stones show that the gods arevaluable. The bow and arrows indi-cate war, and the snakes and bearsymbolize fierceness, bravery, anddeadliness. The necklace of faces andhearts around the neck of the god ofwar probably indicates that this goddefeats the enemy. The wood of theharvest god and its being half lizardsymbolize the connection to nature.
American Literature Reading 1
1. Virtue2. Because wisdom was higher than
fools could reach—Wheatley believedshe was not wise enough to fullyunderstand Virtue.
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3. She need not despair because eventhough she could not fully under-stand Virtue, Virtue hovered abouther, guiding her and teaching her and leading her toward endless lifeand bliss.
4. Virtue would embrace her, help herbe pure, help her resist false joys, andguide her to endless life (she wouldlive on after death) and bliss.
Interpreting Political Cartoons
Activity 1
1. The heroic, conquering stance ofColumbus; the way he is the focus ofthe picture; and the armor, cross, andSpanish flags all show this event isvery important.
2. The cartoonist copies the compositionof the painting. All the main charac-ters have the same poses, flags are inthe same positions, and the trees arein the same position.
3. The people who have landed arespace aliens. The cartoonist usesthem because they are to modernpeople what Columbus was to Native Americans.
4. People are cowering and running infear. The cartoonist is pointing outthat we have a different perspectiveon events when they happen to us;and that because we know the resultsof Columbus’s landing and how itaffected Native Americans, weunderstand what the aliens intend to do.
5. The cartoonist is not commenting onColumbus, but rather on how peoplehave interpreted Columbus. Themain point is that historical events
look different when they are not serv-ing one’s interests. We should rethinkthe landing of Columbus with thisidea in mind.
6. Answers will vary, but studentsshould explain how the cartoonistshave expressed their points of view.
Case Study 1
Sheppard v. Maxwell, 1966
1. The pretrial publicity and the circusatmosphere made it impossible forSheppard to receive a fair trial, thusdepriving him of his due processrights protected by the FourteenthAmendment.
2. The Supreme Court said that the trialjudge might have prevented lawyersand others from discussing certainaspects of the case, might have warnedthe press about publishing materialthat had not been part of the court’sproceedings, might have shielded thejury from the onslaught of press cov-erage, and might have asked localofficials to regulate the disseminationof information by their employees.
3. Students’ answers will vary. One pos-sible answer is that a truly profes-sional reporter probably would have welcomed the Court’s decisionbecause the responsibility of the pressis to publish facts about a trial, not to focus on the sensational aspectssurrounding a high-profile case. Areporter only interested in publishingsensational stories would probablyhave resented the decision.
4. Students’ answers will vary. Somestudents may say that televising trialshelps to educate the public about the
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justice system. Others may say thattelevision can increase the public’sinterest in a trial to the point thatpublic reaction might influence theoutcome and, therefore, the fairnessof a trial.
5. Sheppard’s second trial was probablyconducted in a more orderly,restrained fashion.
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