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WITNESS HISTORY
3
SECTION
AUDIO
Gunfire Over Malacca
In 1511, a Portuguese fleet commanded by Afonso de
Albuquerque (AL buh kur kee) dropped anchor off
Malacca, a rich Islamic trading port that controlled the
sea route linking India, Southeast Asia, and China. The
fleet remained at anchor for several weeks before
opening fire. According to a Malaysian account:
cannon balls came like rain. And the noise of
“ The
the cannon was as the noise of thunder in the heavens and the flashes of fire of their guns were like
flashes of lightning in the sky: and the noise of their
matchlocks [guns] was like that of groundnuts
[peanuts] popping in the frying pan.
—From the Malay Annals
Commander Afonso
de Albuquerque
(right); a Portuguese
rifle (top)
”
3
Step-by-Step
Instruction
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Summarize how Portugal built a trading empire in South and Southeast Asia.
■
Analyze the rise of Dutch and Spanish
dominance in the region.
■
Understand how the decline of Mughal
India affected European traders in the
region.
Focus Question How did European nations build
empires in South and Southeast Asia?
European Footholds in South
and Southeast Asia
Objectives
• Summarize how Portugal built a trading empire
in South and Southeast Asia.
• Analyze the rise of Dutch and Spanish
dominance in the region.
• Understand how the decline of Mughal India
affected European traders in the region.
Terms, People, and Places
Afonso de Albuquerque
Mughal empire
Goa
Malacca
outpost
Dutch East India Company
sovereign
Philippines
sepoys
Reading Skill: Identify Causes and Effects As
you read this section, fill in a chart like the one
below with the causes and effects of European
exploration in South and Southeast Asia.
Portugal
•
•
Netherlands Spain
Britain
•
•
•
•
•
•
Prepare to Read
Build Background Knowledge
Portugal was the first European power to gain a foothold in Asia.
The Portuguese ships were small in size and number, but the firepower of their shipboard cannons was unmatched. In time, this
superior firepower helped them win control of the rich Indian Ocean
spice trade and build a trading empire in Asia.
Ask students to recall how and why the
Portuguese began exploration in Africa,
and what kind of presence they established. Then have them predict what
impact the Portuguese might have in
South and Southeast Asia.
Portugal Builds an Eastern Empire
Set a Purpose
After Vasco da Gama’s voyage, the Portuguese, under Afonso de
Albuquerque’s command, burst into the Indian Ocean. By that
time, Muslim rulers, originally from central Asia, had established
the Mughal empire throughout much of India. The southern
regions of India, however, were still controlled by a patchwork of
local princes. The Portuguese won these princes to their side with
promises of aid against other Europeans. With these southern
footholds, Albuquerque and the Portuguese hoped to end Muslim
power and turn the Indian Ocean into a “Portuguese lake.”
A Rim of Trading Outposts In 1510, the Portuguese seized the
island of Goa off the coast of India, making it their major military
and commercial base. Albuquerque burned coastal towns and
crushed Arab fleets at sea. The Portuguese took the East Indies
port of Malacca in 1511, massacring the city’s Muslims.
Vocabulary Builder
■
Definition and Sample Sentence
adj. important to carrying out a plan of action
In the chess match, the man’s strategic placement of his bishop led him to win
the game.
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Gunfire Over Malacca
Ask What do these descriptions
suggest about Malaysians’ experience with gunfire up to that time?
(They suggest that Malaysians had not
experienced gunfire before, and thus
described it with words from their natural surroundings.)
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■
Have students read this
section using the Guided Questioning
strategy (TE, p. T20). As they read,
have students fill in the chart showing
the effects of European exploration.
Reading and Note Taking
Study Guide, p. 133
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 3, p. 26; Teaching Resources, Skills Handbook, p. 3
High-Use Word
strategic, p. 458
L3
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In less than 50 years, the Portuguese had built a trading empire with
military and merchant outposts, or distant areas under their control,
rimming the southern seas. They used the cities they had seized on the
east coast of Africa to resupply and repair their ships. For most of the
1500s, Portugal controlled the spice trade between Europe and Asia.
Teach
Portugal Builds an Eastern
Empire/Rise of the Dutch L3
A Limited Impact Despite their sea power, the Portuguese lacked
resources and faced too much resistance to make great inroads into the
region. They made harsher efforts to convert local people to Christianity
than they had in Africa, attacking Muslims and destroying Hindu temples.
Still, by 1600 the Portuguese had converted fewer than a million people to
Christianity. The conversion rate was especially low among Asian Muslims.
Instruct
■
■
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Then point
out the heading Rise of the Dutch. Ask
students to predict how a strategic settlement could have helped the Dutch
rise in the region.
Teach Return to the predictions students
made in the Build Background Knowledge activity. Ask Why was Portugal
unable to establish a long-term
presence in the region? (It did not
have the resources to conquer territory
or establish inland trade; its missionaries’ harsh methods incited a backlash
among local people.) Why were the
strategies of the Dutch more successful? (The Dutch established permanent colonies with close ties to local
people; they concentrated more on trade
than on missionary work.)
Quick Activity Display Color Transparency 87: The Wreck of the Flor
de la Mar. Use the lesson suggestion
in the transparency book to guide a
discussion about the importance of
Malacca to Europeans.
Color Transparencies, 87
How did the Portuguese control the spice trade?
Rise of the Dutch
The Dutch were the first Europeans to challenge Portuguese domination
of Asian trade. The land we know today as the Netherlands included a
group of provinces and prosperous trading cities on the North Sea. In the
early 1500s it was part of the Holy Roman Empire, but later the Protestant northern provinces won independence. The independent Netherlands entered vigorously into competition for overseas influence.
Building a Mighty Sea Power In 1599, a Dutch fleet returned to
Vocabulary Builder
strategic—(struh TEE jik) adj. important
to carrying out a plan of action
Different Perspectives
A European artist (right) shows the king of
Sri Lanka and a Dutch explorer meeting as
equals. In the Indian painting to the left,
Europeans are shown as vassals bringing
gifts to India’s ruler. How did European and
Asian artists bring their own perspectives
to early encounters?
Amsterdam from Asia after more than a year’s absence. It carried a cargo
of pepper, cloves, and other spices. The success of this voyage led to a
frenzy of overseas activity. Soon Dutch warships and trading vessels had
made the Netherlands a leader of European commerce. Dutch power set
up colonies and trading posts around the world. With their strategic settlement at Cape Town, the Netherlands had a secure foothold in the region.
A Powerful Dutch Company In 1602, a group of wealthy Dutch merchants formed the Dutch East India Company. From the beginning,
this company had an unusual amount of power. Unlike Portuguese and
Spanish traders, whose expeditions, were tightly controlled by government, the Dutch East India Company had full sovereign powers. With
its power to build armies, wage war, negotiate peace treaties, and govern
overseas territory, it came to dominate the region.
Independent Practice
Primary Source To help students better understand the goals of both European explorers and Muslim merchants,
have them read the selection The Portuguese Reach India and then answer the
questions that follow.
Teaching Resources, Unit 3, p. 29
Monitor Progress
As students fill in their charts, circulate
to make sure they understand the causes
and effects of European exploration in
South and Southeast Asia.
Note Taking Transparencies, 121
Answers
They used force and diplomacy to establish
coastal trading posts, which they turned into a
trading empire.
Caption Sample: They depicted early encounters
in the ways that made the most sense to them.
History Background
Still Life in Holland In the 1600s, Holland enjoyed
a golden age of art. After years of war in the Low Countries, there was finally peace at home and the wealth
provided by the overseas trade created a consumer class
with enough disposable income to support the arts.
Affluent burghers bought paintings and portraits to
hang in their homes.
Amsterdam became not only a major commercial
port, but also a rich cultural center that attracted artists
458 The Beginnings of Our Global Age: Europe, Africa, and Asia
such as Johannes Vermeer, Rembrandt von Rijn, and
Willem Kalf. Rembrandt and his students developed the
genre of the still life, depicting inanimate objects such
as fruit or flowers. While other artists focused on religious or courtly themes, the Dutch turned toward
nature. So prominent were these new kinds of paintings during the 1600s that the Dutch words stilleven
and landschap were adapted into English as “still life”
and “landscape.”
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Spain Seizes the Philippines/
L3
Mughal India
Instruct
Asserting Dutch Dominance In 1641, the Dutch captured Malacca
from the Portuguese and opened trade with China. Soon they were able
to enforce a monopoly in the Spice Islands, controlling shipments to
Europe as well as much of the trade within Southeast Asia. Like the Portuguese, the Dutch used military force to further their trading goals. Yet
they forged closer ties with local rulers than the Portuguese had. Many
Dutch merchants married Asian women.
In the 1700s, the growing power of England and France contributed to
the decline of the Dutch trading empire in the East. Still, the Dutch
maintained an empire in Indonesia until the 1900s.
■
Introduce Display Color Transparency 86: Jacob Mathieusen and His
Wife. Explain that the man shown in
the painting is a senior merchant of the
Dutch East India Company in the mid1600s. Have students look for details
that give clues to the rise of European
merchants in South and Southeast
Asia.
Color Transparencies, 86
■
Teach Emphasize that as Europeans
established a growing presence in
South and Southeast Asia, their goal
broadened from dominating trade to
building empires. Ask What was the
strategic importance of the Philippines? (It was located between Europe
and the Americas.) How did an interest in trade goods lead to British
domination of India? (The British
East India Company gradually used its
trade wealth to dominate the country.)
■
Quick Activity Have student groups
construct annotated timelines, charting
European policies and actions in South
and Southeast Asia between the 1500s
and 1700s. Have each group focus on
Portugal, the Netherlands, Spain,
Britain, or France.
Symbols of the Dutch Empire
The Dutch painting Jacob Mathieusen and
His Wife (c. 1650) shows a senior official in
the Dutch East India Company overlooking
the Dutch fleet in Batavia, Indonesia. A slave
holds a parasol, an Asian symbol of power.
How can you tell that the artist was
European?
How did the Dutch build up a strong presence in
Southeast Asia?
Spain Seizes the Philippines
While the Portuguese and Dutch set up bases on the fringes of Asia,
Spain took over the Philippines. Magellan had claimed the archipelago
for Spain in 1521. Within about 50 years, Spain had conquered and colonized the islands, renaming them for the Spanish king Philip II. Unlike
most other peoples of Southeast Asia, the Filipinos were not united. As a
result, they could be conquered more easily.
In the spirit of the Catholic Reformation, Spanish priests set out to
convert the Filipino people to Christianity. Later, missionaries from the
Philippines tried to spread Catholic teachings in China and Japan.
The Philippines became a key link in Spain’s overseas trading empire.
The Spanish shipped silver mined in Mexico and Peru across the Pacific
to the Philippines. From there, they used the silver to buy goods in
China. In this way, large quantities of American silver flowed into the
economies of East Asian nations.
Independent Practice
Primary Source To help students
better understand how European traders
influenced Indian culture, have them
read the selection An Unusual Dinner
Party and answer the questions.
Teaching Resources, Unit 3, p. 31
Monitor Progress
Check Reading and Note Taking Study
Guide entries for student understanding.
Why was Spain able to conquer the Philippines easily?
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Have students suppose that they are going to open a
franchise in their local town. Ask them to list the preparations that would need to be made before opening.
Explain that European explorers faced similar challenges as they set up trading posts. List the preparations that they would need to make in order to
develop a successful trading post.
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 133
■ Adapted Section Summary, p. 134
Answers
by using their sea power to set up colonies,
setting up the Dutch East India Company,
and establishing permanent ties with locals
The Filipinos were not united as a people.
Caption the style of painting; the depiction of
the Dutch official as powerful
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Mughal India and European Traders
Assess and Reteach
Assess Progress
■
■
For two centuries, the Mughal empire had enjoyed a period of peace,
strength, and prosperity. European merchants were dazzled by India’s
splendid Mughal court and its many luxury goods.
L3
Have students complete the Section
Assessment.
A Center of Valuable Trade Mughal India was the center of the
valuable spice trade. It was also the world leader in textile manufacturing, exporting large quantities of silk and cotton cloth. The Mughal
empire was larger, richer, and more powerful than any kingdom in
Europe. When Europeans sought trading rights, Mughal emperors saw
no threat in granting them. The Portuguese—and later the Dutch,
English, and French—thus were permitted to build forts and warehouses
in Indian coastal towns.
Administer the Section Quiz.
Teaching Resources, Unit 3, p. 24
■
To further assess student understanding, use
Progress Monitoring Transparencies, 60
A Great Empire Shatters Over time, the Mughal empire weakened.
Reteach
If students need more instruction, have
them read the section summary.
L3
Reading and Note Taking
Study Guide, p. 134
L1 L2
Adapted Reading and
Note Taking Study Guide, p. 134
L2
Spanish Reading and
Note Taking Study Guide, p. 134
Extend
An Indian Sepoy
An Indian officer in the British army poses
with his wife in this Indian painting dating
from the 1700s.
L4
Remind students that while South and
Southeast Asia’s geography makes the
region a center of trade, it has also
brought great challenges. Have student
groups research one type of major storm
(hurricanes, typhoons, or tsunamis) that
has struck the region in the past 500
years. Ask groups to make a map of the
region, include details of specific storms
on the appropriate spots on the map, and
summarize the impact of such storms on
the region.
Answer
It made alliances with local leaders and organized armies of sepoys to drive out the French;
it used its wealth to weaken the Mughal
empire.
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. They built strategic outposts to control
the spice trade; established colonies; and
with their wealth and power began to
influence or even take over the local governments, thus establishing empires.
Conflicts between Hindu and Muslim princes rekindled. Years of civil
war drained Mughal resources. Rulers then increased taxes, sparking
rebellions. Corruption became widespread, and the central government
collapsed. As Mughal power faltered, French and English traders fought
for power. Like the Dutch, both the British and the French had established East India companies. These companies made alliances with local
officials and independent rajahs, or local chiefs. Each company organized
its own army of sepoys, or Indian troops.
By the mid-1700s, the British and the French had become locked in a
bitter struggle for global power. The fighting involved both nations’ lands
in Asia and the Americas. In India, the British East India Company used
an army of British troops and sepoys to drive out the French. The company then forced the Mughal emperor to recognize its right to collect
taxes in the northeast. By the late 1700s, it had used its great wealth to
dominate most of India.
How did Britain gain control of India?
3
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Identify Causes and
Effects Use your completed flowchart
to answer the Focus Question: How did
European nations build empires in
South and Southeast Asia?
Comprehension and Critical Thinking
3. Draw Inferences You read that the
Portuguese did not attempt to conquer
inland territory. What does that tell you
about their assessment of the inland
empires?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-1431
4. Analyze Information Why did the
leaders of the Netherlands give so
much power to the Dutch East India
Company?
5. Identify Central Issues What about
the location of the Philippines made it
a valuable asset for Spain?
6. Identify Assumptions The Mughal
empire gave trading rights to several
European countries. What assumptions
about the power of those countries
does this show?
3. They perceived these empires as being
stronger than their own forces.
4. Sample: Actions could occur much more
quickly if the company’s leaders could
make their own decisions.
5. It was ideally situated across the Pacific
from Spain’s American colonies.
6. Sample: This shows that their power, even
with concessions, was not great enough to
be a threat to Mughal rulers.
460 The Beginnings of Our Global Age: Europe, Africa, and Asia
● Writing About History
Quick Write: Present Evidence to
Support a Thesis Write a biographical
essay about Afonso de Albuquerque. First,
think of a thesis statement that describes
the main points you want to make. Then
write the main body text, referring frequently to your thesis statement. The
details in a biographical essay should
directly support your main point. For example, if your thesis is that Albuquerque was a
violent man, you would include details
about his takeover of Malacca.
● Writing About History
Responses should develop the body of the
essay, using biographical details about
Afonso de Albuquerque that clearly support
the thesis statement.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1431.