84

The Beginnings of Our Global Age: Europe, Africa, and Asia

Vocabulary Builder

1

1

SECTION

Step-by-Step
Instruction

Objectives

As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.

Understand European motivation for
exploring the seas.

Analyze early Portuguese and Spanish
explorations.

Describe European searches for a
direct route to Asia.
Prepare to Read



Build Background Knowledge

Point out that the age of exploration began
during the Renaissance. Ask students to
recall key ideas and developments of the
Renaissance. Then have them predict how
these ideas would affect overseas explora-
tion by Europeans.

Set a Purpose

WITNESS HISTORY WITNESS HISTORY



Read the selection
aloud or play the audio.
AUDIO



Witness History Audio CD,


The Search Is On

Ask

What did the Indonesian ruler
mean by his statement?

(Because of
differences in climate, spices could not
be grown in Europe.)

Why was this sig-
nicant?

(The only way for Europeans
to get spices was to trade with Asia.)

Focus

Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read.

(Answer appears with
Section 1 Assessment answers.)

Preview

Have students preview the
Section Objectives and the list of Terms,
People, and Places.

Reading Skill

Have students use the

Reading Strategy: Identify Causes and
Effects

worksheet.



Teaching Resources, Unit 1,

p. 27
Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 1,

p. 26;

Teaching Resources, Skills Handbook,

p. 3
High-Use Word Denition and Sample Sentence



authority, p. 87

n.

the power to give commands and enforce obedience
When the president of the company is absent, the vice president has the

authority

to make decisions.
L3
L3

Answer



the desire for spices; Renaissance and reli-
gious ideals
11
The Search for Spices
Objectives
Understand European motivations for exploring
the seas.
Analyze early Portuguese and Spanish
explorations.
Describe European searches for a direct route
to Asia.
Terms, People, and Places
Moluccas
Prince Henry
cartographer
Vasco da Gama
Christopher Columbus
Line of Demarcation
Treaty of Tordesillas
Ferdinand Magellan
circumnavigate
Reading Skill: Identify Causes and Effects
Examine the text for clues that signal cause and
effect. Then use a owchart like this one to record
major causes and effects of European exploration.
Throughout history, groups of peoplefrom the ancient Greeks to
Muslim Arabs and the Vikings of Scandinaviahad explored the
seas, trading and migrating over long distances. The European
sailors of the 1400s began a dramatic new period of exploration.
Motivations for Exploring the Seas
Europeans traded with Asians long before the Renaissance. The
Crusades introduced Europeans to many luxury goods from Asia,
carried on complex overland routes through the Mongol empire of
the 1200s and 1300s. The Black Death and the breakup of the
Mongol empire disrupted that trade. By the 1400s, though,
Europes population was growing, along with its demand for trade
goods. The most valued items were spices, used to preserve food,
add avor to meat, and make medicines and perfumes. The chief
source of spices was the Moluccas, an island chain in present-day
Indonesia, which Europeans then called the Spice Islands.
In the 1400s, Arab and Italian merchants controlled most trade
between Asia and Europe. Muslim traders brought prized goods to
eastern Mediterranean ports, and Italian traders carried them to
European markets. Europeans outside Italy knew that it would be
more protable to gain direct access to Asia. They were also driven
by Renaissance curiosity to seek new lands.
What factors encouraged European exploration?
A French traveler in the 1400s illustrated workers harvesting
pepper in southern India; a clove plant is shown at left.
The Search Is On
Cinnamon, pepper, nutmeg, cloves . . . these and
other spices were a vital part of the world
economy in the 1400s. Because the spice trade
was controlled by Arab merchants and traders,
Europeans didnt know how to get the spices they
desperately wanted. Even when Europeans
learned that spice plants could be obtained in
Asia, they didnt have a hope of growing them in
Europe. As an Indonesian ruler boasted to a
European trader,

You may be able to take our plants, but you

will never be able to take our rain.

Europeans knew that the only way they could

take control of the spice trade would be to
establish sea routes to Asiaat any cost.
Focus Question How did the search for spices
lead to global exploration?
Portugal
Leads
Reasons to
Explore

Control
trade

WITNESS HISTORY WITNESS HISTORY AUDIO

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Chapter 2 Section



1

85

Solutions for All Learners
Teach



Motivations for Exploring

Instruct

Introduce: Key Terms

Have students
nd the key term

Moluccas

(in blue) in
the text, and identify its European
name. Then have students locate the
islands on the map on this page and
trace the European sea routes to it.

Teach

Discuss why Europeans searched
for new trade routes. Ask

Why did
Europeans nd potentially danger-
ous sea routes preferable to over-
land routes?

(They were quicker; they
eliminated Arab middlemen; they
allowed Europeans to get goods more
cheaply by going straight to the source.)

Quick Activity

Have small groups of
students identify an item that is of great
value today, such as oil. Ask them to
identify who controls that item, and dis-
cuss what prevents people from obtain-
ing it. Using the Numbered Heads
strategy (TE, p. T23), have each group
report its ndings.

Independent Practice

Have students access

Web Code nbp-
1411

to take the

Geography Interac-
tive Audio Guided Tour

and then
answer the map skills questions.

Monitor Progress

As students ll in their owcharts, circu-
late to make sure they have identied the
main causes and effects of early European
exploration. For a completed version of
the owchart, see



Note Taking Transparencies,

119

Answers

Map Skills

1.

Review locations with students.

2.

Columbus sailed west to the West Indies across
the Atlantic, then sailed east back to Spain.

3.

Sample: Because of geography and the technol-
ogy of the time, there were few viable routes.
L1



Special Needs L2



Less Procient Readers L2



English Language Learners

Ask students to create a chart with two columns.
Label the columns reasons to stay and reasons to
explore. Ask students to complete the chart with the
reasons why people move or why they prefer to stay
in one place. Then discuss how these same reasons
would have applied in the Age of Exploration. Discuss
the risks that overseas explorers were taking.
Use the following resources to help students acquire
basic skills.



Adapted Reading and Note Taking
Study Guide

Adapted Note Taking Study Guide, p. 45

Adapted Section Summary, p. 46
L3

Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read, have
students ll in the owchart showing
the major causes and effects of early
European exploration.



Reading and Note Taking
Study Guide,

p. 45
120 E 150E 90 E 60 E 30 E 30 W
L
i
n
e

o
f

D
e
m
a
r
c
a
t
i
o
n
90 W 0
30 N
60 N
0
30 S
60 S
Indi an
Ocean
At l ant i c
Ocean
Paci f i c
Ocean
Paci f i c
Ocean
Strait of
Magellan
MING
EMPIRE
KOREA
JAPAN
MUGHAL
EMPIRE
AZTEC
EMPIRE
SONGHAI
NEWFOUNDLAND
O
T
T
O
M
AN
E
M
P
IRE
I
N
C
A
N
E
M
P
I
R
E
Philippine
Islands
Malay
Peninsula
Cape of
Good Hope
Cape Horn
Sumatra
East I ndi es
West I ndi es
Moluccas
ASIA
AUSTRALIA
AFRICA
SOUTH
AMERICA
NORTH
AMERICA
EUROPE
Ceuta
Calicut
Explorers for Portugal
Dias, 14871488
Da Gama, 14971499
Explorers for Spain
Columbus, 14921493
Balboa, 15101513
Magellan and Elcano, 15191522
Explorers for England
Cabot, 1497
Explorers for France
Cartier, 15341535
Explorers for the Netherlands
Hudson, 1609
N
S
E W 1000 0 2000 mi
1000 0 2000 km
Miller Projection
Early Voyages of European Exploration, 14871609
For: Audio guided tour
Web Code: nbp-1411
Map Skills Spain, England, France, and
the Netherlands quickly followed Portu-
gals lead in exploring the world by ship.
1. Locate (a) West Indies (b) East Indies
(c) Line of Demarcation (d) Strait of
Magellan
2. Describe Describe the route of
Columbus.
Portugal Sails East
Prince Henry led the way in sponsoring exploration for Portugal, a
small nation next to Spain. First, Prince Henrys navigators discovered
and claimed the Madeira and Azores islands to the west and southwest
of Portugal. By 1415, Portugal had expanded into Muslim North Africa,
seizing the port of Ceuta (SYOO tah) on the North African coast.
Mapping the African Coast Prince Henry saw great promise in
Africa. The Portuguese could convert Africansmost of whom practiced
either Islam or tribal religionsto Christianity. He also believed that in
Africa he would nd the sources of riches the Muslim traders controlled.
Finally, Prince Henry hoped to nd an easier way to reach Asia, which
meant going around Africa. The Portuguese felt that with their expert
knowledge and technology, they could accomplish this feat. At Sagres, in
southern Portugal, Henry gathered scientists, cartographers, or map-
makers, and other experts. They redesigned ships, prepared maps, and
trained captains and crews for long voyages. Henrys ships then slowly
worked their way south to explore the western coast of Africa.
Henry died in 1460, but the Portuguese continued their quest. In
1488, Bartholomeu Dias rounded the southern tip of Africa. Despite the
turbulent seas around it, the tip became known as the Cape of Good
Hope because it opened the way for a sea route to Asia.
3. Draw Inferences Why do you think
explorers from different countries fol-
lowed similar routes?
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86

The Beginnings of Our Global Age: Europe, Africa, and Asia

History Background

Portugal Sails East

Instruct

Introduce

As students read about
Prince Henry, point out that Prince
Henry himself never sailed on a voyage
of exploration. Ask

What motivated
Prince Henry to make overseas
exploration one of his life goals?

(He wanted to make Portugal a world
power; he hoped to gain converts to
Christianity.)

Did Prince Henry ful-
ll his goals?

(He made Portugal a
world power, but he did not succeed in
spreading Christianity. He also encour-
aged advances in navigation and
mapmaking.)

Teach

Ask

What was Vasco da
Gamas major accomplishment?

(He
found a sea route to India.)

How did
da Gama establish a foothold for a
Portuguese empire?

(He left Portu-
guese merchants in India and forced a
treaty upon an Indian ruler.)

Analyzing the Visuals

Display

Color Transparency 82: European
Explorations for Spices, About
1500.

Use the lesson suggested in
the transparency book to guide a
discussion.



Color Transparencies,

82

Independent Practice

Primary Source

To help students
better understand the role of cartography
in the age of exploration, have them read
the selection

Mercator Projection

and
answer the questions on the worksheet.



Teaching Resources, Unit 1,

p. 28

Monitor Progress

Ask students to write a paragraph
explaining how and why Portugal took
the lead in overseas exploration. Check
that students have emphasized the key
role of Prince Henry.

Answer



The Portuguese established forts or took over
cities that were centers of trade; over time,
they connected them into a large empire.

NavigationPast and Present

The astrolabe
made long sea voyages possiblebut the navigation
tool wasnt easy to use. To use the astrolabe, the sailor
needed to hold it steady so that he could take a read-
ing on a star or the sun. The ships deck often heaved
and rolled, making it nearly impossible to hold the
astrolabe still. As a result, errors of hundreds of miles
were often made. Keeping accurate time was another
problem. Early explorers used an hourglass to mark
the passage of each half hour. Forgetting to turn over
the glass was disastrous; each minute lost could put a
ship 15 miles off course.
Today, sailors navigate using GPS, or the Global
Positioning System. Based on a network of satellites
in orbit around Earth, GPS can pinpoint a location to
within 50 feet, no matter where the user is.
L3
Seeking India In 1497, Portuguese navigator Vasco da Gama fol-
lowed in Diass footsteps, leading four ships around the Cape of Good
Hope. Da Gama, however, had plans to go farther. After a ten-month voy-
age, da Gama reached the great spice port of Calicut on the west coast of
India. On the long voyage home, the Portuguese lost half their ships, and
many sailors died of hunger, thirst, and scurvy, a disease caused by a
lack of vitamin C in the diet.
Despite the hard journey, the venture proved highly protable. In
India, da Gama had acquired a cargo of spices that he sold at an enor-
mous prot. He quickly outtted a new eet, seeking greater prots. In
1502, he forced a treaty on the ruler of Calicut. Da Gama then left Portu-
guese merchants there whose job was to buy spices when prices were low
and store them until the next eet could return. Soon, the Portuguese
had seized key ports around the Indian Ocean, creating a vast trading
empire. Da Gamas voyages conrmed Portugals status as a world power.
How did Portuguese exploration lead to the creation of
a trading empire?
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Chapter 2 Section



1

87

Link to Science

Columbus Sails West

Instruct

Introduce: Vocabulary Builder


Have students read the Vocabulary
Builder term and denition. Ask them
to predict who might

authorize

a
European voyage of exploration.

Teach

Emphasize the importance of
the voyages of Columbus in shaping
European knowledge of the world. Ask

What were the main accomplish-
ments of Columbus?

(Columbus was
the rst European to reach the Ameri-
cas, and he motivated other explorers.)

How did the Treaty of Tordesillas
affect competition among Euro-
pean nations? Why?

(It intensied
competition, because European nations
felt they needed to claim land quickly
before there was nothing left to discover.)

Analyzing the Visuals

Have students
review the Infographic on these pages.
Ask students to compare the two world
maps on this page, and then explain
how new technology helped produce the
more accurate world map.

Independent Practice

Have students ll in the Outline Map

Global Explorations

, labeling the major
routes with the correct explorer.



Teaching Resources, Unit 1,

p. 34

Monitor Progress

Circulate to make sure students are ll-
ing in their Outline Maps accurately by
labeling the routes with the correct
explorer.

Answers

Thinking Critically

1.

It doesnt show geographical locations or fea-
tures accurately; its only use is as a navigation
tool.

2.

Unlike the magnetic compass, the astrolabe
could not be used when bad weather limited the
skys visibility.

Scurvy

This vitamin C deciency disease was a fre-
quent problem for sailors, who often did not eat
enough fresh fruits and vegetables while at sea. One
sufferer described the horror of scurvy in graphic terms:
It rotted all my gums, which gave out a black and
putrid blood. My thighs and lower legs were black and
gangrenous, and I was forced to use my knife each day
to cut into the esh in order to release this black and
foul blood. I also used my knife on my gums, which
were livid and growing over my teeth. . . . Many of our
people died of it every day.
Native Americans from what is now Canada were
familiar with the disease and offered aficted Europe-
ans a cure made from brewed hemlock branches. It
wasnt until 1753 that Scottish naval surgeon James
Lind prescribed the consumption of orange, lemon, or
lime juice, all loaded with vitamin C, as a preventive
and curative measure.
Columbus Sails West
News of Portugals successes spurred other people to look for a sea route to
Asia. An Italian navigator from Genoa, named Christopher Columbus,
wanted to reach the East Indiesa group of islands in Southeast Asia,
today part of Indonesiaby sailing west across the Atlantic. Like most
educated Europeans, Columbus knew that Earth was a sphere. A few
weeks sailing west, he reasoned, would bring a ship to eastern Asia. His
plan made sense, but Columbus greatly underestimated Earths size. And
he had no idea that two continents lay in his path.
Reaching Faraway Lands Portugal refused to sponsor him, but
Columbus persuaded Ferdinand and Isabella of Spain to nance his voy-
age. To increase their authority, the Spanish rulers had taken radical
measures, including expelling Jews from Spain. They hoped their actions
would strengthen Catholicism. However, the loss of some of Spains most
afuent and cultured people weakened the nation. The rulers hoped
Columbuss voyage would bring wealth and prestige.
Vocabulary Builder
authority(uh THAWR uh tee) n. the
power to give commands and enforce
obedience
Thinking Critically
1. Synthesize Information Why
would a portolan map be
inappropriate as a resource for a
geography class?
2. Draw Inferences What
limitations did the astrolabe
have that the magnetic compass
did not?
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88

The Beginnings of Our Global Age: Europe, Africa, and Asia

Solutions for All Learners

The Search for a Direct
Route Continues

Instruct

Introduce: Key Terms

Have students
nd the key term

circumnavigate

(in
blue) in the text. Elicit from students
the difculties that Magellan would
have had to overcome to carry out
this feat. Point out the quotation by
Pigafetta at the end of this section.
Have students discuss what compelled
him to make that statement.

Teach

As you describe Magellans voy-
age, trace it on a world map. Ask

Why
did European monarchs fund such
risky voyages by navigators?

(They
were willing to take risks in exchange
for the possibility of claiming new
lands, nding a northwest passage, or
discovering sources of wealth.)

What
was Magellans basic mistake when
planning and carrying out his voy-
age?

(He greatly underestimated the
size of the Pacic Ocean.)

Quick Activity

Have students take on
the roles of sailors aboard Magellans
ship. Explain that they have just
passed through the Strait of Magellan.
Ask them to debate whether they
should return to Spain the way they
came or keep going across the Pacic.
Students should use maps and infor-
mation from the section to support
their positions.

Independent Practice

Biography

To help students better
understand the age of exploration, have
them read the biography

Ferdinand
Magellan

and answer the questions on
the worksheet.



Teaching Resources, Unit 1,

p. 30

Monitor Progress

Check Reading and Note Taking Study
Guide entries for student understanding.

Answers
BIOGRAPHY



Henry appears to be a
solemn, thoughtful, and impressive gure.



His discoveries prompted Spain to obtain the
treaty, ensuring that the lands Columbus dis-
covered, along with future discoveries, would
belong to Spain.
L4



Advanced Readers L4



Gifted and Talented

Explain to students that there has been much debate
recently about the celebration of Columbus Day. Some
argue that this is a misguided holiday because Colum-
bus arrival in the New World caused so much damage
to the native people. Others contend that Columbus
demonstrated great courage in his exploration and
that his actions indirectly led to the creation of the
United States. Organize the class into three groups. The
rst will argue for the holiday, the second against. The
third will act as a panel, hearing arguments from both
sides and then asking questions of the groups. The panel
will decide which group has made the better argument.
L3 BIOGRAPHY
On August 3, 1492, Columbus sailed west with three small ships, the
Nia, the Pinta, and the Santa Mara. Although the expedition encoun-
tered good weather and a favorable wind, no land came into sight for
many weeks. Provisions ran low, and the crew became anxious. Finally,
on October 12, land was spotted.
Columbus spent several months cruising the islands of the Caribbean.
Because he thought he had reached the Indies, he called the people of the
region Indians. In 1493, he returned to Spain to a heros welcome. In
three later voyages, Columbus remained convinced that he had reached
the coast of East Asia. Before long, though, other Europeans realized
that Columbus had found a route to previously unknown continents.
Dividing the Globe in Half In 1493 Ferdinand and Isabella appealed
to the Spanish-born Pope Alexander VI to support their claim to the
lands of the new world. The pope set a Line of Demarcation, dividing
the non-European world into two zones. Spain had trading and explora-
tion rights in any lands west of the line. Portugal had the same rights
east of the line. The specic terms of the Line of Demarcation were
agreed to in the Treaty of Tordesillas, signed between the two coun-
tries in 1494. The actual line was unclear, because geography at the time
was imprecise. However, the treaty made it obvious to both Spain and
Portugaland to other European nations, eager to defy what they saw as
Spain and Portugals arrogancethat they needed to build their own
empires quickly.
Naming the Western Hemisphere An Italian sea captain named
Amerigo Vespucci wrote a journal describing his voyage to Brazil. In
1507, a German cartographer named Martin Waldseemller used Ves-
puccis descriptions of his voyage to publish a map of the region, which he
labeled America. Over time, the term Americas came to be used for
both continents of the Western Hemisphere. The islands Columbus had
explored in the Caribbean became known as the West Indies.
How did Columbus inuence the Treaty of Tordesillas?
Henry the Navigator
All of the European explorers owed a
debt to Prince Henry (13941460),
whose Christian faith, curiousity, and
national pride ushered in the great age
of European exploration. The English
nicknamed Henry the Navigator. Yet
Henry himself, who sponsored and
encouraged navigators, geographers,
and merchants, never traveled the
seas. Henrys work required nancial
risks, and his enthusiasm motivated his
navigators to take great personal risks.
Henry also inspired generations of
later explorers. What characteristics
does the artist ascribe to Henry
(center gure in black)?
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Chapter 2 Section



1

89
L1
Assess and Reteach



Assess Progress

Have students complete the
Section Assessment.

Administer the Section Quiz.

Teaching Resources, Unit 1, p. 22
To further assess student under-
standing, use

Progress Monitoring Transparencies, 58
Reteach
If students need more instruction, have
them read the section summary.

Reading and Note Taking
Study Guide, p. 46

Adapted Reading and
Note Taking Study Guide, p. 46

Spanish Reading and
Note Taking Study Guide, p. 46
Extend
See this chapters Professional
Development pages for the Extend Online
activity on the risks and rewards of explo-
ration.
Answer

His discovery of the Pacic Ocean established
Spains claim to it and the land surrounding it,
and spurred Magellan to seek a direct sea
route to the Pacic and the East Indies beyond.
Section 1 Assessment

1. Sentences should reect an understanding
of each term, person, or place listed at the
beginning of the section.
2. As explorers sought sea routes to the Spice
Islands, they made new discoveries that
prompted further exploration.
3. Renaissance ideals such as curiosity, reli-
gious faith, and the expanding Renais-
sance worldview, encouraged exploration.
4. His faith prompted him to support explora-
tion because the people encountered as a
result could be converted to Christianity.
5. Sample: Columbus great curiosity would
most likely have prompted him to under-
take the voyage no matter what the risks.
6. Sample: Magellans accomplishment on
Portugals behalf would have further
stimulated competition among the other
European nations.
Writing About History
Responses should show an understanding of
how to use specic details to support a point
of view in a biographical essay. They should
include at least three details about the sub-
ject of the essay.
For additional assessment, have students
access Progress Monitoring Online at
Web Code nba-1411.
L3
L3
L2
L2
L4
11
The Search for a Direct Route Continues
Though Europeans had claimed vast new territories, they had not yet
found a direct route to Asia. The English, Dutch, and French explored
the coast of North America unsuccessfully for a northwest passage, or a
route from the Atlantic Ocean to the Pacic through the Arctic islands.
Meanwhile, in 1513 the Spanish adventurer Vasco Nez de Balboa,
helped by local Indians, hacked a passage westward through the tropical
forests of Panama. From a ridge on the west coast, he gazed at a huge
body of water. The body of water that he named the South Sea was in fact
the Pacic Ocean.
On September 20, 1519, a minor Portuguese nobleman named
Ferdinand Magellan set out from Spain with ve ships to nd a way to
reach the Pacic. Magellans ships sailed south and west, through storms
and calms and tropical heat. At last, his eet reached the coast of South
America. Carefully, they explored each bay, hoping to nd one that would
lead to the Pacic. In November 1520, Magellans ships entered a bay at
the southern tip of South America. Amid brutal storms, rushing tides,
and unpredictable winds, Magellan found a passage that later became
known as the Strait of Magellan. The ships emerged into Balboas South
Sea. Magellan renamed the sea the Pacic, from the Latin word meaning
peaceful.
Their mission accomplished, most of the crew wanted to return to
Spain the way they had come. Magellan, however, insisted that they
push on across the Pacic to the East Indies. Magellan underestimated
the size of the Pacic. Three more weeks, he thought, would bring them
to the Spice Islands. Magellan was wrong. For nearly four months, the
ships plowed across the uncharted ocean. Finally, in March 1521, the
eet reached the Philippines, where Magellan was killed. On
September 8, 1522, nearly three years after setting out, the survivors
one ship and 18 sailorsreached Spain. The survivors had been the rst
people to circumnavigate, or sail around, the world. Antonio Pigafetta,
one of the few survivors of the expedition, observed: I believe of a cer-
tainty that no one will ever again make such a voyage.
What was the signicance of Balboas discovery?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: nba-1411
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its signicance.
2. Reading Skill: Identify Causes and
Effects Use your completed owchart
to answer the Focus Question: How did
the search for spices lead to global
exploration?
Comprehension and Critical Thinking
3. Recognize Cause and Effect How
did the Renaissance motivate European
explorers?
4. Recognize Ideologies How did
Prince Henrys Christian faith shape his
role as a sponsor of exploration?
5. Identify Alternatives If Columbus
had understood the real geography of
the world, would he still have made his
voyage? Why or why not?
6. Predict Consequences What effect
might Magellans circumnavigation of
the world have on English, Dutch, and
French explorers?
Writing About History
Quick Write: Gather Information
Choose one of the following people from
this section for a biographical essay: Prince
Henry, Christopher Columbus, or Ferdinand
Magellan. Gather information about the
person you chose. Note events that were
both directly and indirectly inuenced by
this person.
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