ame Dave cass Vocabulary Aci netwi ie Ded de ( content Vocabulary Directions: Answer each ofthe following questions. Include in your answers the vocabulary ‘words in parentheses. 1. How did the invention of the ceravel make European expansion possible? (caravel) | eee 2. How wer the conquistadors able to estalsh their overseas empire? (congulstador) | —HoRSES + FIREARM DETERM/WATIOKW ? OREPRUBAT ORL ‘3. Why did European countries establish colonies in the Americas and in the East? | (colony) 4. What part di trading posts and colonies playin the economic theory of mercantism? (mercantitism) = Ss > Paces FoR. Gord 7 SUVER. 76 a eee See 5 wat vas he le! lation inthe Calumbian Exchange? (lations) 1 eT se 6. How aid the Middle Passage affect enslaved Afticans? (Middle Passage) 1 epeeNAME ee Vocabulary Activity cont. networ The Age of Exploration’ Academic Vocabulary Directions: Include in your answers tothe questions below the vocabulary words In parentheses. o Describe similarities and differences between the encomienda and mita labor systems. 2. (encomienda, mita) _SU4LARITIES * FoRCED LAB R _ — In the graphic organizer below, write the name of each colonial atin ‘American socal clas in order of socll standing, from highest a the top to lowest at yp. the bottom: mestizos, creole, mulatta, peninsular. (mestizo, creole, mulatto, peninsulare) ‘A.new word can be added to the English language through a combination of existing twords to form a compound word. Usually, a compound word is coined, or created, linen there Is not already a word to describe an object or action. The term overseas— (ver plus seas-was first used in the 15008, Why co you think this compound word was created then? (overseas) TWolhaes Gonth AeRe THE OCHS,Nase are cuass Vocabulary Activity cont. De Ae (y 20, Explain the aiference between a cuture and a regime. How did European expansion affect bot? Ceulture, regime) = a TURE REPUCED Ald REGUS ETB JX) AMBRICAS peers see eee 11, clan how Europeans crafted and pressed Arcans and Native Americans lt oe 3 labor. ara, taber) a 'S Enecttientphy (feRCEDY Cane IN7e Seevice Directions: The prefix ex- in export means “away” or outside." The prefix im in import means “in” of “into.” Thus, the words export and impore are opposite in meaning. Corety ‘complete each sentence below with the appropriate ward, export or import. Note: Each word ‘Gan be used 2s'a noun of verb. (export) 312, Horses and cattle were an_/M PORT to the Americas trom Europe. 13. A deadly EXPORT rom Europe tothe Americas was smatipox. 1 114, The colonies were considered important for thelr raw materials they EXPORTED to europe as well as forthe finished European goods that could be sold there as_/#1P0@2TS za 45, Te balance of trade was determined by the ference in value between what Europe INIPORTED trom the clnies and whatit EXPORTED tothe 9. colonies over time,Guided Reading Activity Moe Gesu Lesson 1 European Exploration and Expansion Review Questions Directions: Locate each heading below in your textbook. Then use the Information under the correct heading snd subheading 0 help you write each answer I. Motives and Means A. Who was Marco Polo, and why was he important? Z- TRAVELER, - WROTE A Book. B, What id Europeans hope to accomplish on thelr voyages? B Rictes (Ri jo Oe ce ST iteetiT G. How were the explorers able to travel such great distances? / ___ Teething: ee Corker , MAPS, ASTROABE) I. A Race for Riches [A. Who were two important explorers for Portugel, and what did they accomplish? 4 BARTHaLonA DIAS CAPE OF Goop tePE __Afipkte De Visen DA GAriA = AFRICA To DIA, _ Ad BuepueRoue 'B, Who were two important explorers for Spain, and what did they accomplish? 4 Cotunbys ~ Abiehicas MRGELLAL ~ ROMA EATIO BIL, The Spanish Empire g § ‘A. What factors helped Cortés defeat the Aztec? B WeAPous - AtLies - DSeASE pnp ine eu fe ansin nose) 1B, Who was Francisco Pizarro, and what did he do? 2. Spealist RpopeR — Conlougeed WAS.nme re cass Guided Reading Activity cont. Eee eee sniaas © 2, European Rivals ‘A. Why did the Dutch form the West India Company? Thane 2 Were BB Where in North America did the French and the English settle? 2. (SIAASA L Summary and Reflection Directions: Summarize the main Ideas of this lesson by answering the question below. How dld European exploration affect European nations politically and economically?awe onre Guided Reading Activity ‘The Age-of Exploral OD Lesson 2 The First Global Economic Systems Review Questions Directions: Read the lesson and complete the outline below. Refer to your textbook to fil Inthe banks. 1, Trade, Colonies, and Mercantilism 'A. European colonial EA/ARS/CHL helped produce a great Increase In European trade, and this growth was a key step in the development of a world B. According tothe theory of MERGAMTTLISH , wnicn dominated economic thought in the seventeenth century, the {ROSPERIZY of «nation depends on a large supply of gold and silver. C. When the balance of trade between what @ nation M/BEZS and what it exparts Is favorable, the goods exported are of _GICEATER. value than those imported, D. Colonies were Important as sources of raw materials and as_AMARCKETS for exports of manufactured goods. 11, The Columbian Exchange A. The exchange of _PLAAITS and animals between Europe and significantly changed economic activity In both regions. B. Ne fed crops supported the grontn of EPMCATI 4) people's tastes ‘and changed 11, European Rivals in the East z a. the DUTEH dominated the spice trade in the _/7@ 5 ccontury. i B. In the seventeenth century, the ENBL/SH and the i ERAICH established trading posts and forts in India i a : [A Plantations that were established in the Americas in the /4@@03 tof grow SUAALCAGIE needed many laborers. i 3. Asmany as rilon enslaved Atcans were ought tothe ‘Americas between the early 1500s and the late 1800s.Name are Guided Reading Activity cont. Ue one acy ® €. Europeans frst bought enslaved people ftom ARRICAAL merchants in return for gold and other goods D. Unt the GULARERS condemned it in the 17705, slovery remained largely acceptable tn Europe ‘Summary and Reflection Directions: Summarize the main ideas of ths lesson by answering the question below. 3 Howe europe exposion cate he ft bl enone Maybe) MAT oF Gaps, PPE, TE (eae) — = ee ee Soe, eae eae ——______CoLuaioal tRCHp pl eee ee eae® name are Guided Reading Acti The Age of Exploral a Lesson 3 Colonial Latin America Review Questions Directions: Read each main idea. Use your textbook to supply the details that support ‘or explain each main idea. A, Main Tdea: The political and economic expansion of Spain and Portugal created 2D eomplese mis of social classes and people in Latin America, 4, Detail: Social classes in colonial Latin America were based on STATS. 2. vetait: PENNSK . Spanish and Portuguese officials born In Europe, were the highest socal class and maintained power in colonial Latin America 3. petal: CREOLES were Europeans born in Latin America and thelr descendants. Several MMLTIRAC/AL. __ groups were beneath the CRBLES ___ anid the peninsulares. 4, Detail: Many social groups, such as the A7ESTIZOS and MUALATTOS , ‘emerged as a result of the intermarriage between Europeans an Native Americans or africans. 5, Detail: The Portuguese and Spanish increased thelr wealth by removing natura resources the _ C201) ond SILVER. trom Latin american land. 6, Detail: Through the ENCOMHENDA __ system, Spanish landowners forced Notive Americans to pay taxes and provide LABOR. . 7. Detail: In Peru, through a system known as the A417. , authorties ‘oul native peoples to work in siver mines. Main Ydea: Portuguese and Spanish rulers exerted authority over their colonies through a bureaucratic system of government and the influence of the Catholic Church. 1. Detail: Portuguese and Spanish monarchies appointed governor-generas, or VICERDYS to help govern thelr colonies in Latin America 2. Detail: Determined to CONVERT the native peoples, Catholic MUSSIOMBIES — ‘oroughout the Spanish Empire brought Native Anescans together into missions. 5 Detail With the establishment of convents, women hod an ote ater than mariage they cout become _ MNS.NAME — bare Guided Reading Acti esate Summary and Reflection Directions: Summarize the main ideas ofthis lesson by answering the question below. ‘What were the socal, economic, and political characteristics of Spanish and Portuguese rule In Latin America? SOCAL WTERACTIONS, © SHAT IED LYS SYSTEM. “Elan « Wi TueAL RESUS = —___EeoryntP ? hia SYST S TRADE: Wy) BARE TAEIGRL: Gov'r BY ViceRoys Meanie 0 Hithatie tape 21