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SECTION

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WITNESS HISTORY

Step-by-Step Instruction

AUDIO

The Search Is On

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.

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Analyze early Portuguese and Spanish explorations.

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Describe European searches for a direct route to Asia.

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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 didn’t know how to get the spices they desperately wanted. Even when Europeans learned that spice plants could be obtained in Asia, they didn’t have a hope of growing them in Europe. As an Indonesian ruler boasted to a European trader, may be able to take our plants, but you “ 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 Asia—at any cost.

Focus Question How did the search for spices lead to global exploration? A French traveler in the 1400s illustrated workers harvesting pepper in southern India; a clove plant is shown at left.

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 exploration by Europeans.

Set a Purpose ■

L3

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 significant? (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.)

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

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Reading Skill Have students use the Reading Strategy: Identify Causes and Effects worksheet. Teaching Resources, Unit 1, p. 27

Answer

The Search for Spices

L3

Objectives • Understand European motivations for exploring the seas. • Analyze early Portuguese and Spanish explorations. • Describe European searches for a direct route to Asia.

Motivations for Exploring the Seas

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•

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, Europe’s population was growing, along with its demand for trade goods. The most valued items were spices, used to preserve food, add flavor 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 profitable to gain direct access to Asia. They were also driven by Renaissance curiosity to seek new lands.

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What factors encouraged European exploration?

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 flowchart like this one to record major causes and effects of European exploration. Reasons to Explore • Control trade •

Throughout history, groups of people—from the ancient Greeks to Muslim Arabs and the Vikings of Scandinavia—had explored the seas, trading and migrating over long distances. The European sailors of the 1400s began a dramatic new period of exploration.

Portugal Leads

Vocabulary Builder 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 authority, p. 87

the desire for spices; Renaissance and religious ideals

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

Definition and Sample Sentence 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.

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For: Audio guided tour Web Code: nbp-1411

Early Voyages of European Exploration, 1487–1609 Map Skills Spain, England, France, and the Netherlands quickly followed Portugal’s lead in exploring the world by ship.

Explorers for Portugal Dias, 1487–1488 Da Gama, 1497–1499 Explorers for Spain Columbus, 1492–1493 Balboa, 1510–1513 Magellan and Elcano, 1519–1522

60° N NEWFOUNDLAND

EUROPE

NORTH AMERICA

OT T E M OMA PIR N E

We st I ndi e s

JAPAN

SONGHAI

Pa c i fi c O cean

Philippine Islands

Malay Peninsula

Calicut

AFRICA

Teach Instruct ■

Introduce: Key Terms Have students find 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.

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Teach Discuss why Europeans searched for new trade routes. Ask Why did Europeans find potentially dangerous sea routes preferable to overland routes? (They were quicker; they eliminated Arab middlemen; they allowed Europeans to get goods more cheaply by going straight to the source.)

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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 discuss what prevents people from obtaining it. Using the Numbered Heads strategy (TE, p. T23), have each group report its findings.

Moluccas

0°

Sumatra

IN N CA

E M

Pac if ic O cean

SOUTH AMERICA

AUSTRALIA N Cape of

E Good Hope

W

0

60° S

Magellan

30° W

0°

Miller Projection 1000 2000 mi 0

S 90° W Strait of Cape Horn

Eas t In d ies

Indian O cean Line of Demarcation

P I RE

30° S

30° E

60° E

1000 2000 km

90° E

120° E

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the flowchart showing the major causes and effects of early European exploration. Reading and Note Taking Study Guide, p. 45

Motivations for Exploring L3

KOREA MING EMPIRE

MUGHAL EMPIRE

Atlant ic O cean

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Explorers for England Cabot, 1497 Explorers for France Cartier, 1534–1535 Explorers for the Netherlands Hudson, 1609

ASIA

Ceuta

30° N AZTEC EMPIRE

3. Draw Inferences Why do you think explorers from different countries followed similar routes?

1. Locate (a) West Indies (b) East Indies (c) Line of Demarcation (d) Strait of Magellan 2. Describe Describe the route of Columbus.

150°E

Portugal Sails East Prince Henry led the way in sponsoring exploration for Portugal, a small nation next to Spain. First, Prince Henry’s 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 Africans—most of whom practiced either Islam or tribal religions—to Christianity. He also believed that in Africa he would find the sources of riches the Muslim traders controlled. Finally, Prince Henry hoped to find 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 mapmakers, and other experts. They redesigned ships, prepared maps, and trained captains and crews for long voyages. Henry’s 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.

Independent Practice Have students access Web Code nbp1411 to take the Geography Interactive Audio Guided Tour and then answer the map skills questions.

Monitor Progress As students fill in their flowcharts, circulate to make sure they have identified the main causes and effects of early European exploration. For a completed version of the flowchart, see Note Taking Transparencies, 119

Solutions for All Learners L1 Special Needs

L2 Less Proficient Readers

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.

L2 English Language Learners

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

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 technology of the time, there were few viable routes. Chapter 2 Section 1 85

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Portugal Sails East

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Seeking India In 1497, Portuguese navigator Vasco da Gama followed in Dias’s footsteps, leading four ships around the Cape of Good Hope. Da Gama, however, had plans to go farther. After a ten-month voyage, 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 profitable. In India, da Gama had acquired a cargo of spices that he sold at an enormous profit. He quickly outfitted a new fleet, seeking greater profits. In 1502, he forced a treaty on the ruler of Calicut. Da Gama then left Portuguese merchants there whose job was to buy spices when prices were low and store them until the next fleet could return. Soon, the Portuguese had seized key ports around the Indian Ocean, creating a vast trading empire. Da Gama’s voyages confirmed Portugal’s status as a world power.

L3

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 fulfill his goals? (He made Portugal a world power, but he did not succeed in spreading Christianity. He also encouraged advances in navigation and mapmaking.)

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Teach Ask What was Vasco da Gama’s major accomplishment? (He found a sea route to India.) How did da Gama establish a foothold for a Portuguese empire? (He left Portuguese merchants in India and forced a treaty upon an Indian ruler.)

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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

How did Portuguese exploration lead to the creation of a trading empire?

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.

History Background

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

Navigation—Past and Present The astrolabe made long sea voyages possible—but the navigation tool wasn’t easy to use. To use the astrolabe, the sailor needed to hold it steady so that he could take a reading on a star or the sun. The ship’s 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

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

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.

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Columbus Sails West

Columbus Sails West

News of Portugal’s 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 Indies—a group of islands in Southeast Asia, today part of Indonesia—by 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 Earth’s size. And he had no idea that two continents lay in his path.

Instruct ■

Introduce: Vocabulary Builder Have students read the Vocabulary Builder term and definition. Ask them to predict who might authorize a European voyage of exploration.

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Teach Emphasize the importance of the voyages of Columbus in shaping European knowledge of the world. Ask What were the main accomplishments of Columbus? (Columbus was the first European to reach the Americas, and he motivated other explorers.) How did the Treaty of Tordesillas affect competition among European nations? Why? (It intensified competition, because European nations felt they needed to claim land quickly before there was nothing left to discover.)

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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.

Reaching Faraway Lands Portugal refused to sponsor him, but Columbus persuaded Ferdinand and Isabella of Spain to finance his voyage. 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 Spain’s most affluent and cultured people weakened the nation. The rulers hoped Columbus’s voyage would bring wealth and prestige.

Vocabulary Builder authority—(uh THAWR uh tee) n. the power to give commands and enforce obedience

Independent Practice Have students fill 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 filling in their Outline Maps accurately by labeling the routes with the correct explorer. 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?

Link to Science Scurvy This vitamin C deficiency disease was a frequent 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 flesh 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 afflicted Europeans a cure made from brewed hemlock branches. It wasn’t 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.

Answers Thinking Critically 1. It doesn’t show geographical locations or features 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 sky’s visibility. Chapter 2 Section 1 87

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The Search for a Direct Route Continues

L3

Instruct ■

Introduce: Key Terms Have students find the key term circumnavigate (in blue) in the text. Elicit from students the difficulties 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.

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Teach As you describe Magellan’s voyage, 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, finding a northwest passage, or discovering sources of wealth.) What was Magellan’s basic mistake when planning and carrying out his voyage? (He greatly underestimated the size of the Pacific Ocean.)

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BIOGRAPHY Henry the Navigator All of the European explorers owed a debt to Prince Henry (1394–1460), 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. Henry’s work required financial 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 figure in black)? On August 3, 1492, Columbus sailed west with three small ships, the Niña, the Pinta, and the Santa María. Although the expedition encountered 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 hero’s 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.

Quick Activity Have students take on the roles of sailors aboard Magellan’s 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 Pacific. Students should use maps and information from the section to support their positions.

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 exploration rights in any lands west of the line. Portugal had the same rights east of the line. The specific terms of the Line of Demarcation were agreed to in the Treaty of Tordesillas, signed between the two countries in 1494. The actual line was unclear, because geography at the time was imprecise. However, the treaty made it obvious to both Spain and Portugal—and to other European nations, eager to defy what they saw as Spain and Portugal’s arrogance—that they needed to build their own empires quickly.

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.

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 Waldseemüller used Vespucci’s 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.

Teaching Resources, Unit 1, p. 30

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

How did Columbus influence the Treaty of Tordesillas?

Solutions for All Learners

Answers BIOGRAPHY Henry appears to be a solemn, thoughtful, and impressive figure. His discoveries prompted Spain to obtain the treaty, ensuring that the lands Columbus discovered, 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 Columbus’ arrival in the New World caused so much damage to the native people. Others contend that Columbus demonstrated great courage in his exploration and

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

that his actions indirectly led to the creation of the United States. Organize the class into three groups. The first 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.

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The Search for a Direct Route Continues

Assess and Reteach

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 Pacific through the Arctic islands. Meanwhile, in 1513 the Spanish adventurer Vasco Núñez 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 Pacific Ocean. On September 20, 1519, a minor Portuguese nobleman named Ferdinand Magellan set out from Spain with five ships to find a way to reach the Pacific. Magellan’s ships sailed south and west, through storms and calms and tropical heat. At last, his fleet reached the coast of South America. Carefully, they explored each bay, hoping to find one that would lead to the Pacific. In November 1520, Magellan’s 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 Balboa’s South Sea. Magellan renamed the sea the Pacific, 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 Pacific to the East Indies. Magellan underestimated the size of the Pacific. 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 fleet reached the Philippines, where Magellan was killed. On September 8, 1522, nearly three years after setting out, the survivors— one ship and 18 sailors—reached Spain. The survivors had been the first people to circumnavigate, or sail around, the world. Antonio Pigafetta, one of the few survivors of the expedition, observed: “I believe of a certainty that no one will ever again make such a voyage.”

Assess Progress

L3

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Have students complete the Section Assessment.

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Administer the Section Quiz.

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To further assess student understanding, use Progress Monitoring Transparencies, 58

Teaching Resources, Unit 1, p. 22

Reteach If students need more instruction, have them read the section summary. Reading and Note Taking L3 Study Guide, p. 46 Adapted Reading and L1 L2 Note Taking Study Guide, p. 46 Spanish Reading and Note Taking Study Guide, p. 46

Extend

L2

L4

See this chapter’s Professional Development pages for the Extend Online activity on the risks and rewards of exploration.

What was the significance of Balboa’s discovery?

1 Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Causes and Effects Use your completed flowchart to answer the Focus Question: How did the search for spices lead to global exploration?

Progress Monitoring Online

For: Self-quiz with vocabulary practice Web Code: nba-1411

Comprehension and Critical Thinking 3. Recognize Cause and Effect How did the Renaissance motivate European explorers? 4. Recognize Ideologies How did Prince Henry’s 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 Magellan’s circumnavigation of the world have on English, Dutch, and French explorers?

Section 1 Assessment 1. Sentences should reflect 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, religious faith, and the expanding Renaissance worldview, encouraged exploration.

● 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 influenced by this person.

4. His faith prompted him to support exploration because the people encountered as a result could be converted to Christianity. 5. Sample: Columbus’ great curiosity would most likely have prompted him to undertake the voyage no matter what the risks. 6. Sample: Magellan’s accomplishment on Portugal’s behalf would have further stimulated competition among the other European nations.

Answer His discovery of the Pacific Ocean established Spain’s claim to it and the land surrounding it, and spurred Magellan to seek a direct sea route to the Pacific and the East Indies beyond.

● Writing About History Responses should show an understanding of how to use specific details to support a point of view in a biographical essay. They should include at least three details about the subject of the essay. For additional assessment, have students access Progress Monitoring Online at Web Code nba-1411. Chapter 2 Section 1 89