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SECTION
2
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.
■
Describe how the Portuguese established footholds on Africa’s coasts.
■
Analyze how European actions affected
the slave trade and the rise of African
states.
■
Page 452 Wednesday, November 29, 2006 2:41 PM
Understand how the European presence
in Africa expanded.
2
A Portuguese captain named Alvise Cadamosto
reached West Africa in the mid-1400s. He
described the reaction of the West Africans to the
sight of his ship:
that the first time they saw sails . . .
“ Ittheyis said
believed they were great seabirds with
white wings, which were flying and had come
from some strange place. . . . Some thought
the ships were fishes, others that they were
ghosts that went by night, at which they were
terrified.
—Alvise Cadamosto, 1455
”
Focus Question What effects did European
exploration have on the people of Africa?
Turbulent Centuries in Africa
L3
Remind students that when Europeans
began to explore Africa, the continent
contained many different states and kingdoms. Have students preview the section
and predict what the European impact on
Africa would be.
Objectives
• Describe how the Portuguese established
footholds on Africa’s coasts.
• Analyze how European actions affected the
slave trade and the rise of African states.
• Explain how the European presence in Africa
expanded.
Terms, People, and Places
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Great Seabirds Arrive
Ask What view of Europeans do the
quotation and the photograph suggest? (that they are powerful and perhaps unpleasant; that they are not very
familiar to Africans)
■
■
■
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 2 Assessment answers.)
Preview Have students preview the
Section Objectives and the list of Terms,
People, and Places.
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T20). As they
read, have students fill in the chart
with the effects of European
exploration in Africa.
Reading and Note Taking
Study Guide, p. 131
AUDIO
Great Seabirds Arrive
A Benin ivory carving
(right) depicts a
Portuguese sailor in a
ship. Iron weights (top)
were used in western
Africa to weigh gold.
Prepare to Read
Build Background Knowledge
WITNESS HISTORY
Osei Tutu
monopoly
Oyo empire
Cape Town
Boers
Mombasa
Malindi
plantation
Affonso I
missionary
Asante kingdom
Reading Skill: Identify Effects As you
read, record effects of European exploration
in Africa in a chart like the one below.
Effects of European Exploration
European
Footholds
Slave
Trade
New African
States
European encounters with Africa had occurred for hundreds of
years. Yet the European explorers who arrived in the 1400s
brought great and unforeseen changes to Africa’s peoples and cultures.
Portugal Gains Footholds
As you have read, the Portuguese who explored Africa’s coasts in
the 1400s were looking for a sea route to Asia that bypassed the
Mediterranean. They also wanted to buy goods directly from their
source, rather than trading through Arab middlemen.
The Portuguese began carrying out their strategy in West
Africa, building small forts to collect food and water and to repair
their ships. They also established trading posts to trade muskets,
tools, and cloth for gold, ivory, hides, and slaves. These were not
colonies peopled by settlers. Instead, the Portuguese left just
enough men and firepower to defend their forts.
From West Africa, the Portuguese sailed around the continent.
They continued to establish forts and trading posts, but they also
attacked existing East African coastal cities such as Mombasa
and Malindi, which were hubs of international trade. With cannons blazing, they expelled the Arabs who controlled the East
African trade network and took over this thriving commerce for
themselves. Each conquest added to their growing trade empire.
Vocabulary Builder
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 3, p. 26; Teaching Resources, Skills Handbook, p. 3
High-Use Words
dominate, p. 454
unify, p. 454
452 The Beginnings of Our Global Age: Europe, Africa, and Asia
Definitions and Sample Sentences
v. to rule or control by superior power
The highest-ranked team dominated the other teams in the playoffs.
v. to combine into one
The two countries were unified into a single nation.
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Over the next two centuries, some Portuguese explorers managed to
reach parts of present-day Congo, Zambia, and Zimbabwe, establishing
limited trade. In general, however, the Portuguese did not venture far
from the coasts. They knew little about Africa’s interior, and they lacked
accurate maps or other resources to help them explore there. Furthermore, Africans in the interior, who wanted to control the gold trade,
resisted such exploration. As a result of all these factors, when the Portuguese empire declined in the 1600s, the Portuguese did not leave a strong
legacy in Africa.
Teach
Portugal Gains Footholds/
The African Slave Trade
L3
Explodes
Instruct
Why did the Portuguese establish a presence mainly
along the African coast?
■
Introduce: Key Terms Have students
find the key term plantation (in blue)
in the text. Ask them what they know
about this term. Explain that the plantation system, which was just beginning to develop during this period,
would have an enormous impact on the
slave trade and on the global economy.
■
Teach Discuss Europe’s expansion into
Africa. Ask Why did Europeans set
up posts along Africa’s coasts? (as
bases to repair and resupply ships)
Why did the European presence in
Africa expand? (As Europeans realized they could take part in profitable
trade, they expanded their trading posts
and took over established cities.) How
did this expansion affect the African slave trade? (It greatly encouraged the slave trade.)
■
Quick Activity Display Color Transparency 85: African Art. Use the lesson suggestion in the transparency
book to guide a student discussion
about African art.
Color Transparencies, 85
The African Slave Trade Explodes
In the 1500s and 1600s, Europeans began to view slaves as the most
important item of African trade. Slavery had existed in Africa, as elsewhere around the world, since ancient times. Egyptians, Greeks,
Romans, Persians, Indians, and Aztecs often enslaved defeated foes. The
English word slave comes from the large number of Slavs taken from
southern Russia to work as unpaid laborers in Roman times.
The Arab empire also used slave labor, often captives from East Africa.
In the Middle East, enslaved Africans often worked on farming estates.
Others became artisans, soldiers, or merchants. Some rose to prominence
in the Muslim world even though they were slaves.
A Valuable Commodity
Since ancient times, gold was a valuable
trade good in western Africa. Beginning in
the 1500s, it became an important part of
the slave trade. Europeans melted down
African gold jewelry like the pieces above to
make gold coins.
Europeans Enter the Slave Trade Portuguese
A Portuguese observer described the first ship of African slaves
traders quickly joined the profitable slave trade,
arriving in Portugal in 1444 from West Africa. Judging from the
followed by other European traders. Europeans
writer’s words, what was his opinion of what he saw?
bought large numbers of slaves to perform labor on
their plantations—large estates run by an owner
Primary Source
or an owner’s overseer—in the Americas and elseSome kept their heads low and their faces bathed in tears,
where. Rich Europeans also bought slaves as
looking at each other . . . others struck themselves in the face
exotic household servants. By the 1500s, European
and threw themselves to the ground; and others sang sad
participation had encouraged a much broader
songs—although we did not understand their words, the
Atlantic slave trade.
sound told of their great sorrow. . . . The mothers threw themEuropeans seldom went into Africa’s interior to
selves flat on the ground. They were beaten but they refused
take part in slave raids. Instead, they relied on
to give up their children.
African rulers and traders to seize captives in the
—From Chronicle of the Discovery and Conquest of Guinea
interior and bring them to coastal trading posts
AUDIO
and forts. There, the captives were exchanged for
textiles, metalwork, rum, tobacco, weapons, and
gunpowder. Over the next 300 years, the slave trade grew into a huge
and profitable business to fill the need for cheap labor. Each year, traders
shipped tens of thousands of enslaved Africans across the Atlantic to
work on sugar, rice, tobacco, and other plantations in the Americas.
These slaves were considered to be property, and they had no hope of bettering their situations.
“
”
African Leaders Resist Some African leaders tried to slow down or
stop the transatlantic slave trade. But in the end, the system that supported the trade was simply too strong for them. An early voice raised
against the slave trade was that of Affonso I, ruler of Kongo in westcentral Africa. As a young man, Affonso had been tutored by Portuguese
missionaries, who hoped to convert Africans to Christianity.
Independent Practice
Have students take the role of either
King Affonso or an African leader who
assisted in the slave trade. Have them
write a short argument for or against the
slave trade. Then have students present
their views to the class.
Monitor Progress
As students fill in their flowcharts, circulate to make sure they understand the
effects of European exploration on the
people and societies of Africa. For a completed version of the flowchart, see
Note Taking Transparencies, 120
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Ask students to identify the items that Europeans
sought during this time that students still use today.
Write their responses on the board. Then list the items
that Europeans had to offer in exchange. Discuss how
the Europeans’ lack of tradable goods helped contribute to conflict and European military action.
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. 131
■ Adapted Section Summary, p. 132
Answers
They were interested in trade, which was
mainly concentrated along the coast, and they
lacked the resources to explore the interior.
P R I M A RY S O U R C E Sample: He was
saddened.
Chapter 14 Section 2 453
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New African States/The
European Presence
Expands
Major African States About 1700
40° N
L3
Azores
Madeira
Instruct
■
■
■
Page 454 Friday, September 9, 2005 2:08 PM
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder terms and definitions. Ask students to suggest ways that the two
terms are related.
Teach Ask How did kingdoms like
the Asante and Oyo respond to the
growing slave trade? (They gained
power by conquering other Africans and
by increasing their involvement with
European traders.) Why did many
Africans at this time turn against
other Africans? (Many Africans felt
that if they did not gain power for themselves, they might be obliterated.) Using
the Numbered Heads strategy (TE,
p. T23), ask students to predict how the
expansion of European power in Africa
would affect the slave trade.
Quick Activity Point out the sentence
in the text: “The Boers held to a Calvinist belief that they were the elect, or chosen, of God.” Have small groups discuss
why this belief may have caused the
Boers to view Africans as inferiors.
Students may want to review the section in an earlier chapter on Protestant
Reformation.
Independent Practice
Have students access Web Code nap1421 to take the Geography Interactive Audio Guided Tour and then
answer the map skills questions.
Monitor Progress
■
Check answers to map skills questions.
■
Check Reading and Note Taking Study
Guide entries for student understanding. Ask students to summarize how
European countries affected the
African states.
Canary
Islands
FUTA
TORO
20° N
Cape Verde
Islands
DARFUR
W
OYO
ASANTE
E
BENIN
Porto-Novo DAHOMEY
S
RWANDA
BURUNDI
KONGO
LUNDA
Malindi
Mombasa
SWAHILI
COASTAL
STATES
Atlant ic
O cean
Major slave trading region
African state about 1700
City
0
0°
Map Skills By about 1700, many
of Africa’s states and kingdoms
were involved in the slave trade.
1. Locate (a) Malindi (b) Kongo
(c) Asante (d) Bornu
2. Describe Which states were
part of a major slave trading
region?
3. Synthesize Information In
general, where were most
slave trading regions located?
Explain.
For: Audio guided tour
Web Code: nap-1421
Vocabulary Builder
dominate—(DAHM uh nayt) v. to rule or
control by superior power
Vocabulary Builder
unified—(YOO nuh fyd) v. combined into
one
History Background
1. Review locations with students.
2. Asante, Oyo, Dahomey, Benin, Bornu, Darfur,
and Kongo.
3. Most were located in coastal areas because
that is where the Europeans were based.
Europeans became involved in the slave trade,
seeking larger numbers of slaves for their plantations; African states expanded the slave trade
to meet European needs and gain wealth.
454 The Beginnings of Our Global Age: Europe, Africa, and Asia
In d i a n
O cean
Miller Projection
500
1000 mi
0
Cape Town
20° W
Equator
Madagascar
20° S
Answers
Map Skills
BORNU
ETHIOPIA
N
0°
HAUSA
STATES
SEGU
20° E
40° E
500 1000 km
60° E
After becoming king in 1505, he called
on the Portuguese to help him develop
Kongo as a modern Christian state. But
he became alarmed as more and more
Portuguese came to Kongo each year to
buy slaves. Affonso wanted to maintain
contact with Europe but end the slave
trade. His appeal failed, and the slave
trade continued.
In the late 1700s, another African ruler
tried to halt the slave trade in his lands.
He was the almany (from the Arabic
words meaning “religious leader”) of Futa
Toro, in present-day Senegal. Since the
1500s, French sea captains had bought
slaves from African traders in Futa Toro.
In 1788, the almany forbade anyone to
transport slaves through Futa Toro for
sale abroad. However, the inland slave
traders simply worked out a new route
to the coast. Sailing to this new market,
the French captains easily purchased the
slaves that the almany had prevented
them from buying in Futa Toro.
How did the African
slave trade expand?
New African States Arise
The slave trade had major effects on African states in the 1600s and 1700s.
In West Africa, for example, the loss of countless numbers of young women
and men resulted in some small states disappearing forever. At the same
time, there arose new states whose way of life depended on the slave trade.
The rulers of these powerful new states waged war against other Africans to
dominate the slave trade.
The Asante Kingdom The Asante kingdom (uh SAHN teh) emerged
in the area occupied by present-day Ghana. In the late 1600s, an able
military leader, Osei Tutu, won control of the trading city of Kumasi.
From there, he conquered neighboring peoples and unified the Asante
kingdom. The Asante faced a great challenge in the Denkyera, a powerful
neighboring enemy kingdom. Osei Tutu realized that in order to withstand the Denkyera, the people of his kingdom needed to be firmly
united. To do this, he claimed that his right to rule came from heaven, and
that people in the kingdom were linked by spiritual bonds. This strategy
paid off when the Asante defeated the Denkyera in the late 1600s.
Under Osei Tutu, government officials, chosen by merit rather than by
birth, supervised an efficient bureaucracy. They managed the royal
monopolies on gold mining and the slave trade. A monopoly is the
exclusive control of a business or industry. The Asante traded with Europeans on the coast, exchanging gold and slaves for firearms. They also
played rival Europeans against one another to protect themselves. In
this way, they built a wealthy, powerful state.
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The Oyo Empire The Oyo empire arose from successive waves of
Assess and Reteach
settlement by the Yoruba people of present-day Nigeria. It began as a
relatively small forest kingdom. Beginning in the late 1600s, however,
its leaders used wealth from the slave trade to build up an impressive
army. The Oyo empire used the army to conquer the neighboring kingdom of Dahomey. At the same time, it continued to gain wealth by
trading with European merchants at the port city of Porto-Novo.
Assess Progress
What caused some African states to grow?
L3
■
Have students complete the Section
Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring Transparencies, 59
Teaching Resources, Unit 3, p. 23
The European Presence Expands
Following the Portuguese example, by the 1600s several European
powers had established forts along the western coast of Africa. As Portuguese power declined in the region, British, Dutch, and French traders took over their forts. Unlike the Portuguese, they established
permanent footholds throughout the continent.
In 1652, Dutch immigrants arrived at the southern tip of the continent. They built Cape Town, the first permanent European settlement, to supply ships sailing to or from the East Indies. Dutch
farmers, called Boers, settled around Cape Town. Over time, they
ousted, enslaved, or killed the people who lived there. The Boers held
a Calvinist belief that they were the elect, or chosen, of God. They
looked on Africans as inferiors and did not respect their claims to their
own land. In the 1700s, Boer herders and ivory hunters began to push
north from the Cape Colony. Their migrations would eventually lead to
battle with several African groups.
By the mid-1600s, the British and French had both reached presentday Senegal. The French established a fort in the region around 1700. In
the late 1700s, stories about British explorers’ search for the source of
the Nile River sparked an interest in Africa among Europeans, especially
the French and British. In 1788, the British established the African
Association, an organization that sponsored explorers to Africa. Over the
next century, European exploration of Africa would explode.
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 132
Elmina Castle
European traders called the places where
they held and traded slaves “castles.” Built
by the Portuguese in 1482, Elmina Castle in
present-day Ghana was used as a base for
trading slaves, gold, and imported European
products.
How did the European presence in Africa expand?
2
Terms, People, and Places
1. What do many of the key terms and
people listed at the beginning of the
section have in common? Explain.
2. Reading Skill: Identify Effects Use
your completed chart to answer the
Focus Question: What effects did European exploration have on the people of
Africa?
Progress Monitoring Online
Adapted Reading and Note
Taking Study Guide, p. 132
L1 L2
Spanish Reading and Note
Taking Study Guide, p. 132
Extend
L2
L4
Ask students to scan the news for articles
about turbulence or economic difficulties
in Africa. Have students consider whether
any of these problems may have stemmed
from events that occured during the age of
European exploration. Have them write
reports expressing their opinions.
For: Self-quiz with vocabulary practice
Web Code: naa-1421
Comprehension and Critical Thinking
3. Determine Relevance How did the
Portuguese strategy of building forts
instead of permanent colonies affect
Portugal’s history in Africa?
4. Recognize Cause and Effect How
did Europeans change the nature of
African slavery?
5. Analyze Information Why did the
Asante and Oyo need to trade with
Europeans to maintain power?
6. Predict Consequences Would the
Europeans have taken the same course
in Africa if the people there had been
Christian like themselves?
Section 2 Assessment
1. Most of the terms relate to European exploration or to African leaders and places with
which Europeans had contact.
2. Some Africans grew wealthy from trade
with Europeans. However, European
exploration had mainly negative effects on
Africans, including the takeover of African
cities and the loss of people to the slave
trade.
●
Writing About History
Quick Write: Write a Thesis Statement
Write a thesis statement that will support a
biographical essay about either Osei Tutu
or Affonso I. Remember that the facts and
events you cite in your essay should support your thesis statement. For example,
the following thesis statement is not supported by the facts in the text: Affonso I
was instrumental in slowing the slave trade
in Africa.
3. Portugal was unable to establish a longterm presence in the region.
4. The slave trade grew and slaves became
commodities with little hope of receiving
better treatment.
5. Without wealth from the European trade,
they could not have defeated their neighbors.
6. Answers will vary. Some students may suggest that Europeans would have treated
Africans better if they were Christians.
Others may suggest that even people of
Answers
The slave trade gave some states the
resources to expand and conquer their
neighbors.
Various Europeans took over the forts of the
declining Portuguese, and worked to establish
more permanent footholds.
the same religion can come into conflict if
their interests are not the same.
● Writing About History
Thesis statements should express a clear
and distinctive perspective about either
Osei Tutu or Affonso I.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1421.
Chapter 14 Section 2 455
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King Affonso I: Letter to
King John of Portugal
Objectives
■ Understand
Affonso’s reasons for asking Portugal to help end the slave trade
in Africa.
■ Analyze
the language Affonso uses in
hopes of convincing King John.
Build Background
Knowledge
L3
Have students recall what they have
learned about Portuguese efforts to win
converts to Christianity in Africa. As students read the selection, have them consider whether Affonso’s conversion to
Christianity made any difference in his
relations with King John of Portugal.
Instruct
L3
■ As
students read the selection, have
them list each of the negative effects
that Affonso says Portugal’s involvement
in the slave trade has produced. When
students have finished, have them write
a master list on the board. (Lists should
include: weakening of Affonso’s power
over vassals; lessening of Kongo’s security
and peace; corruption; depopulation)
■ Point
out that Affonso uses religious
language that he hopes will appeal to
the Portuguese king. Ask What are
some examples of this language?
(He refers to God, priests, and the holy
sacrament.) What does he hope to
accomplish by using such language?
(He wants to appeal to King John’s
responsibility as a Christian king.)
Monitor Progress
Have students return to the Build Background Knowledge exercise. Ask them to
use specific quotations from the selection
to write a paragraph that answers the
question they were to consider: Does
Affonso’s status as a Christian make any
difference in his relations with King John
of Portugal?
Thinking Critically
1. Affonso believes they no longer respect him as
a ruler, because they can get the things they
want directly from the Europeans.
2. priests and teachers, and wine and flour for
religious sacraments
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King Affonso I:
Letter to King John III of Portugal
In 1490, the Portuguese converted the son of a Kongo king to
Christianity and then helped him take his father’s throne.
The new king, born Nzinga Mbemba, was renamed Affonso.
King Affonso soon realized that his relationship with
Portugal had extremely negative consequences, as can be
seen from his letter to King John III of Portugal in 1526. In
this letter, the king of Kongo appeals to the king of Portugal
to end the slave trade.
A
Congolese brass and wood crucifix
dating from the 1500s blends Christian
and traditional African symbols.
S
ir, Your Highness of Portugal should know how our Kingdom is being
lost in so many ways. This is caused by the excessive freedom given by
your officials to the men and merchants who are allowed to come to this
Kingdom to set up shops with goods and many things which have been
prohibited by us. Many of our vassals, whom we had in obedience, do not
comply1 because they have the things in greater abundance than we
ourselves. It was with these things that we had them content and
subjected under our jurisdiction2, so it is doing a great harm not only to
the service of God, but to the security and peace of our Kingdoms and
State as well.
And we cannot reckon how great the damage is, since the mentioned
merchants are taking every day our natives, sons of the land and the sons
of our noblemen and vassals and our relatives. The thieves and men of bad
conscience grab them wishing to have the things and wares of this
Kingdom which they are ambitious of; they grab them and get them to be
sold. And so great, Sir, is the corruption and licentiousness3 that our
country is being completely depopulated, and your Highness should not
agree with this nor accept it as in your service. And to avoid it we need
from those your Kingdoms no more than some priests and a few people to
teach in schools, and no other goods except wine and flour for the holy
sacrament.
That is why we beg of Your Highness to help and assist us in this
matter, commanding your factors4 that they should not send here either
merchants or wares, because it is our will that in these kingdoms there
should not be any trade of slaves nor outlet for them. Concerning what is
referred to above, again we beg of Your Highness to agree with it otherwise
we cannot remedy such an obvious damage.
King John III of Portugal
Thinking Critically
1. comply (kum PLY) v. agree to a request
2. jurisdiction (joor is DIK shun) n. area of authority or power
3. licentiousness (ly SEN shus nis) n. lack of morality
4. factors (FAK turs) n. agents
History Background
1. Identify Causes What does King
Affonso believe has caused his
vassals to become disobedient?
2. Analyze Information What
specifically does King Affonso say he
still needs from the Portuguese?