European

Exploration

10th grade
World History

Brad Simon

HISTORY 480

12/10/2014

STAGE I GOALS

Unit Overview: In this unit we will be going over European exploration and colonization.
This unit starts at around 1400 C.E. and goes through the late 1700s.



Enduring Understanding: The Europeans discovered lands and people that were new to
them, but most of the people that they discovered were people that had developed
civilizations long before the Europeans arrived.



Essential Question: What does the term discover mean when it comes to European
exploration and Colonization?


Key Concepts:

Gold, God, Glory- The primary motivations of early European explorers.
Prince Henry- Portuguese prince, who had a passion for navigation and discovery.
His school of Navigators developed important tools like the Caravel and the
astrolabe.
Mercantilism- an economic system centered on the belief that a government can
make a nation more prosperous by regulating trade.
Christopher Columbus- Italian born, Spanish explorer who was the first modern
European to discover the Americas.
Conquistadors- Soldiers and explorers for the Spanish Empire who conquered new
lands. Examples include Hernan Cortes, Francisco Pizarro, Balboa, Magellan, and
others.
Slavery- the procuring, transporting, and selling of human beings as slaves, in
particular the trade of Africans as slaves by European countries and North America.
Middle Passage- The sea journey undertaken by slave ships from West Africa to the
West indies
Columbian Exchange- The exchange of animals, plants, culture, people, disease and
technology between Europe and the Americas in the 15-18th centuries.
Triangle Trade- The exchange of goods, and slaves between The Americas, Europe,
and Africa.

Additional people and events:
Vasco da Gama
Ferdinand Magellan
Northwest Passage
Henry Hudson
Inca, Aztec, Mayans

 Treaty of Tordesillas


Standards:

Arizona Standards for Social Studies:

Strand 2 Concept 5 PO1: Describe the religious, economic, social, and political interactions
among civilizations that resulted from early exploration:
a. reasons for European exploration
b. impact of expansion and colonization on Europe
c. impact of expansion and colonization on Africa, the Americas, and Asia
d. role of disease in conquest
e. role of trade
f. navigational technology
g. impact and ramifications of slavery and international slave trade
h. contrasting motivations and methods for colonization

Arizona Common Core Standards:

1.Determine the meaning of words and phrases as they are used in a text, including
analyzing how an author uses and refines the meaning of a key term over the course
of a text (e.g., how Madison defines faction in Federalist No. 10).
2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas.
3. Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
4. Evaluate authors differing points of view on the same historical event or issue by
assessing the authors claims, reasoning, and evidence.





Objectives:

1. SWBAT Identify the reasons for European Exploration.
2. SWBAT summarize the impact of expansion and colonization in Europe.
3. SWBAT Analyze the impact of expansion and colonization in Africa, The Americas,
and Asia.
4. SWBAT evaluate the role of disease involving the introduction of disease from
Europe and Africa into the Americas.
5. SWBAT describe the role of trade involving Europe, Africa and the Americas.

6. SWBAT Identify the various navigational tools used by explorers and navigators,
and the tools purpose.
7. SWBAT discuss the impact and ramifications of slavery on Europe, Africa, and the
Americas
8. SWBAT to compare and contrast the European Empires methods, and motivations
for colonization.

STAGE II ASSESSMENTS

Achievement Test Description:
The achievement test for this unit would consist of 20 multiple Choice questions, 3 fill in
the blank questions, and 1 short answer essay question.4 multiple-choice questions and 1
fill-in the blank question will test students on their knowledge of Explorers, the areas they
explored, and the tools that they used to explore. 4 multiple-choice questions and one fill-in
the blank question will test students on the knowledge on the Columbian exchange and the
effects from it such as trade, disease and migration. 5 multiple-choice questions and 1 fill-in
the blank question will test students knowledge of Triangle Trade, Middle Passage and the
impact of slavery on Africa, Europe, and the Americas. 3 multiple-choice questions will test
students knowledge on the motivation for European exploration. 4 multiple-choice
questions will test students knowledge on the different methods of colonization the
various European countries used. In the essay section, the first prompt will ask students to
provide examples of positive and negative impacts of European exploration in the
Americas. The second prompt, would ask students describe two colonizing countries, and
compare and contrast how they colonized and where. The Multiple-choice and Fill-in the
blank will account for over 60% of the grade, with the essays accounting for the remaining
40%.


Performance (Authentic) Assessment Description:
Students will be assigned in-group and must research 2-3 different explorers using a
website that the instructor created. Students will use the information from the website to
research their explorer (Where From, Sailed For, Dates, Discoveries, Interesting Facts).
After the research is complete, the students will make a 3-5 minute PowerPoint
presentation give the key facts about their explorers. Students will be graded on the quality
of the information that they provide about their explorers.

When students learn about slavery, the instructor will break them into small groups, and
they will discuss the readings that the instructor will provide them the class period before.
Students will discuss the readings as group, and discuss how they relate to slavery.
Students will be assessed on how well they analyze and discuss the readings, and discuss
the impact of slavery in that time period.

Another assessment will be to have students create a pamphlet in which they are
representing one of the four major colonizing powers (Spain, Portugal, England, France).
Students will than try to persuade the audience through the pamphlet to move to one of the
Colonies control by the various countries. Students will be graded on the evidence that they
use to persuade the audience (Climate, Economic, Social). The pamphlet will also be graded
on appearance and must have at least to pictures in the pamphlet.

STAGE III LEARNING ACTIVITIES

Unit Calendar:


Day
Historical
Topic(s)

Unit
Objective(s)

1,6,8

Day 1

Reasons to
explore/
Introduction to
age of discovery

Day 2

Spain and Portugal 1,2,3,6,8

early leaders in

exploration

Day 3

Guns, Steel, and

Germs

2,3,8

Day 4

Spanish,
Portuguese,
French, English,
and Dutch
explorers

2,3

Day 5

Group
presentations
about explorers

2,3

Day 6

Columbian

1,2,3

Activities

Assessments

10 minute intro-
What does it mean to
discover, and what
do you know about
the age of discovery?
Lecture- 40 minute
PowerPoint lecture-
Why was there a
need to discover and
explorer?
40 minute lecture
Why did Spain and
Portugal lead the
early push for
European discovery?
50 minute video
Guns, Steel, and
Germs
50-minute Webquest
activity researching
Spanish and
Portuguese explorers
and their
contributions to the
age of discovery. In
the computer lab.
50 minute class
presentations about
each groups assigned
explorers,

Bell Work
Question/Monitor
student
discussions

40 minute lecture

Bell Work
Question/Monitor
student
discussions

Bell Work/Video
Questions
Group Webquest
worksheet
pertaining to
Spanish,
Portuguese,
Dutch, French and
English explorers
Webquest
Worksheet
pertaining to
Dutch, French and
English explorers
Bell Work/DBQ
6

Exchange

Day 7

Slavery

4,5

Day 8

DBQ

1-8

Day 9

Jeopardy Review/
Brochures

Day 10

European
discovery exam

All

Columbian Exchange-
Double edged sword
10 minute crash
course video on
Columbian exchange
25 minute small
group discussion
about slavery
30 minute lecture
about slavery

Exit Ticket
Name 3 goods
that went to
Europe from the
Americas and 3
goods that came
to the Americas
form Europe.
50 minutes- Students Students will turn
will work on the DBQ in DBQ at the end
Should we still
of the hour
revere explorers
30 Review Game
Bell
20 minutes for
Work/Teacher
students to finish
will assess
assigned brochures
students
or review for exam.
participation in
the discussion
Assessment- Age of
Unit Assessment
exploration

Catalog of Lessons:

Day 1 Reasons to explore/ Introduction to the age of exploration

Unit objectives: 1,6,8

Activities:

Bell work question: Who was the first European explorer to discover the new
world? Answer: Leif Eriksson
The question is to get students thinking about explorers and European exploration.
Review with students about the Vikings and their exploration of the North Atlantic
500 years before Columbus set foot on San Salvador in 1492.

Class Discussion: What does the term discovery mean? (10-15 minutes)
Students will volunteer answers.

The teacher will prompt students with things to think about like, Did Europeans
discover new places and things, or did they take from the civilizations they
conquered?
The goal is to get students thinking about exploration and discovery

Lecture: Introduction to the age of exploration PowerPoint (40 minutes)
Outline of the Intro to age of exploration
o Reasons to explore
The Renaissance led to a curiosity to explore the world outside
Europe.
Review Renaissance concepts
The Ottoman and Italian monopoly on the Spice trade led many to
search for alternatives
Review Ottoman and Italian city states with students
Technological Advances in shipbuilding, and navigational equipment
made it easier for sailors to navigate around the world.
Religious officials wanted to spread their religion and convert
unbelievers
Lower level nobility wanted a chance to increase their fortune and
power
o Results
Due to exploration The exchange of goods between the old world and
the new world lead to the introduction of many new people, plants,
and animals on both continents
To meet the demand of desired goods from the Americas in Europe,
Colonial Powers started importing slaves to meet demand after Native
Americans had been decimated by disease
o Conclusion
Due to increased exploration and discovery in Africa, Asia, and the
Americas several European countries became global powers through
their colonization efforts
o Assessment
Exit Ticket- Name two reasons why Europeans felt the need to
explore? Check for students understanding
Assess students understanding through the class discussion, and
asking questions throughout the lecture to the students.

Day 2 Portugal and Spain early leaders in exploration

Unit objectives: 1,2,3,6,8

Activities: Students will have a K-W-L chart that they will fill out throughout the
lesson. Prior to the lecture students will fill out the K (What they already know), and
the W (What they want to learn) portions of the chart. The instructor will ask
students to volunteer information from their charts. After the lecture the instructor

will go over the L (What they learned) with the class, and ask students to share
information.
PowerPoint and lecture on Portugal and Spain early leaders in exploration. Teacher
will lead lecture and discussion on what drove Spain and Portugal to be the early
leaders in the exploration and colonization of the world outside Europe. Why was
Henry the Navigator influential in helping progress the science of navigation? What
was the Reconquista, and why did it drive Spain to explore?
Readings to give context: the journal of Vasco da Gama from the years 1497-1498
from http://legacy.fordham.edu/halsall/mod/1497degama.asp, Columbus letter to
the Queen and King of Spain in 1494 from
http://legacy.fordham.edu/halsall/source/columbus2.asp,
Assessment- Instructor will ask students to share information from their K-W-L charts,
and will ask students questions throughout the lecture to check for understanding.

Day 3 Guns, Germs, and Steel

Unit objectives: 2,3,8

Activities: Students will have a guided worksheet to fill out as they watch the video
Guns, Germs, and Steel. The video shows how the Europeans gained dominance over
the natives in the lands that they conquered
Video: Guns, Germs, and Steel is a 2005 documentary from National Geographic,
which is based of a 1997 book from Jared Diamond, a Geography and Physiology
professor at UCLA.
Discussion: After the video there will be a discussion about the video. The instructor
will ask students to discuss what the students key takeaways from the video were.
Ideal answers would include the deadly affect of Old World Diseases on the
American societies, the technological superiority that Old World held over the New
World.
Assessment- Students will turn in their guided worksheet that asked them to answer
questions from the video. Teacher will also ask students questions to gauge
understanding in the discussion after the video.

Day 4 Spanish, Portuguese, French, English, and Dutch explorers Webquest

Unit objectives: 2,3

Activities: Students will be working in the Computer Lab as they research explorers.
Students will be assigned into groups and will be given a set of explorers to
research. Students will be directed to go to www.explorer-webquest.weebly.com,
where they will find the document to fill out about their explorers, and verified
websites for students to find information about their explorers. This should take
about. After finding information about their explorers, groups will create a short 3-5
minute PowerPoint about their explorers and the key information about them. This
PowerPoint will be presented the following day.

Assessment- Students will be assessed as individuals by turning in their individual

document with info about their explorer.

Day 5 Explorers Presentations

Unit Objectives: 2,3

Activities: Students in their assigned groups will present their PowerPoint on the
explorers assigned to them. Each group will have 3-5 minutes to give the key
information about their explorers (Who they were, were they were from, who they
sailed for, what they discovered, interesting facts about explorer). Students will be
given a guided worksheet to fill out information for all the explorers not assigned to
them.
After the presentations, the instructor will go over important information that
groups may have missed.
Assessment- The Groups will be assessed on the quality of the information that they
present in the PowerPoint before the class.

Day 6 Columbian Exchange

Unit Objectives: 4,5,7

Activities:

Bell Work- Students will write 3-5 sentences on one of the following questions.
o 1. What was the significance of Germs and Diseases and their impact in the
new world? 2. Describe the Encomienda system and why it favored those of
Spanish birth?
Students will volunteer their answers
Introduction Activity: List of foods: America or Europe (10 minutes)
o The instructor will have a series of slides with various plants and animals,
students will have to write down if they came from the old world or the new
world.
Students will see that many of the foods they associate with Europe
are actually from the Americas and vice versa.
PowerPoint Lecture Columbian Exchange/ 30 minutes
Columbian Exchange Outline
o Columbian Exchange Euro side
The exchange of plants, livestock, people, and disease between the
Americas and Eurasia.
The American societies were largely hunter-gatherers up until first
contact with Europeans.
The Europeans Livestock like Cows, Pigs, Sheep
People emigrated from Europe
Also introduced crops like Wheat, Sugarcane, Apples, etc

10

The most destructive thing that was introduced by the Europeans to

the Americas was disease
The American civilizations did not have the immunity to the
European diseases, thus when they contracted these diseases
civilizations died quickly from them.
Some estimates say that disease wiped out up to 90% of the
American based civilizations by the 1700s.
Columbian Exchange American side
Plants like Corn, Tobacco, Potatoes, and Tomatoes were exported
from the Americas to Europe
Not that much native livestock in the Americas to export Llamas,
Alpacas
Most notable disease that went from the Americas to the Europe was
syphilis.
Crash Course video Columbian exchange (10 minutes)
Students will watch a 10 minute video that summarizes the
Columbian exchange
https://www.youtube.com/watch?v=HQPA5oNpfM4
Exit Ticket- Was the Columbian Exchange helpful or hurtful to the World?
Give 2 reasons why or why not?
Assessment: Assess students understanding through the class discussion,
and asking questions throughout the lecture to the students.
Students will be assigned to work on brochure in which students select a
colony in the Americas, and do a promotional brochure about it. It must
include key concepts and information about the area, and is due the day of
the exam.

o
o
o

Day 7 Slavery

Unit objectives 7

Activities:

Bell Work- Students will write 3-5 sentences on why they feel that slavery is wrong
Students will volunteer answers
o The instructor will use this information to gauge the students knowledge on
slavery, and how to guide the class discussion and PowerPoint lecture.
Introduction- Class discussion about slavery (25 minutes)
o Teacher will remind students that this is a sensitive subject, so please be
thoughtful with what you share with the class.
o Teacher will break the class up into small groups and students will 3-4 read
excerpts of first hand accounts from slaves and those involved in the slave
trade process (see citations for exact documents). Students will then discuss
the excerpts amongst each other and their significance, and identify key
points

11

o Students will then discuss as a class their feelings about the readings
PowerPoint Lecture on slavery (25 minutes)
Slavery
o Europeans started using slaves from the west coast of Africa as early as the
1450s
o When the Europeans discovered that the Native Americans they were using
as slaves were dying at an alarming rate, they started to import slaves from
Africa.
o West Africans were more immune to European diseases than the Native
Americans were.
o Europeans either captured slaves along the African coast, or rival chiefs who
in turn sold them to the Europeans captured them.
o The journey from Africa to the Americas was called the middle passage
o This passage to 6-8 weeks, and was a terrible ordeal.
o Upon arrival the slaves were bought and sold like livestock
o Haiti first successful slave revolt 1803
o This practice continued in the Americas until the latter half of the 19th
century.
Exit Ticket- what country was formed from the result of a slave revolt?
Assessment- Students will answer Bell Work and Exit ticket Questions. Instructor
will assess student involvement in the small group discussions by listening in on the
students and asking students questions. The instructor will ask questions during the
lecture to gauge student understanding.

Day 8 DBQ Should we still revere explorers?

Unit Objectives: 1-8

Activities: Students will work on the DBQ for the entire class period individually.
(See DBQ attachment below in attachments)
Assessment- Students will turn in the DBQ at the end of class.

Day 9 Review/ Finish Brochure

Unit objectives: 1-8

Activities: There will be a bell work question for the students to answer. After the
bell work question the class will play a Jeopardy review game as a class to review
key terms and concepts from the unit. This game will take about 30 minutes.
After the review game students can work on their brochures that are due the
following day, and if they are done with those, they can review for the exam.
Assessment- Students will work on Bell Work Question, and Jeopardy review game to
review students knowledge.

Day10 Unit Exam

12


Unit objectives: 1-8

Activities: Unit Exam will take whole class period.
This exam is closed notes; meaning no additional materials are allowed during the test.
Students will not be permitted to discuss any materials with their classmates. If it
Becomes an issue the student(s) could potentially be awarded a zero on the test.
Students are encouraged to ask the instructor clarification questions if necessary.

Assessment: Unit Exam

13

ATTACHMENTS
PowerPoints:

From the 1400s to the 1700s, Europe experienced

an Age of Exploration
The Renaissance encouraged
curiosity & a desire for trade

But in the late 1400s, the European sailors did

what neither Muslim nor Chinese explorers could:
Begin global (not regional) exploration &
create colonies to increase their wealth & power

Conclusions

Why did Europeans want to explore?

As a result of exploration, European
nations grew powerful & spread their
influence throughout the world

As a result of the Age of Exploration, European

knowledge & influence of the world increased greatly

When the New World is discovered, the Big 5

European countries start to compete for control of
North America and the world:

Encomienda System
This is the Spanish practice of securing an adequate and cheap
labor supply
Very similar to European feudalism
2. Conquistador controlled Indian populations
Required Indians to pay tribute from their lands
Indians often rendered personal services as well.
3. In return the conquistador was obligated to
protect his wards
instruct them in the Christian faith
defend their right to use the to live off the land
4. Encomienda system eventually decimated Indian population.
5. The King prevented the encomienda with the New Laws (1542)
supported by de Las Casas, the system gradually died out.

Spain
Netherlands
France
Portugal
England

Columbian Exchange

Old World to the new

!

Columbus voyages May have had

greater consequences biologically than
culturally
The Columbian Exchange was coined to
describe the worldwide redistribution of
plants, animals, and diseases that
resulted from the initial contacts between
Europeans and Natives.

New World (Americas) to Old World

(Europe)
! Plants:

avocados
pumpkins
peanuts
pineapple
corn (maize)
potatoes (white / sweet)
! beans (snap / kidney, lima)
! cacao (source of chocolate)
! chicle (source of gum)
!
!
!
!

Middle Passage

Slavery

The Middle Passage refers to the voyage

that slaves made from Africa to the
Americas
The Middle Passage to the New World
often took anywhere from 50-90 days
Slaves were often packed in like Sardines
between the decks
The slaves were treated terribly and
usually had to lie in each others feces,
urine, and blood.
The heat was unbearable and the air was
often unbreathable.
Many slaves died in the middle passage
due to these conditions

What does slavery mean to you?

Are there any justifications for
owning another human being?
Why did an enlightenment age
Europe condone such a practice in
their colonies?

guavas
squash
tobacco

Conclusions
Spain and Portugal dominated the early race for colonization in
the Americas and Africa. France, England, and the Netherlands
also made huge colonizing efforts.

What was the effect of the Columbian

exchange?
Both hemispheres were introduced to new foods and animals
that changed entire societies.
Potatoes and corn became major food sources for Europeans
allowing populations to increase greatly.
The introduction of pigs, cows, and horses gave new food
sources and new animals for the Native Americans to use.
The diseases the
Europeans brought with them killed up to 90% of the Native
Americans in the New World. European conquest of the
Native Americans was made easy by the effect disease had
on the Natives. The Native
Americans had never been exposed to these diseases so
their bodies could not fight them. Europeans had lived with
these diseases for thousands of year and were not as likely to
die from them.

The lasting effects of slavery

Although the most countries in the Americas abolished slavery by
the late 1800s, the impact of slavery lasted well beyond that.
Some people of African heritage in the Americas and even
Africa didnt receive full access to their rights until as late as the
1990s!

14

Mini DBQ: Age of Exploration

Directions:

You will write an 4-5 paragraph essay based off of the documents that

Has a clear and understandable thesis, with support from the documents

Uses four of the five documents

Describes the nature of the document, and not a summarization

Analyze the documents and gives context to the document

Uses information outside of the document learned in class or elsewhere

When analyzing the document remember to use ACAPS
A-Author
C- Context
A- Audience
P- Purpose (reason)
S- Significance (What can be learned)

When creating a thesis the chicken foot method works really well

Argument 1

Thesis
Argument 2



Argument 3

Grading Scale:
50 points:
Mechanics (Thesis Present, Conclusion, Spelling, Grammar)- 5 points
4 of the 5 required sources used- 10 points
A description of the documents, not a general summarization- 10 points
The authors point of view is described by the students- 10 points
Students analyzed whether explorers should have a positive or negative legacy- 15
points



Introduction:
From the 1400s to the 1800s Europeans discovered, conquered, and settled many new
parts of the world. Many of the individuals who were successful in their discoveries such as

15

Columbus, Magellan, Cortes, and others are extremely recognizable for their
accomplishments the world over. Numerous continents, cities, and countries bear the name
of famous explorers from this time period. In todays world, we still celebrate their
accomplishments. However, the impact of the explorers on the places, people, and the
conflicts they engaged in, has created a divided view of their historical legacy.


Prompt:
Knowing what we know now about the explorers from the age of exploration, should we
still celebrate explorers from the age of explorations legacy?











Document 1
Via:
https://sharedserver.rsd17.org/teacherwebpages/lindsayramm/Lists/Announcements/Attachments/317/A
ge%20of%20Exploration%20DBQ.pdf

Source: Hernando Cortes, Letters from Mexico, August 12, 1521:

On leaving my camp, I commanded Gonzalo de Sandoval to sail the brigantines (ships) in
between the houses in the other quarter in which the Indians were resisting, so that we
should have them surrounded, but not to attack until he saw that we were engaged. In this
way they would have been surrounded and so hard pressed that they would have no place
to move save over the bodies of their dead or along the roof tops. They no longer could find
any arrow, javelins or stones with which to attack us; and our allies fighting with us were
armed with swords and bucklers, and slaughtered so many of them on land and in the
water that more than forty thousand were killed or taken that day.

16

Document 2
Via:

https://sharedserver.rsd17.org/teacherwebpages/lindsayramm/Lists/Announcements/Attachments/317/A
ge%20of%20Exploration%20DBQ.pdf

Bartolome de las Casas, Dominican friar, A Short Account of the Destruction of the Indies,
1542:

As we have said, the island of Hispaniola was the first to witness the arrival of Europeans
and the first to suffer the wholesale slaughter of its people and the devastation and
depopulation of the land. It all began with the Europeans taking native women and children
both as servants and to satisfy their own bas appetites: than not content with what the
local people offered them of their own free will (and all offered as much as they could
spare), they started taking for themselves the food that natives contrived to produce by the
sweat of their brows, (which was in all honestly little enough)Some of them started to
conceal food they had, others decided to send their women and children into hiding, and
yet others took to the hills to get away from the brutal and ruthless cruelty that was being
inflicted on them






Document 3

Source: http://curriculumoffice.com/sandbox/rpritchard/new_skin_demo/a/unit01/apuh_1.b.10.html

Document 4

17

From: Christopher Farman The Ocean Adventurers, found in Voyages of Discovery. via:
https://sharedserver.rsd17.org/teacherwebpages/lindsayramm/Lists/Announcements/Attachments/3
17/Age%20of%20Exploration%20DBQ.pdf

Portugal was the first country in which the new spirit of curiosity had practical results
in terms of exploration. The Portuguese had many motivations to explore. They
certainly had a desire for knowledge, but they were also searching for wealth through
trade. A nobler purpose was the belief that it was their duty to bring Christianity to
distant
lands.

One Portuguese who stands out for his accomplishments is Magellan. Magellan
achieved what Columbus first suggested: connecting Europe with Asia by sailing west.
The last great unknown ocean had been crossed. The world itself stood revealed. Much
remained
to be mapped, but an outline was in place for future generations to fill in.

The explorers of the fifteenth century and early sixteenth centuries did not
set out to make a revolution in knowledge, but that is what they achieved. The
Portuguese not only ended the isolation of Europe; they also set it on the path to
worldwide expansion. Their voyages of discovery stand at the very beginning of the
worlds first global culture.


Document 5:

Source: Excerpt from da Gamas journal from:
http://www.fordham.edu/halsall/mod/1497degama.asp via:
http://web.bend.k12.or.us/.../DBQ%20-%20Age%20of%20Exploration.doc

May 20,1498.

1498. Calicut. [Arrival.] That night (May 20) we anchored two leagues from the city of
CalicutOn the following day (May 22) these same boats came alongside, when the
captain-major sent one of the convicts to Calicut, and those with whom he went took him to
two Moors (Muslims) from Tunis, who could speak Castilian and Genoese. The first
greeting that he received was in these words: May the Devil take thee! What brought you
hither? They asked what he sought so far way from home, and he told them that we came
in search of Christians and of spices. They said:
Why does not the King of Castile, the King of France, or the Signoria of Venice send
thither? He said that the King of Portugal would not consent to their doing so, and they
said he did the right thing. After this conversation they took him to their lodgings and gave
him wheaten bread and honey. When he had eaten and returned to the ships, accompanied
by one of the Moors, who was no sooner on board, then he said these words: A lucky
venture, a lucky venture! Plenty of rubies, plenty of emeralds! You owe great thanks to God,
for having brought you to a country holding
such riches! We were greatly astonished to hear his talk, for we never expected to hear our
language spoken so far away from Portugal.

18

Excerpts from the unit exam:

1. Which of the following explorers is given the credit as the first to circumnavigate the
world?
A. Vasco Da Gama B. Henry Hudson
C. John Cabot D. Ferdinand Magellan

2. According to the policy of Mercantilism, Colonies should be
A. Granted independence as soon as possible.
B. Acquired as markets and sources of raw material.
C. Considered a burden to the mother country.
D. Encouraged to develop a successful economy of their own.

3. Which of the following best describes the encounters between Spanish and the native
populations in the Americas?
A. The native populations established a vital exchange of goods between Spain and the
Americas
B. The native populations declined as they had more and more interactions with the
Spanish
C. Native populations fought valiantly and thwarted off Spanish conquerors.
D. Spanish explorers treated native populations with kindness and sought to establish
colonies ran by the natives for Spain.

4. Which 2 countries were involved in the treaty of Tordesillas?
A. Spain and Portugal B. England and France
C. France and Portugal D. England and Spain

5. Which of the following best describes the motivation that caused European explorers to
find a way to sail to Asia, otherwise known as the three Gs
A. Gold, Guns, Gifts
B. Gospel, Government, Gold
C God, Gold, Glory


D. God, Gifts, Glory

Essay question: For the following question provide 1-2 paragraph essay using specific
examples from class. Please use complete sentences.

The age of exploration brought about an exchange of goods and ideas between Europe and
Americas. Please describe 2 positive impacts of European exploration and colonization in
the Americas, and describe 2 negative impacts of European exploration and colonization in
the Americas.

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CITATIONS

Guns, germs, and steel [Motion picture]. (2005). National Geographic.

Crash Course: The Columbian Exchange
https://www.youtube.com/watch?v=HQPA5oNpfM4 (2012)
Alexander Falconbridge describes the reaction of enslaved Africans to their sale. 1789
http://www.vgskole.net/prosjekt/slavrute/9.htm

Olaudah Equiano describes treatment during middle passage 1788
http://www.vgskole.net/prosjekt/slavrute/6.htm

James Barbot describes a slave ship revolt 1788
http://www.vgskole.net/prosjekt/slavrute/5.htm

James Martin remembers a slave auction 1937
http://www.vgskole.net/prosjekt/slavrute/15.htm

Explorer Webquest
http://www.explorer-webquest.weebly.com

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