Presentation Plus! Glencoe World History
Copyright © by The McGraw-Hill Companies, Inc.
Developed by FSCreations, Inc., Cincinnati, Ohio 45202
Send all inquiries to:
GLENCOE DIVISION
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, Ohio 43240
Chapter Introduction
Section 1 Exploration and Expansion
Section 2 Africa in an Age of Transition
Section 3 Southeast Asia in the Era of
the Spice Trade
Chapter Summary
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
Click the Speaker button to
listen to the audio again.
Key Events
As you read this chapter, look for the key
events of the Age of Exploration. 
• Europeans risked dangerous ocean
voyages to discover new sea routes. 
• Early European explorers sought gold
in Africa, then began to trade slaves. 
• Trade increased in Southeast Asia, and
the Dutch built a trade empire based on
spices in the Indonesian Archipelago.
Click the mouse button or press the
Space Bar to display the information.
The Impact Today
The events that occurred during this time
period still impact our lives today. 
• European trade was a factor in producing
a new age of commercial capitalism that
was one of the first steps toward today’s
world economy. 
• The consequences of slavery continue to
impact our lives today. 
• The Age of Exploration led to a transfer
of ideas and products, many of which are
still important in our lives today.
Click the mouse button or press the
Space Bar to display the information.
Chapter Objectives
After studying this chapter, you should be
able to: 
• explain the three main motives for
exploration. 
• trace the development and decline of
Portugal’s trading empire and Spanish
exploration. 
• describe the impact of Europeans on
Africa. 
• describe traditional African political
systems.
Click the mouse button or press the
Space Bar to display the information.
Chapter Objectives
After studying this chapter, you should be
able to:
• discuss the shift from Portuguese to Dutch
control of the spice trade. 
• contrast the impact of Europeans on
mainland states of Southeast Asia with
their impact on the Malay world. 
• describe the four main political systems
in Southeast Asia.
Click the mouse button or press the
Space Bar to display the information.
Exploration and Expansion
Main Ideas
• In the fifteenth century, Europeans began to
explore the world. 
• Portugal, Spain, the Dutch Republic, and
England reached new economic heights
through worldwide trade. 
Key Terms
• conquistador 
• mercantilism 
• colony 
• balance of trade
Click the mouse button or press the
Space Bar to display the information.
Exploration and Expansion
People to Identify
• Vasco da Gama 
• Amerigo Vespucci 
• Christopher Columbus 
• Francisco Pizarro 
• John Cabot 
• Ferdinand
Magellan 
Places to Locate
• Portugal 
• Melaka 
• Africa 
• Cuba
Click the mouse button or press the
Space Bar to display the information.
Exploration and Expansion
Preview Questions
• Why did Europeans travel to Asia? 
• What impact did European expansion have
on the conquerors and the conquered?
Click the mouse button or press the
Space Bar to display the information.
Exploration and Expansion
Preview of Events
Click the Speaker button to
listen to the audio again.
The captain of the only ship from
Magellan’s voyage that actually encircled
the globe and returned to Spain received
from the Spanish ruler a globe with the
inscription Primus circumdedisti me (You
were the first to encircle me) to add to his
coat of arms.
Motives and Means
• Europeans had long been attracted to
Asia. 
• Many people, including Christopher
Columbus, were fascinated by Marco
Polo’s account of his travels to the court
of Kublai Khan and the exotic East. 
• Fourteenth-century conquests by the
Ottoman Empire made traveling to the
East by land difficult. 
• Europeans wanted a route by sea.
(pages 407–409)
Click the mouse button or press the
Space Bar to display the information.
Motives and Means (cont.)
• The desire for wealth was a large part of
European expansion. 
• Merchants, adventurers, and government
officials hoped to find precious metals in
and expand trade with the East, especially
trade in spices. 
• Another motive was religious, the desire
to spread the Catholic faith to native
peoples.
(pages 407–409)
Click the mouse button or press the
Space Bar to display the information.
Motives and Means (cont.)
• Adventure and glory comprised another
motive for European expansion. 
• “God, glory, and gold,” then, were the
motives. 
• By the fifteenth century the European
monarchies had expanded their power
and resources to a point of being able to
support ambitious expansion. 
• Europeans had also reached a level of
technology that made a series of regular,
long voyages possible.
(pages 407–409)
Click the mouse button or press the
Space Bar to display the information.
Motives and Means (cont.)
• Europeans acquired much of this
technology from Arabs. 
• Arab navigators and mathematicians had
drawn charts, called portolani (records)
showing coastlines and distances
between ports. 
• By 1500, cartography–the art and science
of mapmaking–had developed to where
Europeans had fairly accurate maps of
where they wanted to explore.
(pages 407–409)
Click the mouse button or press the
Space Bar to display the information.
Motives and Means (cont.)
• The compass showed the ship’s direction,
and the astrolabe (also developed by
Arabs) showed its latitude, information
needed for such long voyages. 
• Europeans also were able to build ships
that could sail against the wind.
(pages 407–409)
Click the mouse button or press the
Space Bar to display the information.
Motives and Means (cont.)
Which of the three motives for European
expansion do you think was the strongest
for most of the captains and sailors who
made Europe’s initial voyages in search
of the East? Why do you think so?
(pages 407–409)
The Portuguese Trading Empire
• Portugal took the lead in European
exploration. 
• In 1420, Prince Henry the Navigator
sponsored Portuguese fleets that sailed
along the western coast of Africa. 
• They found gold. 
• Europeans called the southern coast of
West Africa the Gold Coast.
(pages 409–410)
Click the mouse button or press the
Space Bar to display the information.
The Portuguese Trading Empire
(cont.)
• In 1488, Bartholomeu Dias rounded the tip
of Africa looking for a route to India. 
• Vasco da Gama made the trip to the port
of Calcutta in India in 1498. 
• He took on a cargo of spices and returned
to make a profit of several thousand
percent. 
• The route became well traveled.
(pages 409–410)
Click the mouse button or press the
Space Bar to display the information.
The Portuguese Trading Empire
(cont.)
• Portuguese fleets took control of the spice
trade from the Muslims by force. 
• In 1510, Admiral Alfonso de Albuquerque
set up a Portuguese port at Goa, on the
western coast of India. 
• He then sailed on to Melaka on the Malay
Peninsula. 
• This was a thriving port for the spice
trade.
(pages 409–410)
Click the mouse button or press the
Space Bar to display the information.
The Portuguese Trading Empire
(cont.)
• From Melaka, the Portuguese made
expeditions to China and the Moluccas,
known as the Spice Islands. 
• In the Spice Islands they signed a treaty
with a local ruler for the purchase and
export of cloves to Europe. 
• This treaty gave Portugal control of the
spice trade. Its trading empire was
complete. 
• Portugal had neither the power, people, or
desire to colonize Asian regions, however.
(pages 409–410)
Click the mouse button or press the
Space Bar to display the information.
The Portuguese Trading Empire
(cont.)
Why was the spice trade so lucrative?
Possible answers: The spice trade was
lucrative because the European diet was
fairly uniform and bland, and the spices
preserved and flavored the foods. The
scarcity of spices in Europe made them
very valuable.
(pages 409–410)
Click the mouse button or press the
Space Bar to display the answer.
Voyages to the Americas
• As the Portuguese sailed east to reach
the source of the spice trade, the Spanish
sailed west to find it. 
• Spain had more resources and people
than Portugal, and it established an
overseas empire quite different from
the Portuguese trading posts.
(pages 410–412)
Click the mouse button or press the
Space Bar to display the information.
Voyages to the Americas (cont.)
• Convinced that the circumference of Earth
was not as great as others thought, Italian
Christopher Columbus believed he
could reach Asia by sailing west. 
• Financed by Queen Isabella of Spain,
in 1492 he reached and explored the
coastline of Cuba and Hispaniola. 
• He believed he had reached Asia. 
• In his four voyages he explored many
Caribbean Islands and Honduras–all
of which he called the Indies.
(pages 410–412)
Click the mouse button or press the
Space Bar to display the information.
Voyages to the Americas (cont.)
• Both Spain and Portugal feared the
other would claim some of its newly
“discovered” territories. 
• They resolved the problem by agreeing
on a line of demarcation dividing their
new domains. 
• In the 1494 Treaty of Tordesillas, they
decided on a north-to-south line through
the Atlantic Ocean and the easternmost
part of South America. 
• Portugal claimed the unexplored
territories east of the line, Spain
to the west.
(pages 410–412)
Click the mouse button or press the
Space Bar to display the information.
Voyages to the Americas (cont.)
• Other countries realized that Columbus
had discovered a new frontier. 
• Explorers from many countries joined the
race to the Americas. 
• Venetian John Cabot explored the New
England coastline for England. 
• Florentine Amerigo Vespucci went on
several voyages and wrote letters
describing what he saw. 
• They led to the name America (after
Amerigo) for the new lands.
(pages 410–412)
Click the mouse button or press the
Space Bar to display the information.
Voyages to the Americas (cont.)
• Europeans called these lands the New
World, but in fact they had had flourishing
civilizations for centuries before the
Europeans arrived.
(pages 410–412)
Voyages to the Americas (cont.)
Portuguese is widely spoken in one country
in the Americas. What country is that, and
how did Portuguese come to be the
dominant language?
The country is Brazil. The Treaty of
Tordesillas gave Portugal claim to it
because the eastern part of Brazil fell on
Portugal’s side of the demarcation line.
(pages 410–412)
Click the mouse button or press the
Space Bar to display the answer.
The Spanish Empire
• The Spanish conquerors of the Americas–
known as conquistadors–had incredible
success due to guns and determination. 
• By 1550, Spain controlled northern
Mexico. 
• Shortly thereafter, Francisco Pizarro took
control of the Incan Empire in the
Peruvian Andes. 
• Within 30 years, the western part of Latin
America, as Europeans called it, was
under Spanish control.
(page 412)
Click the mouse button or press the
Space Bar to display the information.
The Spanish Empire (cont.)
• The Spanish created a system of colonial
administration. 
• Queen Isabella declared that the Native
Americans (called Indians after the
Spanish word Indios, or “inhabitants of
the Indies”) were her subjects. 
• She gave the Spanish the right, called
encomienda, to use the Native
Americans as laborers.
(page 412)
Click the mouse button or press the
Space Bar to display the information.
The Spanish Empire (cont.)
• The Spanish were supposed to protect
Native Americans, but few of them worried
about this matter. 
• Forced labor, starvation, and disease took
a huge toll on the Native Americans. 
• European diseases ravaged the native
populations, who lacked immunity to such
diseases as smallpox. 
• Hispaniola had a population of 250,000
when Columbus arrived. By 1538, only
500 Native Americans had survived. 
• Mexico’s population dropped from 25
million to 1 million.
(page 412)
Click the mouse button or press the
Space Bar to display the information.
The Spanish Empire (cont.)
• Catholic missionaries converted and
baptized hundreds of thousands of native
peoples. 
• They also brought parishes, schools,
and hospitals. 
• European religion, culture, language,
and government replaced the Native
American social and political structures.
(page 412)
Click the mouse button or press the
Space Bar to display the information.
The Spanish Empire (cont.)
Much of contemporary culture insists
that Native American replace the word
Indian. What is the argument for the
change? Do you think paying attention
to the names of peoples and groups is
important for society?
(page 412)
Click the mouse button or press the
Space Bar to display the answer.
The Spanish Empire (cont.)
Possible answer: The chief argument for
changing such terms probably is that
native people should not bear the names
given them by colonial masters because
it tends to perpetuate the effacement of
their own history and because people
have a right to determine their identities.
(page 412)
Economic Impact and Competition
• Europeans sought silver and gold
wherever they went in the Americas. 
• One Aztec commented that the
conquistadors “longed and lusted for
gold. Their bodies swelled with greed;
they hungered like pigs for that gold.” 
• Silver was found in Mexico and modern
Bolivia.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• Colonists set up plantations to raise
sugar, cotton, vanilla, and livestock. 
• Native agricultural products such as
potatoes, cocoa, corn, and tobacco
were also shipped to Europe. 
• This exchange of plants and animals
between Europe and the Americas is
known as the Columbian exchange.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• Portuguese expansion in the East also
created an economic impact. 
• Portugal soon challenged the Italian
states as the chief entry point for eastern
spices, jewels, silk, carpets, ivory, leather,
and perfumes. 
• Other European countries soon sought
similar economic benefits for themselves.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• By the end of the sixteenth century,
the Spanish had established
themselves in the Philippine Islands,
where Ferdinand Magellan had landed
earlier. 
• It was a base for Spanish trade across
the Pacific Ocean.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• Several rivals entered the trading
scene. 
• At the beginning of the seventeenth
century, an English fleet sailed to India
and established trade on the northwestern
coast. 
• Trade with Southeast Asia followed.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
• The Dutch arrived in India in 1595. 
(cont.)
• The Dutch formed the East India
Company and competed with the English
and the Portuguese. 
• The Dutch also formed the West India
Company for trade in the Americas. 
• The Dutch colony of New Netherlands
was in modern New York. 
• Names like Staten Island and Harlem
come from the Dutch.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• After 1660, rivalry with the English
and the French ended the Dutch
commercial enterprise in the Americas. 
• The English seized New Netherlands
and renamed it New York. 
• The English established the
Massachusetts Bay Colony during the
1600s. 
• By 1700, England had established a
colonial empire along North America’s
eastern seaboard.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
• European nations in the 1500s and
1600s established many colonies
in the Americas and the East. 
(cont.)
• A colony is a settlement of people
living in a new territory, linked with the
parent country by trade and
governmental control.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
• Colonies and trading posts greatly
increased international trade. 
(cont.)
• Colonies played an important role in the
theory of mercantilism, a set of principles
that dominated seventeenth-century
economic thought. 
• According to this theory, a nation’s
prosperity depended on a large supply
of bullion (gold and silver) because bullion
gave a country a favorable balance of
trade–the difference in value between
what a nation imports and what it exports
over time.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• Nations wanted a favorable balance
of trade, which means that the value
of exported goods is greater than the
value of imported goods. 
• Governments stimulated export industries
and trade by granting subsidies to new
industries, improving transportation
systems, and placing high tariffs (taxes)
on foreign goods to keep them out of the
parent country.
(pages 412–413)
Click the mouse button or press the
Space Bar to display the information.
Economic Impact and Competition
(cont.)
• Colonies were important as sources
of raw materials for the parent country
and markets for the parent country’s
finished goods.
(pages 412–413)
Economic Impact and Competition
(cont.)
Historians call the complex interchange
between Europe and the Americas begun
in the fifteenth century the “Columbian
Exchange,” after Columbus. On balance,
was this exchange beneficial or nonbeneficial for the world?
(pages 412–413)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. a set of principles that
dominated economic
thought in the seventeenth
century; it held that the
prosperity of a nation
depended on a large supply
of gold and silver
A. conquistador
B. colony
C. mercantilism
D. balance of trade
__
A 2. a Spanish conqueror of the Americas
__
D 3. the difference in value between what a nation
imports and what it exports over time
__
B 4. a settlement of people living in a new territory,
linked with the parent country by trade and direct
government control
Click the mouse button or press the
Space Bar to display the answers.
Checking for Understanding
Explain why the Spanish were so
hungry for gold.
The Spanish were so hungry for gold
because mercantilism measured a
nation’s prosperity in bullion.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
List the institutions of European
society that were brought to the
Americas by European missionaries.
European missionaries brought the
institutions of parishes, schools, and
hospitals to the Americas. They also
brought religion, language, culture,
and government.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Describe Identify and briefly describe
the negative consequences of the
Spanish encomienda system. Were
there any positive consequences?
The negative aspects of the Spanish
encomienda were that it allowed the
Spanish to use Native Americans as
laborers, and the majority of the native
population were soon killed by forced
labor, starvation, or disease. The
positive aspect was that the Spanish
were supposed to protect the Native
Americans.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Examine the photograph of the
Incan mask shown on page 412 of
your textbook. How could artifacts
such as this have increased the
European desire to explore and
conquer the Americas?
The mask is made of gold, which was
highly desired by European explorers.
Click the mouse button or press the
Space Bar to display the answer.
Close
How was life in Europe changed by
exploration in Africa, Asia, and the
Americas? What might the impact of
expanded trade have been on
Europeans’ daily lives? Explain the
political, economic, cultural, and
technological influences of European
expansion on Europeans.
Africa in an Age of Transition
Main Ideas
• European expansion affected Africa with the
dramatic increase of the slave trade. 
• Traditional political systems and cultures
continued to exist in most of Africa. 
Key Terms
• plantation 
• triangular trade 
• Middle Passage
Click the mouse button or press the
Space Bar to display the information.
Africa in an Age of Transition
People to Identify
• King Afonso 
• Ibo 
Places to Locate
• Brazil 
• South Africa 
• Benin 
• Mozambique
Click the mouse button or press the
Space Bar to display the information.
Africa in an Age of Transition
Preview Questions
• How did European expansion affect Africa’s
peoples and cultures? 
• How were the African states structured
politically?
Click the mouse button or press the
Space Bar to display the information.
Africa in an Age of Transition
Preview of Events
Click the Speaker button to
listen to the audio again.
Historians define a slave as having the
following characteristics: a slave is a
form of property, either movable or
immovable; a slave is the object of law,
not its subject, and is not able to enter
into contracts; a slave has fewer rights
than his or her owner; few, if any, limits
exist on how slaves may be abused; the
product of the slave’s labor belongs to
someone else; a slave has few, if any,
political rights.
The Slave Trade
• In the fifteenth century the primary market
for African slaves was Southwest Asia,
where they were used principally as
domestic servants. 
• Some European countries also had
slaves, used as servants for wealthy
families.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• The demand for slaves rose dramatically
with the European voyages to the
Americas and the planting of sugar
cane there. 
• Plantations, large agricultural estates,
were set up on the eastern coast of Brazil
and on islands in the Caribbean to grow
sugar cane. 
• Growing cane is labor intensive. 
• The small native population, much of which
had died from European diseases, could
not provide the labor. African slaves were
imported to meet the need.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• A Spanish ship carried the first boatload of
African slaves to the Americas in 1518. 
• The trade grew tremendously in the next
two centuries, becoming part of the New
World economy’s triangular trade.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• This pattern of triangular trade connected
Europe, Africa and Asia, and the
Americas. 
• European merchants carried goods to
Africa, where they traded for slaves. 
• The slaves were shipped to and sold in
the Americas. 
• European merchants then bought
tobacco, molasses, sugar, and cotton
for sale in Europe.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• An estimated 275,000 African slaves were
exported during the sixteenth century. 
• Over a million were shipped in the
seventeenth century, and six million
in the eighteenth century. 
• Up to ten million slaves in all were
shipped from Africa to the Americas.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• One reason for the high numbers was
the death rate. 
• Many slaves died on the Middle
Passage, the journey to the Americas that
was the middle leg of the triangular trade
route. 
• Many of those who survived died of
diseases after arriving. 
• Since succeeding generations developed
immunities, death rates were higher for
newly arrived slaves than for those who
were born and raised in the Americas.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• Before the Europeans entered the scene,
most slaves in Africa were war captives. 
• Europeans bought slaves in return for
guns, gold, and other European goods.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• Some local rulers became concerned
about the impact of the slave trade on
their societies. 
• In a letter to the king of Portugal in 1526,
King Afonso of Congo said, “so great is
the corruption that our country is being
completely depopulated.” 
• These protests were ignored, and many
other local rulers profited from the slave
trade.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
• The slave trade depopulated areas,
deprived many African communities of
their youngest and strongest men and
women, and increased local warfare as
different traders and rulers competed
with each other and raided neighbors
for slaves.
(pages 415–417)
The Slave Trade (cont.)
• One Dutch slave trader remarked,
“From us they have learned strife,
quarreling, drunkenness, trickery, theft,
unbridled desire for what is not one’s
own, misdeeds unknown to them
before, and the accursed lust for gold.”
(pages 415–417)
The Slave Trade (cont.)
• Some African states, such as the brilliant
and creative Benin, were devastated by
the slave trade. 
• As their population declined and
warfare increased, the people lost
faith in their gods, their art deteriorated,
and human sacrifice increased. 
• Benin became brutal and corrupt. 
• Later, it took years to discover the
brilliance of the earlier culture
destroyed by slavery.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the information.
The Slave Trade (cont.)
What corruption did King Afonso have in
mind?
He meant the way that his people and
the Europeans gave up their souls for
greed. The Portuguese also tried to
assassinate him because they thought
he was hiding gold. King Afonso
converted to Christianity and remained
a devout Christian.
(pages 415–417)
Click the mouse button or press the
Space Bar to display the answer.
Political and Social Structures
• Only in a few areas, such as South Africa
and Mozambique, were there signs of a
permanent European presence. 
• Generally, European influence did not
extend beyond slave trade in the coastal
regions. 
• In general, traditional African political
systems continued. 
• Monarchy was common by the sixteenth
century. 
• Some were highly centralized, and the
king was considered almost divine. (pages 417–418)
Click the mouse button or press the
Space Bar to display the information.
Political and Social Structures (cont.)
• Other African states were collections of
small principalities tied by kinship or other
loyalties. 
• Ashanti on the Gold Coast is a good
example. 
• To provide visible evidence of local ties
to the king, each local ruler had a
ceremonial stool of office that symbolized
the kinship ties linking the rulers
together. 
• The king had an exquisite golden stool to
symbolize the unity of the entire state.
(pages 417–418)
Click the mouse button or press the
Space Bar to display the information.
Political and Social Structures (cont.)
• In such societies as the Ibo of eastern
Nigeria, Africans lived in small political
units with authority vested in a village
leader. 
• The Ibo region produced more slaves
than almost any other area of Africa.
(pages 417–418)
Click the mouse button or press the
Space Bar to display the information.
Political and Social Structures (cont.)
• Europeans did cause some political
changes in Africa. 
• The Songhai trading empire was
weakened when trade routes shifted to
the coast. 
• This change also led to the emergence
of a new Moroccan dynasty in the late
sixteenth century. 
• Morocco wanted to control the Saharan
gold and salt trade. 
• In 1591, Moroccan forces defeated the
Songhai army and occupied the trading
center of Timbuktu.
(pages 417–418)
Click the mouse button or press the
Space Bar to display the information.
Political and Social Structures (cont.)
• Foreigners also influenced African
religious life. 
• The main impact was from Islam. 
• It became dominant in North Africa and
spread southward into the states of West
Africa. 
• Christianity was established only in South
Africa and Ethiopia.
(pages 417–418)
Click the mouse button or press the
Space Bar to display the information.
Political and Social Structures (cont.)
The Ashanti king had a golden stool to
symbolize the unity of the state. What
symbols of authority does the American
president have?
Possible answers: The seal of the
presidency and the right to live in
the White House are symbols of
authority the American president has.
(pages 417–418)
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A. plantation
B 1. a pattern of trade that
connected Europe, Africa
B. triangular trade
and Asia, and the American
C. Middle Passage
continents; typically,
manufactured goods from
Europe were sent to Africa, where they were
exchanged for slaves, who were sent to the
Americas, where they were exchanged for raw
materials that were then sent to Europe
__
A 2. a large agricultural estate
__
C 3. the journey of slaves from Africa to the Americas,
so called because it was the middle portion of the
triangular trade route
Click the mouse button or press the
Space Bar to display the answers.
Checking for Understanding
Explain how the Europeans obtained
access to slaves. To what port cities in
Europe and the Americas were the
African slaves shipped?
Europeans obtained access to slaves
by buying them from African merchants.
The map on page 416 of your textbook
lists the port cities where the African
slaves were shipped.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Identify the effects of the slave trade
on the culture of Benin.
The slave trade caused a decline in
population and an increase in warfare.
It also caused people to lose faith in
gods, it deteriorated art, and human
sacrifice became more common.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Analyze Why did Africans engage in
slave trade? Did they have a choice?
Africans engaged in slave trade
because the sale of their enemies was
profitable. The also participated in slave
trade because groups not engaged in
slave trade were likely to be victims.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Examine the picture of the inside of a
slave ship shown on page 417 of your
textbook. From looking at this picture,
what conclusions can you draw about
the conditions that slaves endured
during their voyage to the Americas?
Possible answers: During their voyage
to America, slaves were chained, had
little room, and were tormented by slave
handlers.
Click the mouse button or press the
Space Bar to display the answer.
Close
Identify the causes of European
expansion in the sixteenth century
and discuss them with the class.
Southeast Asia in the Era of the
Spice Trade
Main Ideas
• The Portuguese occupied the Moluccas in
search of spices but were pushed out by the
Dutch. 
• The arrival of the Europeans greatly impacted
the Malay Peninsula. 
Key Terms
• mainland states 
• bureaucracy
Click the mouse button or press the
Space Bar to display the information.
Southeast Asia in the Era of the
Spice Trade
People to Identify
• Khmer 
• Dutch 
Places to Locate
• Moluccas 
• Java 
• Sumatra 
• Philippines
Click the mouse button or press the
Space Bar to display the information.
Southeast Asia in the Era of the
Spice Trade
Preview Questions
• How did the power shift from the Portuguese
to the Dutch in the control of the spice trade? 
• What religious beliefs were prevalent in
Southeast Asia?
Click the mouse button or press the
Space Bar to display the information.
Southeast Asia in the Era of the
Spice Trade
Preview of Events
Click the Speaker button to
listen to the audio again.
General Phraya Chakkri became the
Thai monarch in 1782 and founded the
royal dynasty that still rules Thailand
today. Chakkri built a new capital called
Bangkok, still Thailand’s capital, after
the Burmese army sacked the previous
Thai capital in 1767. He renamed the
Thai kingdom Siam.
Emerging Mainland States
• In 1500, mainland Southeast Asia was
relatively stable. 
• From Burma to Vietnam, kingdoms with
their own ethnic, linguistic, and cultural
characteristics were being formed.
(pages 419–420)
Click the mouse button or press the
Space Bar to display the information.
Emerging Mainland States (cont.)
• Conflicts did erupt between the emerging
states. 
• Burma and Thailand clashed. 
• The Vietnamese began their “March to
the South.” 
• By the end of the fifteenth century, they
subdued the rival state of Champa. 
• They then took control of the Mekong
delta from the Khmer, a monarchy that
virtually disappeared by 1800.
(pages 419–420)
Click the mouse button or press the
Space Bar to display the information.
Emerging Mainland States (cont.)
• Muslim merchants penetrated the Malay
Peninsula and the Indonesian
archipelago. 
• The major impact of Islam came in the
fifteenth century with the rise of the new
sultanate at Melaka. 
• Melaka was powerful because of its
strategic location and the spice trade’s
rapid growth. 
• Melaka soon became the leading power
in the region.
(pages 419–420)
Click the mouse button or press the
Space Bar to display the information.
Emerging Mainland States (cont.)
The late twentieth century saw the
emergence of a group in Southeast Asia
that claimed the name of Khmer. Who
were they, what country did they control,
and what are they most known for?
The group was the communist Khmer
Rouge (red), it controlled modern
Cambodia after the Vietnam War, and it
is most known for brutal repression and
genocide.
(pages 419–420)
Click the mouse button or press the
Space Bar to display the answer.
The Arrival of Europeans
• In 1511, the Portuguese seized Melaka
and soon occupied the Moluccas, or
Spice Islands. 
• They were the chief source of the spices
that attracted the Portuguese to the Indian
Ocean.
(pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
• The European success in creating trading
empires in the East and conquering the
Americas owed much to the use of
gunpowder and cannons. 
• For example, the heavy cannon of the
Portuguese ships made defeating the
lighter Muslim fleets easy. 
• The Ottoman and Safavid Empires also
used gunpowder effectively, causing
historians to label them and others
“gunpowder empires.”
(pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
• The Portuguese were able to establish
only trading posts and way stations en
route to the Spice Islands. 
• That situation changed with the arrival of
the English and Dutch traders, who were
better financed than the Portuguese. 
• In the early 1600s, the Dutch gradually
pushed the Portuguese out of the spice
trade. 
• The Dutch also drove the English out of
the spice trade.
(pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
• The English were reduced to one port on
the coast of Sumatra, and the Dutch
occupied most of the formerly Portuguese
forts along the trade routes, including
Ceylon (present-day Sri Lanka).
(pages 420–422)
The Arrival of Europeans (cont.)
• The Dutch began to consolidate their
political and military control over the
entire area. 
• They brought the island of Java under
their control and established a fort there
to protect their possessions in the East. 
• They used tactics such as trying to
dominate the clove trade by limiting
cultivation to one island and forcing
others to stop growing and trading
the spice.
(pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
• Europeans had less impact on the
Southeast Asian mainland than on
the Malay Peninsula and Indonesia. 
• The Portuguese established limited trade
relations with several mainland states
(part of the continent, as opposed to
peninsulas and offshore islands), including
Thailand, Burma, Vietnam, and what
remained of the old Angkor kingdom in
Cambodia. 
• European states also tried to gain
missionary privileges. 
• The mainland states generally were able to
unite and drive the Europeans out. (pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
• Civil war in Vietnam temporarily divided
the country into two separate states. 
• By the mid-seventeenth century,
Europeans began to take sides in local
politics. 
• Soon, however, it became clear that the
economic opportunities were limited, and
many Europeans pulled out. 
• French missionaries tried to stay, but they
were blocked in their efforts by authorities
who saw Catholicism as a threat to the
prestige of the Vietnamese emperor.
(pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
• The mainland states of Burma, Thailand,
and Vietnam were able to resist the
Europeans partly because they had
strong monarchies that resisted foreign
intrusion. 
• Non-mainland states had less political
unity. 
• They were also victims of the fact that
they were so rich in the spices that the
Europeans coveted.
(pages 420–422)
Click the mouse button or press the
Space Bar to display the information.
The Arrival of Europeans (cont.)
The slang term java for coffee came into
nineteenth-century American usage.
Why is this a term for coffee?
The reference is to the coffee-producing
island of Java that the Dutch controlled
centuries ago.
(pages 420–422)
Click the mouse button or press the
Space Bar to display the answer.
Religious and Political Systems
• Between 1500 and 1800, religious beliefs
changed in Southeast Asia. 
• Islam and Christianity made converts in
the non-mainland states and the
Philippines. 
• Buddhism was advancing in the mainland
and became dominant from Burma to
Vietnam.
(page 422)
Click the mouse button or press the
Space Bar to display the information.
Religious and Political Systems (cont.)
• Politically, Southeast Asia evolved into
four styles of monarchy: Buddhist,
Javanese, Islamic, and Vietnamese. 
• The Buddhist style of kingship became
the chief form of government in Burma,
Thailand, Laos, and Cambodia. 
• The king was considered superior to other
human beings, serving as the link
between human society and the universe.
(page 422)
Click the mouse button or press the
Space Bar to display the information.
Religious and Political Systems (cont.)
• Javanese kingship was rooted in Indian
political traditions. 
• Like Buddhist kings, Javanese rulers
were believed to have a sacred quality,
maintaining the balance between the
material and spiritual worlds. 
• The palace was designed to represent
the center of the universe.
(page 422)
Click the mouse button or press the
Space Bar to display the information.
Religious and Political Systems (cont.)
• Islamic sultans on the Malay Peninsula
and some islands of the Indonesian
archipelago were viewed as mortal,
though with special qualities. 
• They were defenders of the faith and
staffed the bureaucracy–a body of
nonelective government officials–with
aristocrats.
(page 422)
Click the mouse button or press the
Space Bar to display the information.
Religious and Political Systems (cont.)
• Vietnamese kingship followed the Chinese
model. 
• The Vietnamese emperor ruled by
Confucian principles. 
• He was seen as a mortal appointed by
Heaven to rule because of his talent
and virtue. 
• He also was an intermediary between
Heaven and Earth.
(page 422)
Click the mouse button or press the
Space Bar to display the information.
Religious and Political Systems (cont.)
Why might people believe that their ruler
was an intermediary between Heaven
and Earth?
Possible answer: People believed their
ruler had the ability to maintain order in
their lives and intercede with the gods
on their behalf.
(page 422)
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. part of a continent, as
distinguished from
peninsulas or offshore
islands
A. mainland states
B. bureaucracy
__
B 2. an administrative organization that relies on
nonelective officials and regular procedures
Click the mouse button or press the
Space Bar to display the answers.
Checking for Understanding
Explain why the Portuguese decided to
set up only small settlements in the
Moluccas.
The Portuguese decided to set up
only small settlements in the
Moluccas because they lacked
military and financial resources.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
List the places where the Dutch
established their forts. What were
the major objectives of the Dutch?
How did they go about
accomplishing their objectives?
The Dutch established their forts in
the Moluccas, Ceylon, Melaka, and
Batavia. Their major objective was to
control trade by limiting cultivation.
They accomplished their objective by
establishing military and political
control and by driving out competition.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Evaluate Why did the Malay world fall
to foreign traders, while the countries of
mainland Southeast Asia retained their
independence?
The Malay world fell to foreign traders
because there was less political unity.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Examine the picture of the Thai king
shown on page 422 of your textbook.
How does this picture reflect the
Buddhist model of kingship practiced
in Southeast Asian states such as
Thailand?
This picture reflects the Buddhist model
of kingship because the king appears to
be elevated and isolated, reflecting his
divine status and superiority over all
other human beings.
Click the mouse button or press the
Space Bar to display the answer.
Close
Discuss whether or not you believe
that Southeast Asia became part of
“the age of Western Dominance”
during the years covered by this
chapter.
Chapter Summary
Listed below are the major European
explorers of the fifteenth and sixteenth
centuries. Marco Polo is the one explorer
listed who predates the Age of Exploration.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. A set of principles that dominated economic thought
in the seventeenth century was called
_______________.
mercantilism
Conquistadors were Spanish conquerors who
2. _______________
were motivated by religious zeal and the desire for
glory and riches.
3. A body of nonelective government officials is called
a _______________.
bureaucracy
4. Many Africans were removed from their homes and
shipped to large landed estates in the Americas
plantations
called _______________.
Triangular trade is the route between Europe,
5. _______________
Africa, and America.
Click the mouse button or press the
Space Bar to display the answers.
Reviewing Key Facts
History What did the Europeans want
from the East?
Europeans wanted spices from the
East.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
History How did most Africans
become slaves?
Most Africans became slaves because
they were prisoners of war, and taking
prisoners was a reward to the victors.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
Science and Technology How did
the Portuguese make effective use of
naval technology?
The Portuguese used the compass and
astrolabe, allowing then to navigate and
to determine in what direction they were
moving. They used lateen sails that
made ships more maneuverable and
allowed them to carry heavy cannons
and more goods.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
Geography What did Christopher
Columbus believe about the size
and shape of Earth?
Christopher Columbus knew the world
was round but underestimated the
circumference.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
History Why were European diseases
devastating to the peoples of America?
Native Americans had little or no
resistance to European diseases.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Drawing Conclusions What might
have resulted from the fact that many
slave owners believed it was more
economical to buy a new slave than
to raise a child to working age?
Possible answers: Because slave
owners believed it was more
economical to buy a new slave
than raise a child to working age,
they may have killed newborns,
discouraged or forbade marriage,
and kept the sexes apart.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Making Generalizations Describe
the impact on history of the voyages
of Christopher Columbus.
Possible answers: The impact of
Columbus’s voyages included bringing
the people of Europe, Asia, the
Americas, and Africa into direct
contact for the first time, which led to a
transfer of ideas and products.
However, the European colonization
took a great toll in human life and
often had a negative impact on
cultures that were conquered.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Study the chart below and answer the questions on the
following slides.
Analyzing Maps and Charts
Approximately how many years
separated the explorations of Marco
Polo and those of Vasco da Gama?
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Approximately two hundred years
separated the explorations of Marco
Polo and Vasco da Gama.
Analyzing Maps and Charts
Which countries sponsored the most
explorations?
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Spain, followed by Portugal,
sponsored the most explorations.
Analyzing Maps and Charts
The voyages of discovery began in
Europe. What continents did the
explorers visit?
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Explorers visited the continents of
Asia, Africa, North America, and
South America.
Standardized Test Practice
Directions: Use the map below and your knowledge of world
history to answer the question on the following slide.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
The Dutch established Batavia as a fort in 1619 to help them
edge the Portuguese traders out of the area now called
Indonesia. Today, which city is located where Batavia was
established?
A New Delhi
B Jakarta
C Phnom Penh
D Beijing
Test-Taking Tip If a test question involves reading a
map, make sure you read the title of the map and look
at the map carefully for information before you try to
answer the question.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Science–Wind Currents
Literature
Science–Contagious Diseases
Click on a hyperlink to view the corresponding slide.
Science Research Europeans’ understanding
of wind currents, which helped them make long
voyages. Draw or bring in diagrams explaining
exactly how the compass and astrolabe work.
Literature Read an excerpt from one of Columbus’s
journals. Discuss what the excerpt reveals about
Columbus and his times. Read historical accounts of
Columbus’s journey that were written during differing
time periods. Share what you learned and explore
reasons for differences in these accounts.
Science Research the impact of contagious
diseases on Native American populations.
How is immunity to such diseases built up?
Were Europeans affected by American diseases?
Music and Sociology The composer of the hymn
“Amazing Grace” was a former slave trader.
Research the composition of the song. Watch Bill
Moyers’ program “Amazing Grace,” produced for
public television. Analyze how the hymn reflects
the history of the culture in which it was produced.
Geography Create a thematic map of exploration
in Asia. Share your map with the class. Create a
bulletin board with the theme “Age of Exploration.”
How did governments respond to the new age of
commercial capitalism? How did international trade
resulting from the Age of Exploration differ from
earlier trade along the Silk Road?
Making Inferences and
Drawing Conclusions
Why Learn This Skill?
While driving, you hear a news report about a fire downtown.
As you approach downtown, traffic is very heavy. You cannot
see any smoke, but you infer that the traffic is caused by the
fire. 
To infer means to evaluate information and arrive at a
conclusion. When you make inferences, you draw
conclusions that are not stated directly.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Inferences and
Drawing Conclusions
Learning the Skill
Follow the steps below to help make inferences and draw
conclusions: 
• Read carefully to determine the main facts and ideas. 
• Write down the important facts. 
• Consider any information you know that relates to this
topic. 
• Determine how your own knowledge adds to or changes
the material.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Inferences and
Drawing Conclusions
Learning the Skill
Follow the steps below to help make inferences and draw
conclusions: 
• What inferences can you make about the material that
are not specifically stated in the facts that you gathered
from your reading? 
• Use your knowledge and reason to develop conclusions
about the facts. 
• If possible, find specific information that proves or
disproves your inference.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Inferences and
Drawing Conclusions
Practicing the Skill
Read the passage on the next slide, then answer the
questions that follow.
This feature can be found on page 423 of your textbook.
Making Inferences and
Drawing Conclusions
Practicing the Skill
In 1511, the Portuguese seized Melaka and soon occupied the Moluccas. Known
to Europeans as the Spice Islands, the Moluccas were the chief source of the
spices that had originally attracted the Portuguese to the Indian Ocean.
The Portuguese, however, lacked the military and financial resources to impose
their authority over broad areas. Instead, they set up small settlements along the
coast, which they used as trading posts or as way stations en route to the Spice
Islands.
The situation changed with the arrival of the English and Dutch traders, who were
better financed than were the Portuguese. The shift in power began in the early
1600s, when the Dutch seized a Portuguese fort in the Moluccas and drove out
the Portuguese.
During the next fifty years, the Dutch occupied most of the Portuguese coastal
forts along the trade routes throughout the Indian Ocean. The aggressive Dutch
traders also drove the English traders out of the spice market, reducing the
English influence to a single port on the southern coast of Sumatra.
This feature can be found on page 423 of your textbook.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What events does the writer describe?
The writer describes the European takeover
of the spice market.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What facts are presented?
Among the facts presented are the date of
the original European takeover, identities of
the conquerors, territories conquered, date
of beginning of the shift of power, and the
duration of the takeover.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What can you infer about the Dutch traders
during this period?
Dutch traders wanted to control the spice
market.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What conclusion can you make about the spice
market, other than those specifically stated by
the author?
Possible answer: The spice market was very
lucrative.
This feature can be found on page 423 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
(left) Ferdinand Magellan, (right) Discovery of Magellan Strait by an unknown artist
Read Magellan Sails Around the World on page 406
of your textbook. Then answer the questions on the
following slides.
This feature can be found on page 406 of your textbook.
What was Magellan’s goal when he set sail on
August 10, 1519?
Magellan’s goal was to find a passage to Asia
by going west.
This feature can be found on page 406 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Given the details of the story, what words would
you use to describe the voyage?
Possible answers: Words to describe Magellan’s
voyage include dangerous, scary, and miserable.
This feature can be found on page 406 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why do you think sailors agreed to such voyages
through unknown waters?
Possible answers: Sailors agreed to such
voyages for fame, wealth, and adventure.
This feature can be found on page 406 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click an image on the
right to listen to an
excerpt from page 414
of your textbook. Read
the information on page
414 of your textbook.
Then answer the
questions on the
following slides.
This feature can be found on page 414 of your textbook.
Click the Speaker button to listen to the audio again.
Why did Columbus give the peoples of
Hispaniola “a thousand handsome good things”?
Columbus wanted to win the affection of the
people of Hispaniola, to encourage them to
become Christians, to win their loyalty for the
Spanish monarchs, and to encourage them
to give things to him in return.
This feature can be found on page 414 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How did the explorers take advantage of
Native Americans?
In trade transactions, Native Americans
unwittingly exchanged disproportionate
sums of gold for items of little worth that
the explorers had brought with them.
This feature can be found on page 414 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Sea Travel in an
Age of Exploration
European voyagers acquired much
of their knowledge about sailing from
the Arabs. For example, sailors used
charts that Arab navigators and
mathematicians had drawn in the
thirteenth and fourteenth centuries.
Known as portolani, these charts
recorded the shapes of coastlines
and distances between ports. They
were very valuable in European
waters. Because the charts were
drawn on a flat scale and took no
account of the curvature of the
earth, however, they were of little
help on overseas voyages.
Read the excerpt on page 409
of your textbook and answer the
question on the following slide.
This feature can be found on page 409 of your textbook.
Evaluating Which one advance was the most
important for early explorers? Why?
This feature can be found on page 409 of your textbook.
Magellan’s Voyage
Objectives
After viewing “Magellan’s Voyage,” you should: 
• Understand that exploration and discovery of new lands was
a major goal of Europeans during the Renaissance. 
• Appreciate the obstacles faced by 16th-century explorers as
they sailed into uncharted
waters. 
• Recognize the importance of
Magellan's voyage to the
history of exploration.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
Magellan’s Voyage
What are some navigational tools that Magellan
lacked, making his journey more difficult?
Magellan had no accurate map of the world,
no compass, no clock, and no knowledge of
longitude.
Click the mouse button or press the
Space Bar to display the answer.
Magellan’s Voyage
What obstacles and hardships hindered
Magellan's voyage?
Magellan's voyage was hindered by rivalries
among his crew, the men's fear of mythical sea
monsters and of being lost at sea, illness, and
hostile attacks.
Click the mouse button or press the
Space Bar to display the answer.
Atlantic and Pacific
52°30’ S latitude
Cape Pilar, south
Click the mouse button or press the
Space Bar to display the answers.
The demand for labor increased
because the need for labor
increased.
The demand for slaves
led to corruption and
depopulation.
Click the mouse button or press the
Space Bar to display the answers.
African leaders used
guns obtained by
trading slaves to raid
neighboring
peoples.
Cinnamon, mace,
nutmeg, and
pepper are found
in Southeast Asia.
Mace is used for
baking pound
cakes and all
yellow cakes.
Mustard is
found in the
United States.
Click the mouse button or press the
Space Bar to display the answers.
End of Custom Shows
WARNING! Do Not Remove
This slide is intentionally blank and is set to auto-advance to end custom
shows and return to the main presentation.