1. Age of Exploration
Ch 19

2. State Standards

3. Know the great voyages of discovery, the locations of the routes, and the
influence of cartography in the development of a new European worldview.
1. Discuss the exchanges of plants, animals, technology, culture, and ideas among
Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and
the major economic and social effects on each continent.
2. Examine the origins of modern capitalism; the influence of mercantilism and
cottage industry; the elements and importance of a market economy in
seventeenth-century Europe; the changing international trading and marketing
patterns, including their locations on a world map; and the influence of explorers
and map makers.
3. Explain how the main ideas of the Enlightenment can be traced back to such
movements as the Renaissance, the Reformation, and the Scientific Revolution
and to the Greeks, Romans, and Christianity.
4. Describe how democratic thought and institutions were influenced by
Enlightenment thinkers (e.g., John Lock, Charles-Louis Montesquieu, American
founders).
5. Discuss how the principles in the Magna Carta were embodied in such
documents as the English Bill of Rights and the American Declaration of
Independence.

4. 19.1
Europeans Explore the
East

5. Explain what led to European exploration
Describe steps in Portugal’s discovery of a sea
route to Asia
Explain the rivalry between Spain and Portugal
and how the pope resolved it
Identify nations that set up trading empires in
eastern Asia

9. Need to Know
“God, Gold, and Glory”
Bartolomeu Dias
Prince Henry
Vasco da Gama
Treaty of Tordesillas
Dutch East India Company

10. 1. What role did the Renaissance play in launching the
Age of Exploration?
2. What was Prince Henry’s goal and who actually
achieved it?
3. What European countries were competing for Asian
trade during the Age of Exploration?

11. Using Quotes

12. Quotations should never be awkwardly dropped
into your paper, leaving the exact relationship
between the quotation and your point unclear.
Instead, use a brief introductory remark to
provide a context for the quotation.

14. Confederate ground forces, dominant during the
Battle of Fredricksburg, “added to the heaps of
dead.”1

15. Confederate ground forces, dominant during the
Battle of Fredricksburg, “added to the heaps of
dead.”1
According to Hansen, the Confederate ground
forces, dominant during the battle of Fredricksburg,
“added to the heaps of dead.”1

16. Confederate ground forces, dominant during the
Battle of Fredricksburg, “added to the heaps of
dead.”1
According to Hansen, the Confederate ground
forces, dominant during the battle of Fredricksburg,
“added to the heaps of dead.”1
Confederate ground forces were dominant during
the Battle of Fredricksburg. “Hooker sent his two
brigades over the ground already covered with the
fallen, and added to the heaps of the dead.”1

17. Confederate ground forces, dominant during the
Battle of Fredricksburg, “added to the heaps of
dead.”1
According to Hansen, the Confederate ground
forces, dominant during the battle of Fredricksburg,
“added to the heaps of dead.”1
Confederate ground forces were dominant during
the Battle of Fredricksburg. “Hooker sent his two
brigades over the ground already covered with the
fallen, and added to the heaps of the dead.”1

20. “The Confederates,” writes Hansen in his memoirs,
“had mastery over the field.”

21. “The Confederates,” writes Hansen in his memoirs,
“had mastery over the field.”
As Hansen points out, “The Confederates had
mastery over the field.”

22. “The Confederates,” writes Hansen in his memoirs,
“had mastery over the field.”
As Hansen points out, “The Confederates had
mastery over the field.”
Hansen points out in his memoirs that Confederate
soldiers “had mastery over the field.”

23. “The Confederates,” writes Hansen in his memoirs,
“had mastery over the field.”
As Hansen points out, “The Confederates had
mastery over the field.”
Hansen points out in his memoirs that Confederate
soldiers “had mastery over the field.”
Hansen wrote: “The Confederates had mastery over
the field.”

24. For example, Bartolomeu Dias claimed that two of
his reasons for exploration were “to serve God and
his Majesty,” and to “give light to those who were in
darkness.”
Bartolomeu Dias said, “to give light to those who
were in darkness.”

25. For example, Bartolomeu Dias claimed that two of
his reasons for exploration were “to serve God and
his Majesty,” and to “give light to those who were in
darkness.”
Bartolomeu Dias said, “to give light to those who
were in darkness.”

26. Join the partner you had
for the Ch 18 review
graphic organizer

27. Reasons for Exploration/ trade
China Japan

28. Reasons for Ending Exploration/ trade
China Japan

29. Consequences of Ending
Exploration/ trade
China Japan

30. • Compare and contrast women in China and
women in Japan. Use a comparison diagram.
• Write two Haiku’s (5-7-5) representing an
important event and person in the Tokugawa
Empire.
• Create an illustrated time line of major events
in Japan between 1400-1800.
• Compare and contrast the similarities and
differences between treatment of Europeans
in China and Europeans in Japan. Use a
comparison diagram.

31. 19.2 China Limits
European Contacts

32. Identify the successes of the early Ming emperors
Honwu, Yonglo, and Zheng He
Describe China and Korea under the Qing
dynasty
Manchu
Describe life in Ming and Qing China

33. 19.3 Japan Returns to
Isolation

34. Objectives
Summarize how three powerful daimyo succeeded
in unifying feudal Japan
Describe Japanese society and culture during the
Tokugawa Shogunate
Explain how Japan’s policies toward Europeans
changed
Explain the purpose and effect of Japan’s closed
country policy