European Expansion History Textbook PDF

1 Inhoud Chapter 1 - The European expansion begins............................................................. 3 Questions chapter 1................................................................................................ 8 Chapter 2. Prosperity and well-being........................................................................ 19 Questions for chapter 2......................................................................................... 22 Chapter 3 America before Columbus & Spaniards and Portuguese in America....... 24 Questions chapter 3.............................................................................................. 33 Chapter 4. The world broken down by level of development.................................... 45 Questions for chapter 4......................................................................................... 46 Chapter 5 - The Netherlands and Europe................................................................. 49 Questions chapter 5.............................................................................................. 53 Chapter 6 - Inequality in rich and poor countries...................................................... 60 Questions for chapter 6......................................................................................... 63 Chapter 7 - Europe and the world............................................................................. 65 Questions chapter 7.............................................................................................. 73 Chapter 8 - globalisation........................................................................................... 82 Questions for chapter 8......................................................................................... 87 Chapter 9 - Urban culture in the Netherlands (extra)................................................ 89 Questions chapter 9.............................................................................................. 91 Chapter 10 - The Netherlands: wealth on the edge of Europe.................................. 93 Questions for chapter 10....................................................................................... 96 Keyterm List.............................................................................................................. 98 Chapter 1.............................................................................................................. 98 Chapter 2.............................................................................................................. 98 Chapter 3.............................................................................................................. 98 Chapter 4.............................................................................................................. 99 Chapter 5.............................................................................................................. 99 Chapter 6.............................................................................................................. 99 Chapter 7.............................................................................................................. 99 Chapter 8............................................................................................................ 100 Chapter 9............................................................................................................ 100 Chapter 10.......................................................................................................... 100 2 Chapter 1 - The European expansion begins Learning goals In this paragraph you will learn why Europeans started making overseas journeys of discovery. In this paragraph you will learn how the Portuguese became active in South Asia and East Asia. In this paragraph you will learn how Columbus discovered America. In this paragraph you will learn how more Europeans joined the European expansion. Cause of the journeys of discovery Rich goods from Asia were known in Europe for centuries. In antiquity, merchants already brought silk, perfume, gemstones, spices and other luxury trade goods from China and the Indies, as Southeast Asia was called in Europe. Over land, merchants in Asia travelled in groups for their own safety. They sold their products in cities along the trade routes, after which other merchants took those further along the route. The prices increased because of the large distances. Eastern merchandise was extremely expensive in Europe. In the 13th century, Europeans travelled to the Far East themselves for the first time and wrote books about it, such as Marco Polo in 1298. But from the 15th century onwards, it became more difficult for Europeans to trade with Asia via the Mediterranean Sea. Because of their desire for wealth, they started looking for other trade routes. Portuguese to Asia The Portuguese started sailing down the Atlantic Ocean. They traveled south along the coast of Africa. Step by step, they managed to get further and further on their journeys of discovery. In Ghana, they built the fort Elmina, the first European building south of the Sahara (source 1). Source 1. In 1482 Portuguese built the fort Elmina in Ghana. 3 From this trading post, they bought gold and slaves from African monarchs. This was the start of the European expansion, the increase of European activities outside of Europe from around 1500 onwards. The knowledge of the Portuguese increased the further they got. With the compass and other tools, they were able to find their way across the sea better and better (source 2). Source 2. Compass from around 1500. The Portuguese king hired scientists for this, such as the German Martin Behaim, who made the oldest globe in existence in 1492 (source 3). Source 3. America is missing on Behaim’s globe from 1492. 4 In 1488, the Portuguese reached the southern point of Africa. In 1498, the Portuguese Vasco da Gama was the first European to sail around Africa to Asia (image 10) Source 4. Vasco da Gama (Boccaro, 1614) He reached the port city of Calicut in India. There, he saw men with long beards and braids who did not eat beef. He was excited they called their god Christ, at least that is what he heard. They actually talked about Krishna, a god from Hinduism, a religion with a lot of followers in India. It did not take long until Portuguese traders arrived with war ships with cannons. They chased off their Arab competitors (persons that want the same thing) who had traded in India for a very long time. In 1511, the Portuguese reached the south-east tip of the Asian mainland. From there, they sailed to the Maluku Islands where the valuable cloves and nutmeg appeared came from. Then the Portuguese also travelled to China and Japan. They founded trading posts along the African and Asian coasts from where they brought products to Lisbon (source 5). 5 Source 5. Lisbon (De Bry 1593). Spaniards to America While the Portuguese tried to sail to Asia along Africa, Christopher Columbus was ordered by the Spanish king and queen to find a route westwards. The Spaniards had already founded a colony off the western coast of Africa on the Canary Islands. From there, Columbus sailed across the Atlantic Ocean in 1492. Within a month, he discovered land. Columbus thought he had arrived in the Indies, which is why he called the indigenous inhabitants Indians. In fact, he reached a continent that was unknown in Europe at that time: America. After the first journeys of discovery, Spain and Portugal divided the world trade: the Spaniards focused mainly on America and the Portuguese focused on Africa and Asia. 6 More Europeans to Southeast Asia At the end of the 16th century, more Europeans participated in the European expansion. The Dutch looked for a north-eastern route first. They believed they could reach East Asia by sailing around Russia. This would be shorter and they would not meet any hostile Portuguese. But these attempts failed. By that time, English, Danish and French did reach East Asia via southern routes. In 1595, the Dutch also tried to do this. Amsterdam merchants paid a fleet of four heavily armed ships led by Cornelis de Houtman. He used the information a Dutch spy in the service of Portugal had collected. To stay out of the way of the Portuguese, the Dutch looked for a direct route to Indonesia from South Africa. After a hard journey, they reached the busy port city of Bantam on the Indonesian island of Java in 1596 (source 6). Source 6. De Houtman at the harbour master of Bantam in 1596 (Groenewegen, 1900). The Portuguese had a trading post in Bantam, but they could not prevent the Dutch from landing there. The Dutch were amazed with what they saw at the city’s markets. Not only could they buy spices, but they could also buy porcelain and silk from China, swords, gemstones, turtles and even elephants. The trade did not become a success because of De Houtman’s rudeness. He returned to Amsterdam after a journey of 2.5 years with a little bit of pepper. 160 of the original 250 crew members had died. But the way to the Indies had been found. Soon, more ships left for the East. They returned with ships filled with spices. That is how the Dutch also joined the European expansion at the end of the 16th century. 7 Source 7. The Dam in Amsterdam in 1604 (Van Nieulandt, 1633). Questions chapter 1 Question 1 Use the text ‘Causes of the journeys of discovery’. A. Spices came from the Indies. Which area was called this way? 8 The Arabs brought nutmeg and cloves from the Maluku Islands (M) to Alexandria (A). On the map above you can see their route. B. Where did the traders come by who brought spices from Alexandria (A) to Venice (V)? C. What made the Eastern merchandise very expensive? D. Tick the correct causes of the journeys of discovery to India. A. At first, the Europeans hardly knew anything about East Asia. B. Europeans wanted wealth through trading merchandise from Asia. C. Trading via the Mediterranean Sea was difficult because of the Ottoman expansion and piracy. D. Merchants travelled in groups for their own safety. Question 2 (support 1) Use the text ‘Mankind and the world’. Mention an important consequence of the decline of the Mediterranean Sea trade. 9 Question 3 Use the text ‘Portuguese to South Africa’ and source 1. A. What goal did the Portuguese have during their first journeys of discovery? B. Source 1 shows an example of European expansion. Explain this. C. Use source 2. Fill in the correct wind direction and complete the sentence. 1. A compass has an arrow that points... 2. which means at sea you can see... D. What goal did the Portuguese have with their journeys of discovery from 1481 onwards? Question 4 A. Use the text 'Portugese to Asia'. Where did the Portuguese visit when they discovered the route from Lisbon (L) to India (I)? B. What mistake did Vasco da Gama make regarding Hinduism? C. How did the Portuguese deal with their Arab competitors in India? D. The Portuguese journeys of discovery were a success. Explain this using an example. 10 Question 5 Use source 8. Tick the correct statements. Source 8 can be used to prove that, in around 1500: A. Arab merchants near India had trouble with Portuguese. B. The Portuguese wanted to conquer India. C. The Portugues used violence in their expansion in Asia. D. The Portuguese forced Asian monarchs to trade. Source 8 From a Spanish report (1504) On 11 September we waited for the Arab ships at Cape Delhi to destroy them so only the king of Portugal could get the spices. Afterwards we conquered a ship from Mecca containing 380 men, women and children. We seized the merchandise and no less than 12,000 ducats and burned the ship along with all the people.On 20 October, we landed at Cananore. The king greeted us with a great display and brought along two elephants and animals that are unknown to me. We bought all sorts of spices there. From: E.M. Janssen Perio, Een nieuwe wereld, Baarn 1994. Question 6 (support 2) Use the text ‘Portuguese to South Africa’. Who started the European expansion and which route did they take? Question 7 (support 3) Use the text ‘Portuguese to South and East Asia’. A. Which coastal areas in Asia were reached by the Portuguese? B. Which activities did the Portuguese start with in these areas? Question 8 Use the text ‘Spaniards to America’. A. Columbus thought in 1492 that he had arrived in India. Give an explanation for this. 11 B. Use the image above. Fill in the letters (A-K) from the image. 1 royal flags 7 Native Americans 2 Columbus 8 parrot 3 captains with banners 9 basket with pineapple 4 crossbowmen 10 palm trees 5 lance bearer 11 indigenous canoe with coconuts 6 Spanish ships C. What was the consequence of the Treaty of Tordesillas? Question 9 (support 4) Use the text ‘Spaniards to America’. Complete. Columbus travelled in..1.. service in..2.. direction across the..3.. Ocean and then discovered..4... Question 10 Use the text ‘More Europeans to Southeast Asia’. A. In 1580 the Dutch decided to go to the East in their own journey of discovery. Give two motives for looking for a north-eastern route. B. Complete. 12 Three other people who joined in the European expansion in Asia were..1.. ,..2.. and..3... The first Dutch people arrived in Indonesia in..4.. in the year..5... Question 11 Use source 3. A. Tick the correct statements. A. The German Behaim created the globe before Columbus’ journey. B. The globe shows that Europeans knew the world was round before Colombus’ journey. C. The globe shows that Europeans knew America existed before the Columbus’journey. D. The globe shows that Colombus had the same world view as Behaim. B. Use source 6. Describe the attitude of: 1. De Houtman... 2. the harbour master... C. Use source 7 and complete. In 1604 the economy in Amsterdam was doing well. You can tell by... Question 12 Use the text ‘The story of the winter at Nova Zembla’. The story of the winter at Nova Zembla In 1596, Dutch people led by Willem Barentsz went looking for a north-eastern route to Asia. Far north of Norway, they sailed east. They became stuck in the ice at the island of Nova Zembla (Novaya Zemlya). They had no other choice but to spend the winter there. In the biting cold, the sixteen crew members used planks from their ships to build a hut, which they called ‘Het Behouden Huys’ (The Safe House). They got meat and furs by hunting Arctic foxes and polar bears. When the ice thawed in June 1597, they returned in two rowboats they built themselves, because their ship was still stuck in the ice. In November, twelve survivors reached the Netherlands. Barentsz did not survive the harsh trip back. 13 ‘Het Behouden Huys’ at Nova Zembla, 1596-1597 (Isings, 1950). In 1596 kwam het schip van kapitein Willem Barentsz vast te zitten in het ijs bij Nova Zembla. Officier Gerrit de Veer hield een dagboek bij van de reis. Daarin vertelt hij onder meer hoe de bemanning erin slaagde om tijdens de gruwelijk koude poolwinter in leven te blijven. Op 26 september waaide er een westenwind bij een open zee [zonder ijs], maar het schip bleef net zo vast liggen als eerst, zodat wij er meer verdriet dan vreugde van hadden. Maar het was Gods werk, waar wij in moesten berusten, en we begonnen het huis helemaal dicht te maken. Het ene deel van de bemanning haalde brandhout en het andere was aan het timmeren en met het huis bezig. Wij waren toen nog met zestien mensen in aantal, want onze timmerman was gestorven en van ons aantal van zestien was er van tijd tot tijd ook nog iemand ziek. Op 27 september stond er weer een harde wind uit het noordoosten. Het vroor zo geweldig, dat als we een spijker in de mond namen (zoals mensen bij het timmeren gewend zijn), dat het vel eraan vast bleef zitten als je hem weer uit de mond nam, zodat het bloed eruit liep. Op dezelfde dag zagen we een volwassen ijsbeer met een jong en toen we met zijn allen naar huis liepen (want we durfden niet alleen te gaan) gingen we erop af om hem te schieten, maar hij ging er vandoor. Er kwam weer een massa ijs aan drijven en het was prachtig helder en zonnig weer, maar zo geweldig koud dat we moeilijk konden werken. Maar de grote nood waarin we verkeerden, deed ons volhouden. 14 Gerrit de Veer, ‘Waerachtighe beschryvinghe van drie seylagien, ter werelt noyt soo vreemt ghehoort’, Amsterdam (1598). Geraadpleegd op: https://www.dbnl.org (7 juli 2018). A. The search for a northeastern route to Asia led by Willem Barentsz got stuck on Nova Zembla. Give an explanation for this. B. Winter at Nova Zembla is presented as a historical act of heroism in stories and films. Explain how you feel about this. Question 12 (support 5) Use the text ‘More Europeans to Southeast Asia’. Complete. Later the English, Danish, French and Dutch also used the..1.. sea routes to Southeast Asia. The searches for a..2.. route failed. The first Dutch people reached Indonesia in..3... Question 12 (challenge 1) In this exercise, you will critically assess sources. Use source 9 and 10. Imagine you are researching the question: What attitude did Columbus, the Spaniards and the Native Americans have with respect to each other? A. Use source 9. Fill in the correct years. Columbus wrote in his log every day during his journey in the years..1.. -..2... A translation of this was published in Utrecht in..3... B. Use source 10 (by the artist from Liège De Bry). Fill in the correct years and place names. The image is about an event in..1... It was first published in Frankfurt in..2.. and again later in Amsterdam in..3... C. According to this source, what was: 1. the attitude of Columbus and the Spaniards? 2. the attitude of the Native Americans? (Note the two different groups.) D. Which of the two sources do you feel is most reliable for the research question? Explain your choice. Source 9 From Columbus’ log 12 October 1492 – After we had officially taken possession of the island, people started coming to the beach. Men and women, all of them naked. They are friendly people, they don’t carry weapons and they don’t know iron. I would like these natives to take 15 a friendly attitude towards us because I realise that it would be easier to free them and convert them to our holy religion through love than through violence. That is why I gave red hats to some and beads to others. They put the beads around their necks, along with some other cheap things I gave them. They had a lot of fun doing this and they became miraculously friendly. They traded and gave everything they had in good faith. Still, I get the impression that they have few possessions and are poor in all respects. I warned my men to accept nothing without giving something in return. In the afternoon the inhabitants came to us swimming or in boats carved from single logs. They brought with them parrots, balls of cotton thread, wooden spears and many other things, including a dried leaf (tobacco) which was very valuable to them. In return for these things we gave them glass beads and little bells. From: R. Fuson, Het scheepsdagboek van Christoffel Columbus (1492-1493), Utrecht 1991. Source 10 An image from 1594 From: T. de Bry, Grote reizen (Frankfurt 1594), Amsterdam 1979. Question 13 (challenge 2) This exercise is about facts and fabrications (skill 4). Use source 11. Source 11 The round earth The popular idea that before 1492 people believed the earth was flat was caused by the book A History of the Life and Travels of Christopher Columbus (1828) by the American Washington Irving. This biography was seen by many as an academic 16 work. The book contains a largely made up report of the meetings of a committee that looked into Columbus’ proposals by order of the Spanish king and queen. Irving wrote that the more ignorant and foolish committee members objected against Columbus’ statements that the earth was spherical. But the discussion was not about the shape of the earth, nor the idea that going west would eventually lead to Japan and China, but about the power of European ships to go so far out on the open seas with enough food and water. The Spanish scholars believed that the distance to the east coast of Asia might have been much further than Columbus calculated. He estimated the distance to Japan to be about 5000 km, while in reality it was about 20 000 km. From: Wikipedia (01 June 2018). A. What fabrication is the source about? B. Who made this up and when? C. This fabrication was later passed on by many other people. Think of an explanation for this. Final Question 14 Use source 12. Source 12. The northern route Television crews from the whole of Europe recorded how the freighter Yong Sheng entered the port of Rotterdam. It was the first commercial trip through the northern route: thanks to global warming the ship can sail to Rotterdam via the Arctic Ocean. The route can be sailed from spring until autumn when the ice is thin enough to make a shipping route. The route is 15 000 kilometres, takes 35 days and can be an important alternative for the shipping route between China and Europe via the Suez canal that takes 48 days. Because of the high costs of this canal and the danger of piracy in the Pacific Ocean shipping companies sometimes even prefer the route around South Africa. From: nrc.nl, 10 September 2013 (1 June 2018) 17 World map with three routes from China to Rotterdam. A. Source 12 describes three routes. Which descriptions fit the three given routes on the map? Cite a picture element for each route. B. Explain why the northern route is possible now, but not in the past. C. Explain why some shipping companies choose the long route around South Africa? 18 Chapter 2. Prosperity and well-being Learning goals: I can identify basic indicators of prosperity, such as GDP per capita and life expectancy. I can describe what purchasing power means and how it can differ between countries. I can list the primary, secondary, and tertiary job sectors. You order a Big Mac. ‘That’ll be €3.50.’ Expensive? Actually, it’s not too bad. In Switzerland, they charge three euros more. If you really want to eat a cheap burger, you should order one in Venezuela. ‘That’ll be 66 cents.’ In this section you will learn how to measure differences in prosperity. The price of a Big Mac is a clue. Measuring prosperity What is the richest country in the world? In which country do people have the lowest incomes? Three ways to measure this are: 1. gross domestic product per capita (GDP per capita) of the population. This is everything that is earned in one country in a year divided by the number of inhabitants. So that we can compare countries, GDP is expressed in dollars or in euros. GDP per capita is around €41,000 in the Netherlands and only €725 in the African country of Niger. 2. well-being. The GDP per capita tells us something about a country’s prosperity. But it doesn’t say much about well-being. Well-being refers to the living conditions of the people. You measure well-being by looking at: a. life expectancy. This involves looking at how old people who are born now will become on average. In the Netherlands this is around 81 years, but in Niger people only live to an average age of about 53. Life expectancy levels are closely related to a country’s hygiene, health care and food situation. If an area doesn’t have clean drinking water and health care is poor, young children in particular are more likely to die. Understandably, this reduces life expectancy considerably. b. purchasing power. You already saw when buying your Big Mac that the prices between countries can vary enormously. It therefore makes more sense to use purchasing power than GDP per capita. c. literacy rate. This tells you how many people over the age of 15 can read and write. In many poor countries, part of the population is illiterate. We therefore use these three factors to measure a country’s well-being (Figure 1). In 2016, Norway was the front-runner, the Netherlands was third and Niger last. 19 Figure 1: Wellbeing. 3. The third and final way to measure prosperity is to look at the distribution of the labour force, which is all the people who do paid work, plus the unemployed. The work that people do is divided into three sectors. Figure 2 shows the link between a country’s prosperity and the distribution of the labour force. Figure 2: Prosperity and the distribution of the labour force. 20 Work in sectors Primary sector (agriculture) The primary sector includes all occupations in which people get something from nature. Most people in the primary sector are farmers. They use the soil and plants to produce food. But the primary sector is more than just agriculture. It also includes fishers and hunters. And there are also companies that extract coal, oil, natural gas or ore from the ground. In the Netherlands there are many companies that extract sand, clay and gravel from rivers. They are also part of the primary sector. Secondary sector (industry) In the secondary sector, people and companies process the products from the primary sector. Mostly, this includes all factories, whether they make frozen pizzas or agricultural machinery. That is why the secondary sector is also called industry. People who make things outside factories are also part of the secondary sector. Examples are bakers, construction workers and furniture makers. Tertiary sector (services): All people who provide a service belong in the third or tertiary sector. These are people who don't make something tangible, something that you can hold. In the Netherlands, the vast majority of people work in this sector. This includes teachers, doctors, lawyers, truck drivers, advertisers, shop staff and ICT staff. Sectors in the Netherlands The distribution of the sectors in a country tells you how prosperous that country is. In rich, western countries, most people work in the tertiary, or service sector. In developing countries, almost everyone works in agriculture and therefore in the primary sector. In countries such as China, Korea and India, the industry sector has grown considerably over the past 20 years. In those countries there are now many people working in all three sectors. Watch the following video: https://schooltv.nl/video-item/werken-in-sectoren- wie-werken-er-mee-aan-de-productie-van-een- pizza#q=werken%20in%20sectoren 21 Figure 4: The main activities in a sector. Questions for chapter 2 Answer the following questions and Questions in your exercise book. Write the number of each question in the margin and leave a line after each question. Question 1 a. (T1) What three ways can you use to measure a country’s prosperity? b. (T1) There are 15 million people living in a country. The country had a GDP of 90 billion euros in 2012. What was GDP per capita? c. (T1) What three things do you look at when measuring well-being? d. (T2) What is the difference between prosperity and well-being? Question 2 Watch the following video and answer the questions: https://schooltv.nl/video/geoclips-arm-en-rijk/#q=arm%20 a. (R) The reporter talks about the film about a boy from the slums. What is the title of the film? b. (T1) ‘I think poverty is when you're in a situation where you don't have the basic necessities of life’, says one girl. What are the basic necessities? c. (T1) When you hear the young Dutch people talking about poverty, it is clear that we view poverty completely differently. In your opinion, what are the most striking examples of poverty that they mention? Name two. d. (T2) One of the young people, a girl, is a bit more realistic. What does she think poverty is? e. (T1) How much do the people in Uganda earn per day? f. (I) You have heard different possibilities from the young Dutch people and others about helping a country like Uganda. What do you think would be the most effective way to really help Uganda fight poverty? Explain your answer. g. At Panora Lyceum we are also working on the sustainable development goals (Figure 6). Explain why being able to borrow money from a bank is a good way to combat poverty. h. (T2) Explain why education is also an important requirement for getting out of a situation of poverty. 22 Figure 6 Question 3. (T1) Which term(s) or description(s) belongs to welfare and which belongs to prosperity? Copy the descriptions/concepts in your notebook and write after them whether it is welfare or prosperity. -being able to buy a Big Mac for 66 Eurocents. -not being able to read or write. -GDP/capita -how old people get on average in a country. -access to clean drinking water. -the distribution of the labor force. Question 4. (I) Many children in poor countries, after leaving school, become illiterate again. This happens more often in rural areas than in urban areas. Why does this happen? Question 5 (T2) Write down the numbers of the photos in your exercise book and write down which occupation it is and which sector that occupation belongs to. 23 Chapter 3 America before Columbus & Spaniards and Portuguese in America Learning goals In this paragraph you will learn which types of societies formed in America. In this paragraph you will learn which civilisations there were. In this paragraph you will learn how Spanish explorers got to know America. In this paragraph you will learn how the first journey around the world was made. In this paragraph you will learn how Spaniards conquered areas in America. In this paragraph you will learn how the Spanish conquests took place this quickly. Native American societies A long time ago, the first Native Americans reached America from Asia via Alaska. This happened during the last ice age, when the ocean level was dozens of metres lower than it is now. Over thousands of years, the Native Americans spread across the entire American continent, forming different peoples and cultures. Source 13. Village in Venezuela (Bentley, 1839). Agriculture formed around 8000 BC in Central America and in the west of South America and later also in North America. Because America had entirely different plants and animals than Europe and Asia, the agriculture was different as well. For example, the Native Americans did not have horses, cows and pigs, but did grow tomatoes and corn, which were unknown in Europe and Asia. In 1492, there were probably 100 million people in America, which was more than in Europe. In his travel journal, Columbus wrote that the Native Americans were naked and used little boats 24 they called ‘canoes’. The Native Americans he met had a simple agricultural society. But not all of America had this type of society.In the extreme north there were hunter- gatherers. In the current territory of the United States, there were farmers who combined agriculture with fishing, gathering food and hunting bison and other wild animals (source 14). Agricultural-urban societies formed in the Andes around 3000 BC and in Central America around 1800 BC. Source 14. Bison hunt (19th century). Native American civilisations In Central America, the Mayans had a very advanced civilisation from around 200 AD onwards. Like the ancient Greeks, they lived in dozens of city states that were constantly at war with each other, but did share a common culture. In around 900 AD, the Mayan cities fell. Later, in the Valley of Mexico, the Aztec (Mexica) empire formed, which founded their capital city Tenochtitlan on an island in a big lake (source 15) 25 Source 15. Tenochtitlan around 1500 (Rivera, 1945). Explorers In 1593, Columbus returned to Spain with Native Americans and gold jewellery. He said that he had found a land filled with gold and slaves (source 16). He also said it would not be far to China. That is why queen Isabella and king Ferdinand gave Columbus 1500 men for a second journey. He was ordered to take the discovered areas for Spain and convert the population to Christianity. Columbus made three more journeys to America, but was not very successful. The Spanish king and queen sent more explorers to the West. In the years 1498-1501, Amerigo Vespucci explored the American coasts in the service of Spain. This explorer found out that Columbus had discovered a continent that was unknown in the Old World (Europe, Asia and Africa). Vespucci called it Mundus Novus, Latin for the New World. In 1507, A German drew the continent on a world map. He called it America, the feminine form of Amerigo, ‘because Europa was also named after a woman’. In around 1500, the Portuguese discovered Brazil. On their ocean journey to Asia, they sailed around Africa in such a wide arc, that they reached the Brazilian coast. Source 16. Columbus with Ferdinand and Isabella, Barcelona 1493 (Fleury, around 1850). 26 De Italiaanse ontdekkingsreiziger Christoffel Columbus (1451-1506) voer in augustus 1492 de Atlantische Oceaan op, op zoek naar Indië. Op 12 oktober 1492 kwam er voor het eerst land in zicht. Omdat Columbus dacht in Indië te zijn, noemde hij de inwoners Native Americanen. In zijn logboek schreef hij over hen: Met de bedoeling hun vriendschap te winnen gaf ik hun enkele rode mutsen en glazen kralensnoeren, die ze om hun hals hingen, en ook veel andere kleinigheden. Want ik wist dat het mensen waren die moesten worden bekeerd en voor ons heilige geloof moesten worden gewonnen met liefde en vriendschap in plaats van met geweld. Ze waren zeer verheugd met deze dingen en ze werden bijzonder vriendelijk. Naderhand zwommen ze naar onze boten en brachten ons papegaaien en kluwens katoendraad en speren en vele andere dingen, die ze met ons ruilden voor zaken zoals glazen kralen en belletjes. Ze bleken graag alles te ruilen wat ze bezaten, maar ze leken mij een volk dat het aan alles ontbrak. Ze lopen naakt, zoals hun moeder hen gebaard heeft, ook de vrouwen, hoewel ik alleen maar een heel jong meisje zag. […] Ze moeten goede bedienden zijn en heel intelligent, want ik heb opgemerkt dat ze al snel alles herhalen wat tegen hen wordt gezegd. Ook geloof ik dat ze gemakkelijk tot christen kunnen worden bekeerd, want het lijkt mij dat ze geen godsdienst aanhangen. Als God het wil, zal ik er bij mijn vertrek een half dozijn meenemen naar Hunne Majesteiten, opdat ze kunnen leren spreken. Naar: G. Mak, ‘Ooggetuigen van de wereldgeschiedenis in meer dan honderd reportages’, Vianen (2004). Journey around the world In 1513, a Spanish adventurer made a journey through the jungle of Panama. There, he discovered the Pacific Ocean by accident, which he saw in the distance. This discovery led to new Spanish attempts to reach Asia via the west. Charles V sent a fleet of five ships led by Ferdinand Magellan. Magellan took a Malaysian slave he bought in Asia on another journey as a translator. In August 1519, Magellan and his men left the Spanish port city of Seville. They kept sailing south along the South American coast. After more than a year, they found the southern tip of the continent. They sailed around it through a strait with wild water and dangerous gusts of wind. When they reached the other side, the ocean was calm. That is why Magellan called this ocean west of America pacifico (peaceful). The journey across the giant Pacific Ocean took four months. Eventually, they reached an area where Magellan’s slave could speak Malaysian to the population. This is how they knew they were in Asia. The first contact with the local population was friendly, but when one monarch refused to convert to Christianity, the Spaniards attacked. Magellan was killed in this fight. His men fled westwards. Eventually, one ship returned to Spain via Africa. After three years, the first trip around the world was completed. Later, Spaniards 27 conquered the area where Magellan had died. They named these islands after king Philip II: the Philippines. Conquerors After the Spanish explorers, the Spanish conquerors came to America. These conquistadores wanted wealth, fame and power. They took large parts of Central and South America. The Portuguese conquered Brazil. At first, the Spanish only conquered islands in the Caribbean. For example, Diego Velázquez conquered Cuba in 1511. He waged a cruel war against the inhabitants and forced them to work for the Spaniards. Many of them fled or died of European diseases, which meant that the Native Americans on Cuba all died in a short period of time. Source 17. Meeting between Montezuma and Cortés (Spanish painting, 17th century). From Cuba, an exploration army led by Hernán Cortés invaded Mexico in 1519, where he discovered very advanced civilisations (source 18). 28 Source 18. Cortés on the coast (Native American drawing, 16the century) During his journey, Cortés waged war with a number of city states. Just as he was about to lose, the city states suggested to him to attack the Aztec capital of Tenochtitlan together. In Tenochtitlan, Cortés surprised the Aztec emperor Montezuma and captured him in his own palace. But after Montezuma was killed, Cortés was chased out. He returned in 1521 with more Native American allies. This time they conquered, plundered and destroyed Tenochtitlan. On top of the ruins, they built the Spanish city called Mexico, which became the capital city of the giant colony called New Spain. Cortés’ success inspired others, such as Francisco Pizarro. In Panama, Pizarro heard about a large empire in South America where the gold and silver was for the taking. He went searching and found the Inca empire. The Inca emperor Atahualpa invited Pizarro for a meeting in the city of Cajamarca. On 16 October 1532, Atahualpa was carried to the central square on a sedan chair covered in gold and feathers (source 19). 29 Source 19. Atahualpa and Pizarro in Cajamarca (Inca drawing, 16the century). Pizarro had brought riders and canons. A Spanish priest said that Atahualpa had to subject to the Spanish king and convert to Christianity. When the emperor refused, the Spaniards stormed the square. Thousands of Native American soldiers fled in a panic and trampled each other to death. Atahualpa was captured. To get their emperor back alive, the Incas had to fill a room with gold and silver. When they did, Pizarro had the Inca emperor strangled to death. Explanations How were the Spanish conquests possible? The Incas and Aztecs had much larger armies, but no horses, no steel and no firearms (source 20) 30 Source 20. Conflict between Spaniards and Aztecs (16th century). Sometimes Native Americans made an alliance with the Spanish, to fight together against other tribes. This Native American drawing (source 21) shows an example of that. On the left is the Spanish “conquistador” Cristóbal de Olid (on horseback) with his Native American allies. On the right you see their enemies, some of whom have already perished. Source 21. 31 They were terrified of the roar of the Spanish cannons and the horses, which to them looked like monsters. The Native Americans were also divided. The Incas and Aztecs oppressed other people, some of which worked with the Spanish. Even more important was the fact that the Native Americans were weakened by epidemics. The Spaniards accidentally brought infectious diseases from Europe against which the Native Americans had no resistances. Millions died of measles, small pox and diphtheria. The diseases even reached the Aztecs and Incas before the Spaniards met them. Shortly before the fall of Tenochtitlan, one-third of the population died of disease. When Pizarro invaded the Inca empire, almost half of the population had died of disease. Because of the large number of deaths of European diseases, only a small part of the Native American population was left in the whole of America in the 17th century. Source 22. Meeting between Montezuma and Cortés (Spanish painting, 17th century) Summary The first Native Americans arrived in America from Asia via Alaska. They spread over the entire continent, which resulted in people with different cultures. In around 8000 BC, there was an agricultural revolution. In around 3000 BC, the first agricultural-urban society formed. In 1492, there were large empires with complex civilisations in Mexico and Peru. 32 After Columbus, Spanish explorers explored the coastal areas of America. Spaniards were the first to make a journey around the world. They sailed around South America and Africa After the explorers, Spanish conquerors came to America looking for wealth, prestige and power. They conquered large amounts of land in a short period of time. The Portuguese conquered Brazil. The conquests were made possible because the Native Americans were divided, did not have steel weapons, horses and firearms and mostly because they died of European diseases. Questions chapter 3 Question 1 Use the text ‘Native American societies’. A. Along which route did the first Native Americans come to America? B. Write down the correct years. In America the following societies formed: 1 agricultural societies from around … BC. 2 agricultural-urban societies from around … BC. C. Which types of societies fit source 13, 14 & 15? Fill in the numbers. 1 society of hunter-gatherers: 2 agricultural society: 3 agricultural-urban society: Question 2 (support 1) Use the text ‘Native American societies’. Use the four facts (A-D). Put the letters A-D in the correct chronological order. A. The first agricultural-urban society forms in America. B. Agriculture forms in America. C. Native Americans come to America from Asia via Alaska. D. Native Americans spread out over America after which people with different cultures form. Question 3 (support 2) 33 Use the text ‘Native American societies’. Mention three people with large empires and complex civilisations. 1. In Central America:... 2. In Peru:... Question 4 Use the text ‘Native American societies’. A. Give two similarities between the civilisation of the Mayans and that of the classical Greeks. B. What was special about the Aztec capital of Tenochtitlan? Question 5 Source 15. Tenochtitlan around 1500 (Rivera, 1945). A. This exercise is about the meaning of the past for the present. Use source 15. Fill in the letters A-J. 1 lake in the Valley of Mexico 6 emperor Montezuma (on sedan chair) 2 pyramid temples 7 food market 3 broad streets 8 haulers 4 canals 9 doctor with child and mother 5 houses 10 prostitute B. The painter Rivero made these wall paintings in 1945 at the National Palace in Mexico City under Question of the government of Mexico. Think about what the government and the painter wanted to make clear. Question 6 In this exercise, you will compare in time and will take a standpoint. Use the text ‘The story of the human sacrifices’ and source 23. 34 The story of human sacrifices According to the Aztecs, the sun had to fight the moon and the stars every day to take its place in the sky. They believed the sun could only rise by giving it the life fluid chalchíhuatl. For this, they sacrificed thousands of people every year. These people usually were prisoners of war (source 23). A. In your own words explain why the Aztec sacrificed people. B. Mention three other people who made sacrifices to gods to satisfy them C. Give a modern-day example of sacrifices in the Netherlands. D. What is your standpoint about Aztec human sacrifices? Give arguments. Take into account that the behaviour and ideas of people are linked to their place and time. Source 23. Human sacrifice in Tenochtitlan (Aztec drawing, 1519). On a pyramid in front of the red temple of the sun god, a victim was held down by priests. With a strong motion, a priest used a knife to cut open the victim’s chest, rip out their heart, hold it up to the sun and put it in a sacrificial bowl. The body was thrown down the stairs Question 7 (Challenge 1) 4 35 In this exercise, you will place information in its context. Use source 24. A. What possible explanation did the researchers have for the mass sacrifice of children? B. Which two arguments did they have for their assumption? Source 24 Child sacrifices in Peru Archaeologists found the remains of 140 sacrificed children in Peru. They were killed between 1400 and 1450 and belonged to the Chimú people, forerunners of the Inca civilisation. The researchers suspect that the children were killed in one large ritual sacrifice. Traces on the skeletons indicate that they were killed by having their hearts cut out. Afterwards, they were buried in a sand dune bythe Pacific Ocean. The researchers are not sure why the children have been sacrificed. They suspect it has to do with the El Niño weather phenomenon in which heavy showers can come from the sea. When this caused destruction time and again, the Chimú possibly put their hope in sacrificing their children. ‘Humans sacrifice the thing that matters most to them,’ an anthropologist says. ‘It is possible that sacrificing human adults had no effect. When it started raining again, they possible saw the need for a new sacrifice. The archaeologists also found the remains of 200 lamas. These beasts of burden that were important to the Chimú were possibly also sacrificed. From: NRC, 30 April 2018 Question 8 Use the text ‘Explorers’ and use source 25. A. How did the Spanish increase their knowledge of America? B. Write down the correct continents. The Old World:..1.. ,..2.. and..3... The New World:..4.. 36 Source 25. Start of the European expansion. C. Brazil did not become Spanish, but a Portuguese territory. Give an explanation Question 9 (support 3) Use the text ‘Explorers’. Complete. After Colombus,..1.. explorers made journeys of discovery from the..2.. World along the coast of the..3.. World. Question 10 Use the text ‘Journey around the world’ and source 25. Describe the route of the first journey around the world. Question 11 (support 4) Use the text ‘Journey around the world’. Complete. The seamen who made the first journey around the world travelled from..1.. around the tip of the South..2.. to East..3... Then they sailed around the tip of..4.. back to..5... Question 12 Use the text ‘Conquerors’ and source 25. A. What motives did the conquerors have for their conquests? B. Make the right combinations. Match the names with the conquered areas. A Vélasquez 1 Cuba 37 B Cortés 2 Mexico C Pizzaro 3 Peru C. Describe in three words what was characteristic of how the conquerors acted. Question 12 (support 5) Use the text ‘Conquerors’. Write down the correct statement. A. The Portuguese discovered and conquered Mexico. B. The Portuguese conquered large areas in America in a short period of time. C. Spanish conquerors looked for wealth, prestige and power in America. D. The Spaniards conquered the Native American empires with complex civilisations. Question 13 Use the text ‘Explanations’. A. Give three explanations for the fast Spanish conquests in America. B. Explain which of these explanations was the most important one. Question 14 Then and now: the Square of the Three Cultures After the Spaniards took the Aztec capital of Tenochtitlan, they destroyed the temples. As a symbol of subjugation, they built Christian churches on the same location using building materials from the temple ruins. In the following centuries, large numbers of Spaniards came to Central America. They mingled with the Native Americans, which created a European-Native American mixed culture. In 1810, there was a rebellion against the Spanish rule. In 1821, this led to an independent state with the Aztec name Mexico. In the capital city of Mexico City, temple ruins were later excavated near a church at a site where tens of thousands of Native Americans had been killed in 1521. The site was given the name Square of the Three Cultures: the ruins symbolise the Aztec culture, the church built in 1610 symbolises the Spanish colonial culture and the apartment building built in 1964 symbolises the culture of modern-day Mexico. 38 Source 26. The Square of the Three Cultures (Tlatelaco, Mexico City). A. This exercise is about the meaning of the past. Use the text 'then and now: the Square of the Three Cultures'. Fill in the gaps about the three cultures. Which cultures belong to the buildings? 1 temple … culture 2 church (1610) … culture 3 apartment building (1964) … culture B. The square was built and got its name in 1966. How do you feel about this? Explain your opinion. Question 15 A. In this exercise, you will get information from sources. Use source 20, 21 and 22. Who had which military equipment? Choose between Spaniards and Native Americans. 1 leather armour 5 bow and arrow 2 metal armour 6 leather shields 3 metal shields 7 steel swords 4 horse 8 firearms 39 Use source 27. Source 27 An image from 1594 Caption: Native Americans pour liquid gold into the mouth of a Spanish captain. Two Spaniards are roasted and the Native Americans eat a shoulder and a leg. From: T. de Bry, Grote reizen (Frankfurt 1594), Amsterdam 1979. B. Choose the correct statements. This source shows that: A. Native Americans had gold. B. Spaniards usually won from the Native Americans. C. Native Americans were usually cruel. D. Native Americans had oblong houses. E. Native Americans often ate human flesh. Question 16 This exercise is about types of causes. Use sources 17, 18, 28 and 29. 40 Imagine you are researching the question: Why were the Spanish conquests in America so fast? A. What cause are both sources about? B. Mention an important difference between the sources. C. Explain if you agree with this statement or not. Statement: The Native Americans’ belief that the Spaniards were gods was the most important cause of the fast Spanish conquests. Source 28 From Aztec reports When the first ship arrived (in 1518) with creatures that roam the ocean, the governor of Cuetlaxtan, together with some high-ranking civil servants, personally went to inspect the situation. At the ship they wondered if the god Quetzalcoatl (Feathered Snake) had arrived. Then they travelled to Montezuma and told him: ‘O our lord, over there near the divine water we visited our rulers, the gods.’ Montezuma wondered if Quetzalcoatl had indeed made an appearance. Later, when Montezuma heard that the Spaniards had returned, he told his delegates: ‘People are saying that he who rules us has appeared. Go and meet him, keep your ears open for all that is said. Here is what you will present to this ruler when you arrive, it is Quetzalcoatl’s gear.’ When the delegates returned and Montezuma heard what they had to say, he became very afraid and startled because he understood that the Spaniards were very strong. Later (in 1519), after meeting Cortés, Montezuma reverently told him: ‘O our lord, you have arrived in the land that you have come to think of as a safe haven, it is your water, your mountain Mexico. You have come to rule, as I have done for you. It was foretold that you would return and take your throne. Be welcome in the land.’ From: R. van Zantwijk, De oorlog tegen de goden, Amsterdam 1992. Source 29 From Cortés’ report After we met, Montezuma told me: ‘The area you say you come from, and the things you say about the powerful lord that sent you here, give us the certainty that he is our original lord. For that reason you can be sure that we will obey you and consider you our lord, as a substitute for the great lord of whom you speak. You can issue orders at your will throughout the country that is under my rule. They will be obeyed.’ From: E. Rodriguez Monegal, De ontdekking van Amerika, Utrecht 1991. Question 17 41 This exercise is about the meaning of the past. Use source 30. Explain what connection the Native American made between the journey to the moon and the American history. Source 30 A message from an Native American On 20 July 1969 Neill Armstrong and Buzz Aldrin landed on the moon. In the months before their expedition, the astronauts of the Apollo 11 trained in a barren, remote desert in the west of the United States where Native Americans lived. One day, they met an old Native American who asked what they were doing there. They answered that they were part of an expedition that would soon have an exploratory mission to the moon. When the man heard this, he was quiet for a bit and then asked if the astronauts wanted to do him a favour ‘What?’, they asked. ‘Well,’ the man said, ‘the people of my tribe believe that holy spirits live on the moon. I wondered if you could pass on an important message on behalf of my people.’ ‘What message?’ the astronauts asked.The man said something in his own language and then asked the astronauts to repeat it a few times until they had it memorised. ‘What does it mean?’ the astronauts asked. ‘Oh,’ the man answered, ‘I can’t tell you that. It is a secret only our tribe members and the moon spirits can know.’ When the astronauts returned to their base, they looked everywhere until they found someone who spoke the Native American language and asked him to translate the secret message. When they said what they memorised, the translater burst out laughing. When he calmed down, the astronauts asked him what it meant. The man explained that the sentence they memorised so well meant: ‘Don’t believe a word of what these people are saying. They’re here to steal your land.’ From: Y. N. Hasrari, Sapiens, Amsterdam 2016. Question 18 (support 6) Use the text ‘Explanations’. Give five explanations for the fast Spanish conquests in America. Question 19 (challenge 2) 5 In this exercise, you will get information from visual sources. Sources 27 and 31 are about events that occurred around 1520 on the north coast of South America. The artist made the images after reading reports of Spaniards who have been there. Imagine your research question is: How did the Spanish colonists and Native Americans treat each other at the start of the European expansion? Answer this question using information from these two sources. 42 Source 31. From: T. de Bry, Grote reizen (Frankfurt 1594), Amsterdam 1979. Final Question 20 This exercise is about explanations and comparing in time. Use sources 32, 33 and 34. A. Native Americans did not use wheels. Which two explanations does source 8 give for this? B. Explain if you agree with this statement. Statement: Native Americans were too stupid to invent the wheel. Source 32 About the Native American wheel Cart wheels, water mills, potter’s wheels, millstones - Europe and Asia are unimaginable without the wheel. Not inventing the wheel is difficult to imagine. Even less imaginable is to invent the wheel, but then not use it. Yet this is exactly what the Native Americans did. In excavations they found toy figures with axles and wheels by the Olmecs from at least 1000 BC. Supposedly thousands of people rolled figures 43 like these back and forth. Why did none of them ever think to make these wheels bigger and put them to better use? Some answers are obvious. There were no animals in America that could be tamed to serve as draught animals. And in rough or marshy terrain the Olmecs would not have had much help from vehicles with wheels. Boats were a more suitable means of transportation. From: C.C. Mann, 1491, Amsterdam 2005 Source 33 Olmec toys (southern Mexico, around 500) Source 34 About the Sumerian wheel The fact is that most civilisations in the Old World also did not invent the wheel, but copied it from another culture. The wheel appears to have been used for the first time in around 3500 BC in Sumeria in the Middle East, from where it spread across Europe, Asia and North Africa. It did not arrive in Great Britain until 500 BC. The invention of the wheel was probably a longterm development that started with using logs as rollers instead of sleds as means of transportation. This was followed by guides to keep the rollers in their place, then wide ends to make them roll straighter and finally it became wheels on an axle. From: www.straigtdope.com (1 June 2018). Final Question 21 In this exercise you will place information in its context. Write down what the conquests had to do with the Renaissance mentality. 44 Chapter 4. The world broken down by level of development Learning goals: I can identify if a country is considered core, semi-periphery, or periphery. I can list some economic indicators that show differences in development levels. I can recognize differences in wealth and economic opportunities between developed and developing countries. Three groups of countries You now know how to measure prosperity and well-being. In source 6 you can see how the world can be divided into three groups of countries: 1. Core countries. These are the most developed (rich) countries, such as Singapore, the United States and Germany. They are the front-runners. Many people in the core countries earn good money and they often work in the service sector. They have a high productivity. This means that the value of production per person is high. This is mainly thanks to the use of machinery and modern equipment. These countries also play an important role in world trade. 2. Semi-periphery. These are countries that are making good progress when it comes to development. Examples are South Africa, Brazil and China. They are followers. Prosperity is growing rapidly in these countries. Fewer and fewer people work in agriculture, industry is well developed and the service sector is growing. The role of the semi-periphery in the world economy is increasing. 3. Periphery. This is the large group of developing countries (poor countries), such as Cambodia, Bolivia and Niger. Those are the stragglers. Many people have low incomes and often still work in agriculture. Developing countries play a small role in world trade. The least developed countries (LDCs) are the poorest group in the periphery. There are 48 countries in this group, 31 of which are in sub-Saharan Africa. Sub-Saharan Africa is the poorest part of the world. 45 Figure 5: The world divided into core, periphery and semi-periphery countries. Questions for chapter 4 Complete the following questions and Questions in your notebook. For the margin, always write down the number of the question and skip a line after each question. Question 1. a. (T1) Which group of countries is also called the "followers"? b. Look carefully at Figure 5 and use an atlas if necessary. Copy the table below neatly, with pencil and geodesic, into your notebook and fill it in. Choose 5 example countries yourself from each group using Figure 5 on page 6. Country from Example Capital city continent group country 1 Core 2 countries – 3 front runners 4 5 1 Semi- 2 periphery - 3 followers 4 5 46 1 Periphery - 2 stragglers 3 4 5 Question 2. Look carefully at Figure 7 on the right. Note: Look carefully at the color of the line when reading! a. (T2) Write down the name Indonesia in your notebook And write after it what the distribution is in percent across the three sectors. b. (T2) Do the same for Gambia. c. (T2) Do the same for the Netherlands. d. (T2) Now note for each country which Group they belong to. Figure 7. Question 3. a. (R) What group of countries in the world do the LDC countries belong to? b. (R) What other name is also commonly used the LDC countries? Question 4. a. (T2) Child mortality is high in many developing countries. Name three circumstances that cause this. b. (T2) In many countries on the periphery, people are living longer and longer. Give three different reasons for this. Question 5. Use Figure 4 below. 47 a. (T2) Describe in your own words how Brazilians have fared economically since 2002. b. (T2) The distribution of the labor force in Brazil has changed since 2004. Which diagram in Figure 4, 1 or 2, belongs to 2002 and which to 2016? Explain your answer. c. (T1) Which group of countries does Brazil belong to? d. (T1) Which two pieces of data from Figure 4 can you use to explain your choice in Question 5c? 48 Chapter 5 - The Netherlands and Europe Learning goals In this paragraph you will learn how the economy flourished in the Netherlands in the 17th century. In this paragraph you will learn how Dutch cities grew. In this paragraph you will learn how rules for wars formed. In this paragraph you will learn how the Netherlands waged war with surrounding countries. The Golden Age In the 17th century, Haarlem was a prosperous industry city, especially thanks to the production of textile. Merchant ships sailed back and forth along the busy Spaarne river (source 35). The Republic was the richest country of Europe. For the Dutch the 17th century was a golden age, a long flourishing period. That is why this century is called ‘the Golden Age’ in the Netherlands. Source 35. Merchant ships near Haarlem (Vroom, 1625). A lot of money was made with trade. Amsterdam became the richest trade city of Europe. This was mostly thanks to the grain trade. Merchants used ships to bring grain from the ports of the Baltic Sea. They stored it in warehouses to then sell it at a profit in other countries. This made Amsterdam the most important European staple for grain. The Dutch traded in many more products. For example, they took wood and tar from Scandinavia, wine, fruits and salt from the south of Europe, wool from England, spices from Asia, and sugar and tobacco from America. The ships and trade goods were the possession of merchants. To make a profit, they put money in 49 companies. The economic system in which entrepreneurs invest money to make a profit is called capitalism. The capitalism of the 17th century is called merchant capitalism, because merchants were in charge instead of producers. Dutch ships took care of a large part of the trade in Europe. This made the Netherlands the centre of the international merchant capitalism. Many cities had commodity markets buildings where merchants traded. The Republic also became rich because of the industry. For example, Leiden became an important textile city. Source 36. Cottage industry with spinning wheel and loom (Rombouts, 1656). Yarn was spun and fabric woven at workshops and at people’s homes (source 36). Agriculture was also a source of wealth. Thanks to the import of grain, Dutch farmers could focus on vegetables, fruit, butter, cheese and meat. They could sell it in the growing cities. Cheese also became an important export product. Growing cities Thanks to the flourishing economy, there was a lot of employment (the availability of paid work) in the Netherlands. As a result, the cities grew quickly. In 1670, 50 Amsterdam was one of the largest cities in the world with a population of 200 000. Over 60 percent of the population in Holland lived in cities. No place in Europe had this level of urbanisation. Most of the transportation took place over water. Canals were dug between cities with paths running along them so horses could pull the ships. The cities also had canals through which ships could drop off and take goods. Source 37. The Herengracht at the Leidsestraat in Amsterdam (Keun, 1774). Insert: the same place nowadays. New neighbourhoods also formed, such as in Amsterdam from 1613 onwards along three new canals that were placed around the city centre like semi-circles: the Herengracht, the Keizergracht and the Prinsengracht (source 37). This Amsterdam Canal District was intended for rich regents, bankers and merchants. The Netherlands at war After the Eighty Years’ War, the Republic waged three short wars with England. The English wanted to end the power of the Dutch merchants. That is why they banned Dutch ships from transporting goods to England. But they could not defeat the Dutch in the naval wars. The French king Louis XIV also wanted to end the power of the Republic. He secretly arranged an attack on The Republic together with the king of England and the bishops of Cologne and Münster who governed the countries east of the Republic. 51 Source 38. Louis XIV crosses the Rhine near Lobith (Van der Meulen, 1672). In 1672, the four enemies attacked (source 38). The Dutch beat the English fleet, but German and French troops plundered and burned their way through the Republic. To save the country, William III was appointed as stadtholder. The high regent Johan de Witt and his followers were blamed for the weakness of the army. That is why Johan and his brother Cornelis de Witt were killed in The Hague by an angry mob. After this ‘Disaster Year’, William III drove out the French. From 1689 onwards, when he became king of England, England and the Netherlands fought France together. Summary The 17th century was the Dutch Golden Age with thriving trade, industry and agriculture. Merchants controlled the economy. The Netherlands was the centre of the international merchant capitalism. Cities were expanded with neighbourhoods along canals. The Netherlands was also strong on a military level thanks to its prosperity. During the war with Spain, ideas about international law and law of war formed in the Netherlands. After the war with Spain, the Netherlands waged wars at sea with England. In 1672, the Netherlands was attacked by England, France, Münster and Cologne. 52 Questions chapter 5 Question 1 A. Use the text ‘The Golden Age’. Complete. The Dutch called the 17th century the Golden Age, because for them this age was a long period of..1... Capitalism is the economic system in which people..2.. in companies to make a..3... Trade capitalism was capitalism in which..4.. had the power in the economy. In Europe, the Dutch influenced a large part of the..5.. trade. Merchants met at an exchange to..6... Question 2 In this exercise, you will place information in its context. Use source 39. Source 39. Grain trade around 1600 A. Does the source fit the term warehouse? Explain your answer. B. The source shows that the Netherlands was located in an economically benefincial place. Explain this using a source element. 53 Question 3 A. In this exercise, you will place information in its context. Select the correct word. 1 If there was a high demand for grain, a merchant could ask a higher/lower price for his grain, because buyers really wanted to buy grain. 2 If there was little demand for grain, it was wise for a merchant to ask more/less for his grain than a competitor, because buyers would otherwise buy it from the competition. 3 If there is a low supply of grain, a merchant could ask a higher/lower price for his grain, because buyers really wanted to buy grain. 4 If there was a high supply of grain, it was wise for a merchant to keep the grain until the supply was higher/lower. 5 Dutch cities were stockpiles, because goods were stored there in warehouses to sell immediately/later. B. Use source 36 and complete. 1 A shepherd shears wool off his …. 2 A spinner uses a … to make a wool thread from raw wool. 3 A weaver uses a … to turn wool thread into wool fabric (textile). Question 4 (support 1) Use the text ‘The Golden Age’. Complete. The Dutch called the 17th century the Golden Age because the..1.. ,..2.. and..3.. flourished at the time. In Europe, the Dutch took care of a large part of the..4.. trade on their..5... In the capitalist system, entrepreneurs wanted to make as much..6.. as possible. In the economy, power was in hands of..7.. who were active with their..8.. throughout Europe. Question 5 Use the text ‘Growing cities’ and the four facts (A-D). Put the letters A-D in the correct chronological order. A. The population of cities increased. B. The economy flourished. C. Employment increased. D. Cities were expanded with canals and new neighbourhoods. 54 Question 6 A. Choose for each description the correct letter from the image. 1 the new city hall 6 eastern merchant 2 Nieuwe Kerk 7 servant girl 3 Weighing houses with coat of arms of 8 regents (in black) Amsterdam 4 trade good 9 civil servant with book 5 militia (city soldiers) 10 reading merchant Source 40. The Dam in Amsterdam in 1666 (Isings, 1947) B. Use the map showing the Amsterdam Canal District. Choose for each description the correct letter. 55 1 the water 4 the city expansion of 1658- 1663 2 the city in 1600 5 the new city wall 3 the city expansion of 1613-1626 6 the surrounding land C. Use source 37. The Canal District is viewed as a symbol of the Golden Age. Think of why. Question 7 (support 2) Use the text ‘Growing cities’ and the four facts (A-D). A The population increased. B There was an economic boom. C There was more work in cities. D Cities were expanded. Each time select the correct word. 1 Fact B is a direct/indirect cause of fact D. 2 Fact A is a direct/indirect consequence of fact C. Question 8 Use the text ‘The Netherlands at war’. A. Give an explanation for the wars between England and the Republic. B. What changed in the military alliance in Europe in 1689? C. What was the direct cause of this change? D. Give an indirect cause of this change (see section 3.1). 56 Question 9 This exercise is about behaviour and ideas of people. Use the text ‘The story of Michiel de Ruyter’ and source 41. The story of Michiel de Ruyter The sailor Michiel de Ruyter (1607-1676) from Zeeland became rich from West Indies trading and wanted to live a quiet live in Vlissingen, but was convinced to fight the English in 1652. As admiral (supreme commander of the fleet) he won a lot of naval battles and was admired as a navy hero. He was also admired for his modesty. Foreigners were surprised that the admiral walked around Amsterdam in simple clothes with no more than one servant and did not use a coach. The Dutch still like telling of De Ruyter’s modest upbringing and how he worked himself up from being a sailor to becoming an admiral. A. What do the elements in the painting mean? Match the numbers 1-4 with the corresponding letters (A-D). 1 globe A active on the oceans 2 map and compass B authority 3 hanging fabric C supreme command 4 field marshal’s baton D sailing B. Why was De Ruyter admired as a naval hero? C. Use the statements (1-3 and A-B). Make the correct combinations. 1 People with a high position use a coach in the city. A This was normal to the Dutch / This was normal to foreigners. 2 People with a high position behave like ordinary people. B This was normal to the Dutch / This was normal to foreigners. 3 People with a simple heritage can climb the social ladder. C This was normal to the Dutch / This was normal to foreigners. 57 Source 41. Michiel de Ruyter (Bol, 1667). Question 9 (support 3) Use the text ‘The Netherlands at war’. Complete. 1 Up to 1648 the Netherlands was at war with …. 2 Then the Netherlands waged a sea war against …. 3 In 1672 the Netherlands was attacked by … , … , … and …. 4 From 1689 the Netherlands fought against … together with …. Question 10 (challenge 1) 3 A. This exercise is about development and the context of information. Use source 42. Complete. Amsterdam had about..1.. inhabitants in 1575 and about..2.. inhabitants in 1800. The population number of Amsterdam experienced: change between..3.. and..4.. and continuity between..5.. and..6... 58 Y-axis: 'number of citizens (× 1000)' Source 42. Population number of Amsterdam (1575-1800) B. Give three causes for the change. C. Give three consequences of the change. Final Question 10 This exercise is about the meaning of the past for the present. Use source 43 (next page). A. What is a Dutch value according to the source? B. Give a political explanation for this. Source 43. Pretension In the Netherlands you are quickly accused of pretension: Who do you think you are? Why do you think you’re better than others? Just be normal. The Dutch don’t like it when someone feels better than other people. Equality has been a Dutch value for centuries. Based on: H. Pleij, Moet kunnen, Amsterdam 2014. 59 Chapter 6 - Inequality in rich and poor countries Learning goals: I can list differences between social and regional inequalities. I can name basic needs and recognize differences in access between countries. I can differentiate between formal and informal work sectors. Social inequality The GDP per capita is generally used to measure a country’s prosperity. A big disadvantage is that this is an average number. It doesn’t say much about how many poor people there are and how poor they are. In developing countries, you often have a small group of people who are very wealthy, while most of the population lives in poverty. India has more millionaires than the United States (US); at the same time, 60 percent of the population has to make ends meet on 2 euros per day. But even in a rich country like the US, there is a big gap between the rich and poor (Figure 8). Figure 8: Prosperity in the US Big differences in wealth between groups of people is called social inequality. Poor people often don’t have access to basic services such as health care, clean 60 drinking water and education. In many poor countries, children don’t receive a good education. That’s because they have to work from a young age because their parents earn too little. There are also too few good teaching resources, too few schools and too few good teachers, especially in rural areas. Fortunately, according to the United Nations, more and more children are going to school and child labour is also declining worldwide. Unfortunately, however, this doesn’t apply to all regions. Regional inequality When there are large differences in prosperity and well-being between regions, this is called regional inequality. You also find it in rich countries. On average, people earn 40 percent more in the London area than in Wales. But also within London there are big differences in prosperity between the wealthy neighbourhoods and working-class neighbourhoods. So you can see that the difference between rich and poor occurs not only between countries, but also within one country and even within one city. Scales Regional inequality therefore occurs on many scales. By zeroing in, you look at something on a smaller and smaller scale: world – country – region – town. The advantage here is that you see more and more details. For example, differences in prosperity become clearer. Basic needs or services Something that everyone needs to live reasonably well is called a basic need. There are four basic needs: food, shelter, education and health care. Without the first two, you can’t live; the last two are seen as a basic right of all people. 1. You have to eat every day because food gives you energy. That energy is expressed in kilocalories or kilojoules. A woman needs about 2,000 kilocalories every day and a man about 2,500. As well as energy, food also provides proteins and vitamins. Figures for the daily amount of energy, proteins and vitamins therefore tell us something about a country’s food situation. 2. In addition to good clothing, everyone needs shelter to protect them from the weather and the climate. A house must be solidly built and have enough space. A house should also have a toilet with drainage and a tap that provides clean drinking water. Therefore, the percentage of houses with a water supply and a sewerage system tells us something about housing in a country. 3. Education is about training people. Did they go to school and can they read and write? The illiteracy rate is the percentage of people who can’t read or write. It is an indicator of education levels in a country. 61 4. People who are sick should be helped. The question is: are there enough hospitals and doctors? This can be expressed as a number: the density of doctors, or the number of doctors per thousand inhabitants. We are talking here about health care. Another indicator of health care in a country is infant mortality: the number of children who die in the first year of life (per thousand live births). Formal and informal sectors In the Netherlands, people work for a company or the government, have their own business or enjoy their pension. They get about the same pay every month and they all pay taxes. They work in the formal sector. Everything earned in the formal sector counts as part of a country’s GDP. It is different in poor countries. Many small farmers produce for their own use. That yield is not declared and so they don’t pay tax. In the cities, a lot of people earn a meagre living in the informal sector. We’ve already talked about this on the theme of the city in class 1. Work in the informal sector involves jobs like shoeshiners, small businesses and shops, and street traders. This income rarely appears in official statistics. As a result, of course, the GDP per capita works out much lower than it actually is. In other words, the people in that country are a little richer than the numbers say. Other names for the informal sector are the grey economy or shadow economy.  Figure 9a: Infant mortality in Africa. Figure 9b: Illiteracy in Africa  62 Questions for chapter 6 Answer the following questions and Questions in your exercise book. Write the number of each question in the margin and leave a line after each question. Question 1 a. The GDP per capita seems to be a useful way to measure differences in development between countries. However, it also has a few disadvantages. What are they? b. Explain the difference between social and regional inequality. Question 2 a. (T2) Look at Figure 9a. What is the link between income (gross domestic product per inhabitant) and infant mortality? Explain your answer. b. (T2) Look at Figure 9b. What is the link between income (gross domestic product per inhabitant) and illiteracy? Explain your answer. c. (T1) Copy the numbers from the map in Figure 9b into your exercise book, followed by the name of the country. Use an atlas. Question 3 a. (T2) Explain the difference between the formal and informal sectors. b. (R) Give two other names for the informal sector. c. (T1) What scale are you looking at in the maps in Figure 9a and 9b? d. (T1) What scale is the map in Figure 8? Question 4 a. (T2) Using a pencil and set square, copy the table below into your exercise book and fill it in. Use the statistics from the atlas or the Indexmundi website. https://www.indexmundi.com/nl/ Country Birth Infant % of Life % of labour GDP per rate in mortality in population expectancy in force in capita in ‰ ‰ under 15 years primary euros sector Gambia South Africa Morocco Madagascar Niger b. (T2) Which country do you think has the highest level of development? Explain your answer. Question 5 Take a close look at this map and use an atlas if you need to. 63 a. (T1) How many people in Egypt have access to clean drinking water? b. (T1) How many people in Somalia have access to clean drinking water? c. (I) Poverty is the reason why many people in sub-Saharan Africa don’t have access to clean drinking water. Why don’t they have access to it? 64 Chapter 7 - Europe and the world Learning goals In this paragraph you will learn how the trade between all continents increased in the 17th century. In this paragraph you will learn how Europeans expanded their activities in Asia. In this paragraph you will learn how Europeans expanded their activities in America and Africa. Trade in the whole world An enormous warehouse was built at the Amsterdam port in 1665: the Oost-Indisch Zeemagazijn (East India Sea Warehouse, image 14). It was used for the storage of goods from Southeast Asia, which were shipped to the Republic more and more. The trade between the Republic and Southeast Asia started in 1595. In this year, Amsterdam merchants formed the first company (trade organisation) that had ships built and sailors hired to trade with Asia. Source 44. Shipyard and warehouse of the VOC in Amsterdam (anonymous, early 18th century). The international trade formed a global economy in the 17th century: an economic system of global trade contacts. Supply and demand started influencing each other around the world. This happened, for example, with the production and consumption 65 of sugar. In the 16th century, the first sugar plantations were formed. At that time, sugar was still expensive. Only rich Europeans could afford it. But in the 17th century, the price continued to drop, which meant more people bought more sugar. Because of the bigger demand for sugar, Europeans built more sugar plantations in America and took more slaves from Africa to America to work on the plantations. In Europe, the growing demand for sugar led to employment. In Amsterdam, raw sugar was refined in sugar refineries so it could be eaten or used in workshops to make liqueur, pastry and other new sweets. Other products also became popular thanks to the global economy. For example, Europeans started drinking tea and coffee. Like sugar, these were first stimulants for the rich in Europe; later they were also consumed by others. To meet the increasing demand, Europeans formed tea plantations in India, even though tea originally came from China. Coffee came from Mocha in the Arabian country of Yemen, but was also farmed on plantations on Java and in South America from the 17th century onwards. Another product that became popular originally only appeared in America: tobacco. The dried leaves were smoked, snorted or chewed (source 45). Source 45. Smokers in Flanders (Teniers, 1644). Clothes also changed. Instead of wool, Europeans started wearing cotton from India, the largest cotton producer in the world. Because of the growing demand, Europeans started growing cotton on plantations in America. 66 Source 46. Blaeu and his atlas (Van Rossum, 1660). Knowledge around the world increased because of the trade. Willem Blaeu from Amsterdam collected geographical information and used it to make maps and globes. He sold land and sea maps to travellers and sold beautiful globes, maps and atlases to wealthy citizens, nobles and monarchs. The highlight was the gigantic Atlas Major (big atlas) Willem’s son Joan marketed in 1662 (source 46). European expansion in Asia The growing world economy was a result of the European expansion. In the 16th century, the Portuguese founded trading posts and small colonies in South and Southeast Asia. A trading post was a settlement with offices, warehouses and sometimes defensive walls. In the 17th century, the Portuguese were forced out in many places by the English and Dutch, who started participating in the European expansion (source 47). 67 Source 47. The world around 1700. In 1602, the States General turned all companies that traded with Southeast Asia into one organisation: the Dutch East India Company (VOC). From that moment onwards, Dutch merchants could only trade in Asia in service of the VOC. The prices, and as a result the profits, remained high because of this monopoly (exclusive right). The VOC was also permitted to enter into treaties with monarchs and wage wars. The VOC was led in Asia by a governor-general, who had his headquarters in Batavia on Java. This VOC city was founded in 1619 by governor-general Jan Pieterszoon Coen after he conquered and destroyed the Java city of Jakarta. He had the Castle of Batavia built on the seaside (source 48). Source 48. Fish market at Batavia with the Castle (fort) of the VOC in the background (Beeckman, 1662). 68 The VOC became the biggest company in the world with over 20 000 sailors, soldiers and other employees. The VOC was by far the biggest employer in the Republic, with enormous shipyards and warehouses in cities, such as Middelburg and Amsterdam. The company founded dozens of trading posts along the coasts of Asia. It first took mostly pepper and other spices to Europe. Source 49. VOC soldiers conquer the Maluku island of Ambon (A. de Vlaming, 1663). Later, other merchandise became more important, such as coffee, sugar, silk, cotton and porcelain. VOC ships also participated in the trade between Asian countries. Often the VOC acted with permission and support of local monarchs, but the company also used violence to get its way (source 50). The VOC made a lot of profit from trading in cloves and nutmeg that only grew on the Maluku Islands, a group of islands in eastern Indonesia. Source 50. The English and Native Americans in Shackamaxon, Pennsylvania on the North American east coast, 1681 (West, 1771). The VOC wanted that the people of the Maluku Islands only provided the Dutch with these spices. When the inhabitants of the Bandu island did not listen, governor- 69 general Coen had them killed, starved or taken away as slaves. Then the VOC founded spice plantations and used slaves from other parts of Asia to work there. The English also founded trading posts and small colonies in Asia. Their East Native American Company (EIC) was chased out of the Maluku Islands and Java by the VOC and then mostly focused on India, where it became more and more powerful. Among other things, the English got cotton and grew tea and opium there. Like the Dutch, other Europeans also fully participated in the slave trade and slavery in Asia, which had existed there for a long time. European expansion in America and Africa In the 17th century the Spaniards and Portuguese had large colonies in Central and South America and trading posts in Africa in the 17th century. But in those areas, other Europeans also participated in the European expansion (source 47). In South Africa, the VOC formed a colony in 1652 where food was grown for the VOC’s passing ships. The English, French and Dutch founded colonies with plantations in America and trading posts along the coasts of western Africa. In 1621, the Dutch States General formed the Dutch West India Company (WIC) for the war against Spain and the triangular trade between Europe, Africa and Europe. From 1634 onwards, the WIC conquered six small Caribbean islands, the later Dutch Antilles (Aruba, Bonaire, Curaçao, Saba, Sint Eustatius and Sint Maarten). There was a big slave market on Curaçao. 70 Source 51. WIC director of fort Elmina with slave (Van der Mijn, 1742). Source 52. This map shows where the VOC and WIC operated in the 17th century. Some of the 71 factories and colonies they founded themselves, but they also conquered them from other Europeans, especially the Portuguese. Some factories remained small trading offices with warehouses, others grew into real colonies. In 1628, the WIC commander Piet Hein achieved a big success when he captured nine silver-laden Spanish ships near Cuba. Shortly afterwards, the WIC drove the Portuguese out of the north of Brazil, but this success did not last. On the South American mainland, the WIC eventually was only left with the colony of Surinam (from 1667), where coffee and sugar plantations were created. Source 53. In 1482 Portuguese built the fort Elmina in Ghana. In order to participate in triangular trade, the WIC took the Portuguese fort Elmina in Ghana in 1637 (source 53). Soldiers were stationed in the fort and slaves were imprisoned there. In over two centuries, the Dutch took over half a million Africans to America. In North America, the WIC founded the colony New Netherlands with New Amsterdam as its capital. In 1664, the English conquered this colony and gave it the name New York. The English founded many more colonies along the American east coast (source 50). In the Caribbean, the English conquered Jamaica where they created a lot of sugar plantations. The French founded the sugar colony Haiti. They also founded colonies in North America, like Louisiana, named after king Louis XIV. Summary In the 17th century, a global economy formed. Supply and demand started influencing each other around the world. European trade companies founded trading posts and small colonies in Asia and ruled more and more areas. The VOC handled trade in Asia and between Asia and Europe. Europeans participated in the slave trade and in slavery that already existed in Asia. 72 Apart from Spaniards and Portuguese, the English, French and Dutch also founded plantation colonies in America and trading posts in Africa. The WIC participated in the war against Spain and the triangular trade between Europe, Africa and America. Questions chapter 7 Question 1 A. Use the text ‘Trade in the whole world’. Use the six statements (A-F). Are they about supply or demand? Make the correct combinations. a) African slave traders kidnap more Africans to sell as slaves. Demand/Supply b) Europeans want more sugar, cocoa, tobacco, coffee and spices. Demand/Supply c) Europeans want to buy more slaves in Africa. Demand/Supply Demand/Supply d) In America plantations produce more sugar, cocoa, tobacco and coffee. Demand/Supply e) Europeans want to buy more spices in Asia. Demand/Supply f) Plantation owners in America need more slaves. Demand/Supply B. Use the statements (A-F). Complete. A African slave traders kidnap more Africans to sell as slaves. B Europeans want more sugar, cocoa, tobacco, coffee and spices. C Europeans want to buy more slaves in Africa. D In America plantations produce more sugar, cocoa, tobacco and coffee. E Europeans want to buy more spices in Asia. F Plantation owners in America need more slaves. Statement … is about the main cause of the start of the global economy. 73 C. Use the map (A-D) and optionally an atlas. Select for each the correct location(s). 1 cotton 4 sugar 2 coffee 5 tobacco 3 slaves from Africa 6 tea D. The increasing knowledge of the world was the result of the world trade, but also was the cause of even more trade. Exp

European Expansion History Textbook PDF

Document Details

Tags

Related

Summary

Full Transcript

Upgrade to continue