Phoenix coursebook 2vwo hoofdstuk1.1 9789006391251

History Coursebook 2 vwo

www.thiememeulenhoff.nl/phoenix

History Coursebook 2 vwo English edition

ISBN 978-90-06-39124-4

9 789006 391244

English edition

History Coursebook 2 vwo

Authors Cor van der Heijden Idzard van Manen Anjo Roos Frouke Schrijver Frank Tang Jos Venner Editor Jos Venner Translation Taalcentrum-VU English-language editors Sianne Wong Elisabeth van Borselen

Contents About ThiemeMeulenhoff ThiemeMeulenhoff is the education media specialist and provides educational solutions for primary, secondary, vocational and higher education. These solutions have been developed in close cooperation with the education market and they contribute to improved learning results as well as individual talent development.

How you work with Phoenix

age of explorers and reformers

ThiemeMeulenhoff brings out the best in each student.

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1 Sailing beyond the horizon 6

For more information about ThiemeMeulenhoff and an overview of our educational solutions: www.thiememeulenhoff.nl or call customer service at 033 448 3600.

ISBN 978 9006 39124 4 First print, first edition, 2016 © ThiemeMeulenhoff, Amersfoort 2016 All rights reserved. No part of this edition may be reproduced, stored in an electronic database, or made public, in any form or by any means, be it electronic or mechanical, including photocopying, recording, or in any other way, without the prior written permission of the publisher.

In as much as photocopying material from this edition is allowed according to article 16B of the Dutch Copyright Law 1912 j° ruling August 23rd 1985, statute 471 and article 17 Dutch Copyright Law 1912, one must pay the obligatory compensation to the PRO foundation – the Publication and Reproduction Rights Organisation, PO Box 3060, 2130 KB Hoofddorp (www. stiching-pro.nl). To be able to use a part of this edition in an anthology, reader or other compilation (article 16 Dutch Copyright Law) one must first contact the publisher. Further information about the use of music, film and photocopying in education can be found at www.auteursrechtenonderwijs.nl .

The publisher has endeavoured to regulate the authors’ rights according to law. However, those who believe that certain rights can still be claimed, may contact the publisher.

1.1 1.2 1.3 1.4 1.5 1.6

Voyages of discovery 10 The Portuguese trading empire 14 Spain conquers America 16 The New World 22 Europe and the world 26 Round-up 28

a ge of explorers and reformers

2 The Revolt 30

2.1 2.2 2.3 2.4 2.5 2.6

Dissent in the Church 34 Unrest in the Low Countries 39 The Revolt breaks out 43 William of Orange and Philip II 45 The Republic 48 Round-up 53

age of regents and kings

3 The Dutch Republic in the Golden Age 56

This edition has been manufactured in a CO2-neutral way.

This edition has been printed on FSC® trademark paper. This paper is produced from environmentally responsible forestry.

3000 BC

3.1 3.2 3.3 3.4 3.5 3.6

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BC

Amsterdam: staple market of the world 60 The East and the VOC 63 The WIC and Suriname 68 Faith, tolerance and research 71 Living the good life and showing it 74 Round-up 80

500

AD

age of regents and kings

age of explorers and reformers

age of wigs and revolutions

age of regents and kings

age of wigs and revolutions

ge of citizens and a steam engines

4 Enlightenment and Revolution 82

4.1 4.2 4.3 4.4 4.5 4.6

Louis XIV, an absolute ruler 86 Enlightenment: theory and practice 90 The Ancien Régime 93 The French Revolution 97 Emperor Napoleon 100 Round-up 104

6 From colony to world power 132

age of wigs and revolutions

age of citizens and

steam engines

5 Manufacturers and Workers 106

5.1 5.2 5.3 5.4 5.5 5.6

Agrarian and demographic revolutions 110 The rise of factories 113 For a handful of shillings 118 Europe seeks markets 121 The red spectre haunts Europe 127 Round-up 130

6.1 6.2 6.3 6.4 6.5 6.6

Colonists, Native Americans and African Americans 136 Independence 139 North and South 144 American Civil War 146 World power 149 Round-up 156

A quick overview of the skills 158 Governance 160 Maps 162 Terms 164 Illustration notes 168

Year 3 age of citizens and steam engines age of world wars i: first world war age of world wars ii: second world war age of television and computer

1000

1500

1600

1700

1800

1900 1950 2000

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How you work with Phoenix This is your history coursebook. The chapters follow the course of history. This coursebook contains everything you need (texts, sources) for the assignments in the workbook.

Have fun with history!

How the chapters are organized The start of a chapter • You will always work based on your workbook. Your workbook tells you what you have to do.

• The first four pages of each chapter tell you what the chapter is about.

• You will find a brief explanation and list of the significant developments in the period of history described in the chapter.

• You will also read why this period is so important.

• You will then find the main question and a number of subquestions. There is usually one subquestion per section.

Each chapter has six sections Coursebook • Each section starts with the subquestion for that section.

• A section consists of texts and sources. A source can be a picture (image source) or a text (text source).

• The boxes provide information on how states are organized.

• Some sections have a skills block. These blocks explain the history skills you need to learn. You will complete assignments to help you learn these skills. The assignment will say: Practise your knowledge...

• Two sections give you the opportunity for further study.

Workbook • Each section starts with an assignment in which you will see what you already know about the topic.

• You will summarize what you have learned in the final assignment in each section.

• The end of each sectio n lists what you will need to know for a test: the tips for the test.

• The last block of each section tells you about the section’s assignments (knowledge, comprehension and application).

How you work with Phoenix

•

Sometimes you will see this symbol in an assignment.

This means you will have to use Phoenix online for this assignment.

•

this symbol means that you can work on this assignment together with others.

Round-up Coursebook • The sixth section in a chapter is called the Round-up.

This section summarizes what you have learned.

It tells you: the significant developments of the period, what you have learned so far and what you are now able to do.

• The period’s most important events and people are shown here in the timeline.

• The chapter’s terms are also grouped together in the Round-up.

Workbook • The workbook has assignments that will help you to prepare for a test. Some assignments ask you to practice your history skills, and some assignments are on terms from the chapter. Finally, you will complete a summary assignment.

www.thiememeulenhoff.nl/phoenix

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1 Sailing beyond the horizon

Sailing beyond the horizon

The Orbis terrarum made in 1594 by Petrus Plancius. On this map he detailed all of the continents known at the time.

Orientation

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the renaissance age of explorers and reformers (1500-1600)

America, or the New World Petrus Plancius (1552-1622) was born in Flanders but mainly worked in Amsterdam. He studied to be a clergyman but he is best known as a cartographer and navigator. He taught sailors how to use maps and nautical instruments. He then commissioned them to report new sightings of unknown territories. Their reports enabled him to perfect his maps. He also instructed sailors to tell him about the stars they saw in the southern hemisphere.

You can tell Plancius was interested in the stars because his map includes two discs that show the zodiac of the northern sky and the southern sky. He did not know much about the southern sky. The edges of the map are filled with pictures of the various continents: Europe, Asia, Africa and America and the peoples and animals that live there. The use of the compass and other navigational instruments had made voyages of discovery possible.

Plancius did not print such richly illustrated maps himself, but he did provide the knowledge on which they were based.

The maps appeared in a popular series of picture books about the New World, which had only just been discovered. These picture books were published in Northwestern Europe at the end of the sixteenth century.

The series was called Les Grands Voyages and was produced to tell a wide readership about the great sea expeditions of the age. It was translated into several languages, so that Europeans of different nationalities could learn about the discoveries made in the previous century. What did that new continent look like? Who lived there? What plants and trees grew there? Travel journals and detailed engravings showed how these foreign people lived, the regions they inhabited and how European explorers and conquerors had discovered and conquered these distant territories. For many Europeans this was the first introduction to the world on the other side of the Atlantic. A New World.

Discovering a New World In August 1492, maritime explorer Christopher Columbus set sail from Spain with three ships. Columbus believed he could reach Asia by sailing west, something that until then no one had succeeded in doing. After sailing for seventy days, Columbus sighted land... was this China or

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India? He went ashore, planted the Spanish flag and encountered the local population. In his journal he wrote that the people he met seemed to be lacking in everything. They were all naked and those I saw were young and well-built. Their hair, coarse as a horse’s tail, was cut short and combed towards the forehead at the front, except for a small section at the back which they leave long. They paint their skin. They do not carry weapons and are not familiar with them. When I showed them swords, they took hold of the blade and cut themselves. I think it will be easy to convert them to Christianity, because they do not appear to have their own religion.” He called these people ‘Indians’.

Only later, when Columbus and other explorers had made several voyages to the west, did it become clear that this was not Asia, but another, previously undiscovered continent.

Hispanic America After Columbus discovered America in 1492, Spain wanted to take possession of this territory. There were riches to be found, especially gold, and the population could be converted to Christianity. New expeditions were planned and armed soldiers were shipped from Spain to conquer the indigenous peoples. Among them were the Aztecs, who lived in Central America. The Aztecs had nothing but simple weapons to defend themselves against the Spaniards, who were armed with iron swords and guns.

The Aztecs had never seen heavily armed fighters on horseback and they were in awe of the Spanish horsemen.

When a rider dismounted, they thought it was a huge monster splitting in two. In 1521 the Spaniards defeated the Aztecs and destroyed their capital city. The same fate awaited the Incas in South America. By around 1540 the Spaniards ruled all of Central and South America. The Spaniards suppressed the culture of the local peoples and their belief in many gods. Instead, the indigenous peoples adopted the faith of the Spaniards, and were sometimes forced to do so.

The Spanish conquerors changed American society. But the imports of gold and silver and the new trading opportunities also changed Europe.

Every year ships brought valuable cargoes back to Spain.

The Spaniards used these riches to finance wars against the Netherlands, France and the Ottoman Empire.

The spread of Spanish power in America is an example of European overseas expansion.

Portuguese trading empire in Asia Another example of European expansion is the trading empire that Portugal established in Asia. It was the Portuguese who first began to explore the world outside Europe. They went in search of sea routes to India so that they could buy spices directly instead of relying on Arab merchants. Once they had discovered the route around the Cape of Good Hope, the southernmost tip of South Africa, and were able to sail to India, the Portuguese had to fight their way into an existing trade network in Asia. It was not possible for them to conquer vast territories so far away from the motherland but the Portuguese did secure a share in the spice trade with the islands in the Indian Ocean and the countries around it. They used force to impose trade relations on local rulers. To protect their trade, the Portuguese established fortified trading posts along the coast. This resulted in a Portuguese trading empire in Asia. source 2

Columbus goes ashore. Romanticized drawing from the nineteenth century.

Orientation

source 3

Aztecs in front of the city of Tenochtitlan. Mural by the twentieth-century Mexican painter Diego Rivera, in the town hall of Mexico City.

The importance of European expansion The discoveries made by the Portuguese and the Spaniards meant that oceans were no longer an obstacle but a gateway to new markets and different cultures.

Regular contact between Europe and peoples in other parts of the world was now possible. The European expansion led the Portuguese and the Spaniards (and later the British, the French and the Dutch) to claim ownership of parts of Asia and America (colonies). This created trade on a global scale: Western European ships carried cloves from Asia, transported African slaves to America and sailed into European ports carrying gold and silver.

New resources were tapped, new peoples were discovered and sometimes exploited and conquered. Our knowledge of the world and shipping increased rapidly. These contacts also changed how Europeans saw the world: their travels made them better at mapping the world and also altered their way of thinking. People began to question the certainties of the past. What did they actually know of the world? Their thinking was no longer centred on the world order as stated in the Bible and taught by the church. Man himself, as critical thinking being, became increasingly important.

significant developments 1 The beginning of European overseas expansion.

2 The changing Renaissance view of the world and mankind.

main question How did the discovery of America and the founding of a trading empire in Asia change the societies of Europe and America?

subquestions 1 Why did Europeans go in search of new trade routes overseas?

2 How did the Portuguese establish a profitable trading empire?

3 How did Spain take possession of America?

4 How did Spain change American society?

5 What effects did the discovery of America and the trading contacts in Asia have on Europe and the worldview of the Europeans?

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Voyages of discovery source 4

A king receives a precious gift: two bags of peppercorns.

Miniature from the Livre des Merveilles du Monde, the French translation of the travels of Marco Polo, circa 1410-1412.

subquestion 1 Why did Europeans go in search of new trade routes overseas?

Spice of life In the Middle Ages, Europe had trading contacts with merchants from the Middle East and North Africa. These merchants traded in products such as silk, precious stones, sugar (produced from sugar cane) and also spices, which were very popular in Europe. Spices were used in the preparation of food, not to preserve meat or to disguise rotting, but because people liked to improve the taste of dishes with pepper, cinnamon, ginger, nutmeg, cloves and other flavours.

Spices and other exotic wares were also used as a health tonic and to make perfume and medicines. Moreover, by using spices, people could show how rich they were. A pound of pepper cost as much as a whole pig.

Caravans from the East Spices and goods such as silk and sugar came from East Asia and were very expensive. Caravans transported the merchandise over land. A famous trade route, the Silk Road, stretched all the way from China to the Middle East.

On a long route like this, each merchant took care of a section of the journey. When he had completed his section of the route, he sold his products on to another merchant who then did the same. This process was repeated until

source 5 A recipe to combat the stench of plague To combat the foul smell of plague, wealthy men may benefit from a perfume made from the following ingredients: agarwood and amber (2 drachmas each), best quality myrrh and frankincense (1 ounce), camphor, storax, dried rose petals (2 drachmas), sandalwood from Makassar, eucalyptus leaves (1 ounce). Grind them together with resin or with rosewater from Damascus in which camphor has been dissolved. This mixture can then be used to make pills or tablets.

Paraphrased from: Regiment de preservació de la pestilència, from 1348, the year of the plague.

the products reached the merchants in Europe. The merchants of Venice were mainly responsible for buying many valuable goods from the eastern Mediterranean and bringing them to Europe. Merchants then transported the Asian merchandise over land to Western Europe. In the fourteenth and fifteenth century, merchants from Genoa dared to transport these profitable products over the sea to Bruges. At the time, Bruges was the most important port in Northwestern Europe. All these intermediate steps drove prices sky high. The merchants from the Middle East benefited most from this chain of trade.

1.1 Voyages of discovery

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Marco Polo

source 6

A caravan on the Silk Road, pictured in the Catalan Atlas from 1375-1377.

source 7 Merchants in Baghdad In Baghdad they make silk and gold brocade fabric with birds and other animals embroidered on them. It is the largest city in the region. Through the middle of the city flows a huge river [the Tigris], on which you can sail all the way to the Indian Ocean, so there is a constant coming and going of merchants with their wares. The merchants who travel to the Indies navigate the river till they reach a town called Khism, on the Indian Ocean. Between Baghdad and Khism lies the city of Basra, where the best dates in the world are grown.

Paraphrased from: Marco Polo, The Travels of Marco Polo (Il Milione), circa 1298-1299.

source 8 Paper money You should know that the great khan orders a special kind of currency to be produced about which I will tell you now. He causes the bark to be stripped from mulberry trees and made into paper that resembles cotton. When ready for use, he has it cut into pieces of different sizes which are given different values. All these notes bear the seal of the great khan. When produced in large quantities, this paper currency is circulated in every part of the grand khan’s dominions. Pearls, gold, silver, precious stones and every other type of merchandise must be paid with that money. The great khan often orders everyone who has gold or silver or another precious commodity to take it immediately to the mint [the place where money is made] to exchange it for the paper currency, which the merchants gladly accept as they can use it to make purchases everywhere. This trade provides the great khan with a remarkable amount of revenue.

Paraphrased from: Marco Polo, The Travels of Marco Polo (Il Milione), circa 1298-1299.

In the thirteenth and fourteenth century, the Mongol Empire rose to power in the lands east of Europe. It extended from the Black Sea to China. The steppe peoples in the region were united and lived in peace.

This made the roads safer and caused trade to flourish. This benefited European merchants who were importing products on the Silk Road. Some even dared to travel far into the east themselves. Around 1270 brothers Niccolò and Maffeo Polo, merchants from Venice, decided to cross the Black Sea to do business. From there they travelled on and after a long journey they arrived at the court of Mongol emperor Kublai Khan. They were received with full honours, because the khan had never seen a Westerner before.

The brothers talked endlessly about Europe, about the pope and Christianity. The khan, who was a curious man, ordered them to bring oil from the lamp that burned at the tomb of Jesus in Jerusalem on their next visit. Two years later the brothers undertook the same journey again. This time they were accompanied by Niccolò’s son Marco. Upon their arrival, the Venetians were taken into service as envoys of Kublai Khan. In that capacity, they stayed for many years at his court and made many voyages through Asia, accounts of which were later written down by Marco.

His journal, which is full of wonderful stories about strange places and peoples, later made Marco Polo very famous, but his contemporaries found his accounts hard to believe. There were no other western sources about these areas and very few people were prepared to travel long distances. Europeans were isolated from Asia and Africa. That was reinforced by a shift in the balance of power around the Mediterranean.

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Around the Mediterranean In the area around the eastern half of the Mediterranean Sea, a mighty empire arose in the fourteenth and fifteenth centuries: the Ottoman Empire. It was ruled by the successors of Sultan Osman, the leader of one of the Turkish tribes which had gradually conquered the ancient Byzantine Empire. When the Byzantine capital Constantinople fell to the Turks in 1453, the city became the seat of Ottoman rule. Thereafter, the territory and the power of the sultans increased. While the Ottoman fleet dominated the Mediterranean Sea, the sultan expanded his empire in the Balkans and North Africa. The Ottomans also controlled the trade routes along which eastern merchants brought luxury goods from Asia. When the Ottomans stopped expanding their territory, an age of peace and prosperity dawned across their empire. For the states, principalities and kingdoms of Western Europe, this was both a positive development and a threat. On the one

source 9

hand the founding of the Ottoman Empire brought stability to the countries around the Mediterranean Sea and in the Middle East. This had a favourable effect on trade and was particularly beneficial to Venice, the main merchant city in the Mediterranean. On the other hand, the Europeans always had to battle with the advancing Ottoman armies and European merchants were paying sky-high prices for luxury goods from the east which could only be bought through the Ottomans. For European merchants this was an incentive to seek new trade routes, so they could start importing luxury goods directly.

In search of the Indies In their quest for new trade links, to buy spices and other luxury goods, the Europeans tried to reach the Indies. The Indies was the name they gave to the area far to the east and southeast of Europe: it covered present-day Asia, particularly Southeast Asia, but also included parts of

The Ottoman fleet blocking the port of the merchant city of Marseilles in 1454. Painting by Nasuh al-Silahi, sixteenth century, Topkapi Palace, Istanbul.

1.1 Voyages of discovery

source 10

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Sailors using a compass to navigate on the Indian Ocean. Miniature from the fifteenth century.

Africa. Over land the Europeans could only reach the Indies through hostile Ottoman territory. That is why they went in search of a sea route. For this purpose, they used a new type of ship. During their battles against the Ottomans on the Mediterranean Sea, the Genoese had designed a very effective new vessel called the caracca (carrack, in Dutch: kraak). Cannon could be positioned on the bow and the stern of a carrack and the ship was sturdy enough to sail long distances. They were also big enough to carry a lot of cargo. The merchants believed that they could use the carrack to reach the Indies. Meanwhile, knowledge about navigating the seas had grown thanks to contact with Arab sailors. Instruments like the astrolabe and the compass were used to set a course and navigate by the stars. People were well aware that the world was round and that the continents were surrounded by vast seas, so they knew it must be possible to reach the Indies by ship. But Europeans still had a lot to learn about the precise location of countries, oceans and continents. Their knowledge of the world was limited and was often mixed in with fantastic tales. People believed that spices and precious stones were there for the taking in the Indies.

source 11 The islands of Java and Sumatra in the Indian Ocean Spices come from islands in the Indian Ocean. Ships from many countries sail these waters. They are also home to creatures called Sirens. A Siren is half woman, half fish. Another type Siren is half woman, half bird. The island of Java has many plants and trees which produce all the precious spices of the Indies like nutmeg, galangal, and cinnamon. The Tartars call Sumatra Magno-Caulij. It is the easternmost island in the Indian Ocean. The people who live here look different to all the others. The mountains are home to men who are extremely tall, like giants. They are very dark and have little reason. If they capture a foreign man, they eat him. This island has two summers and two winters, so the flowers and plants there bloom twice a year. It is the last of the islands in the Indian Ocean and it is rich in gold, silver and precious stones.

Paraphrased from: the Catalan Atlas from 1375-1377.

History Coursebook 2 vwo

www.thiememeulenhoff.nl/phoenix

History Coursebook 2 vwo English edition

ISBN 978-90-06-39124-4

9 789006 391244

English edition