Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
1 1 SE C CT I O ON N S Section Step-by-Step Instruction Review and Preview Columbus Opened the Door “ He opened the door to European settlement of the Americas—and all the devastation, innovation, and reinvention that came with it. ” Students have learned about the Renais sance and the beginnings of the Age of Exploration in Europe. Now they will focus on how the Europeans began exploring the Americas and Asia and the effects of the new contacts they made. —Christine Gibson, Christopher Columbus, Hero or Villian, in AmericanHeritage.com, October, 2005 � The Age of Exploration Section Focus Question How did the search for a water route to Asia affect both Europe and the Americas? Objectives • Explain what happened to the Vikings who explored Newfoundland. Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson Focus: The search for a water route to Asia brought Europeans to the Americas and led to the Columbian Exchange.) • Describe the expeditions of such Spanish explorers as Vasco Núñez de Balboa and Ferdinand Magellan. n Identify Stated Main Ideas Each section in this textbook begins with a paragraph headed Why It Matters that presents information you learned earlier and highlights the importance of what you will learn in this section. Then, throughout each section, important ideas are organized by major red headings that look like this: First Visitors From Europe. Key Terms and People Christopher Columbus Vasco Núñez de Balboa Ferdinand Magellan strait circumnavigate L2 Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements True or False. Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share their group’s perspectives. The students will return to these worksheets later. 36 Chapter 2 First Visitors From Europe Reading Skill L2 Teaching Resources, Unit 1, Reading Readiness Guide, p. 43 n Section Focus Question: How did the search for a water route to Asia affect both Europe and the Americas? • Explain the importance of the Columbian Exchange. Ask students what they know about the first European explorers. Encourage students to explain what challenges these explorers faced and what mistaken beliefs they had to overcome to reach distant continents. Use the Idea Wave strategy (TE, p. T24) to elicit responses. After they state what they already know, address any misconceptions that students may have about the topic. Remind them to confirm or revise their statements after they read the section. Set a Purpose Why It Matters The Crusades and the Renaissance led Europeans to look beyond their borders. Trade with Africa and Asia expanded, and an era of exploration began. As European sailors searched for shorter and easier routes to the riches of Asia, they came into contact with the people of the Americas. • Describe the voyages of Christopher Columbus. Prepare to Read Build Background Knowledge Columbus claims West Indies island for Spain. If you had been in school 50 years ago and your teacher asked “Who discovered America?” you would probably have answered, “Christopher Columbus.” But was Columbus really the first? In a previous chapter, you have read that ancestors of today’s Native Americans crossed into the Americas from Asia thousands of years ago. There are also many theories about people from Europe, Asia, and Africa who may have visited the Americas prior to Columbus. So far, we only have evidence of the arrival of a European people known as the Vikings. The Vikings were a seagoing people who originally lived in the part of northern Europe known as Scandinavia. In 1963, scientists found the remains of an early Viking settlement in Newfoundland. The findings supported the truth of old Viking stories. According to one story, a Viking named Leif Erikson and 35 others sailed from a colony on Greenland, in 1001, to investigate reports of land farther west. They explored the region and spent the winter in a place they named Vinland. 36 Chapter 2 Europe Looks Outward Differentiated Instruction L3 Advanced Readers L3 Write an Interview Have students Gifted and Talented research the life of Christopher Columbus. Then pair students and have them use their research findings to write questions they would ask Columbus in an interview. Make sure that the questions focus on exploration, such as, “Why did you want to explore other lands?” and “To what places did you sail?” Then have students present their interviews to the class, with one student asking the questions and the other student answering as Columbus might. The Voyages of Columbus Vinland existed only in myths for the next 500 years. Whether Christopher Columbus ever heard the stories is not known. However, Columbus believed he could reach Asia and the East by sailing west across the Atlantic Ocean. He never suspected that a huge landmass was blocking the way. Christopher Columbus grew up near Genoa, an important port on the west coast of Italy. In the 1470s, he settled in Portugal, which was Europe’s leading seafaring nation. Columbus sailed on Portuguese ships, studied maps and charts, and learned about the world beyond Europe. From all this he developed his idea for a voyage to Asia. Portugal’s king showed little interest in Columbus’s plan. The king hoped to reach Asia by following the route Bartholomeu Dias and other Portuguese explorers were pioneering around southern Africa. He also believed the world was larger than Columbus had calculated. Thus, in his view, the voyage would be much longer than Columbus expected. For these reasons, Portugal refused to finance such a trip. Columbus did not give up. He moved to Spain and set his plan before King Ferdinand and Queen Isabella. They liked Columbus’s plan. But it took six years before they finally agreed to provide ships for the voyage. Vocabulary Builder myth (mihth) n. traditional story of unknown authorship First Visitors from Europe p. 36 Instruction n L2 Vocabulary Builder Before teaching this section, preteach the High-Use Words myth and negative before reading, using the strategy on TE p. T21. Key Terms Following the instructions on p. 7, have students create a See It–Remember It chart for the Key Terms in this chapter. n Setting Sail In August 1492, about 90 men— most of them Spaniards—prepared to make the voyage. Columbus’s ships—the Niña, the Pinta, and the Santa Maria—were tiny, between 55 and 90 feet long. Sailing with the wind, they covered up to 170 miles per day. Columbus predicted that they would reach Asia in 21 days. After a month at sea, there was no sight of land. The crew became restless and spoke of mutiny, or soldiers and sailors rebelling against their officers. Columbus held firm against the threat. Finally, on October 12, a sailor spotted land. Coming ashore in a small boat, Columbus claimed the island for Spain. Curious islanders soon gathered on the beach. Believing he was in the Asian islands known as the Indies, Columbus called these people Indians. The next day he wrote in his journal, “I intend to go see if I can find the island of Japan.” Columbus then sailed southwest to a large island. At first he thought it was Japan. Actually, Columbus was on the island of Cuba. His guides next pointed Columbus west to the island of Hispaniola. Columbus set sail to return to Spain in January 1493. Teach n Christopher Columbus 1451–1506 When Columbus returned to Spain after his first voyage, the king and queen showered him with honors. But after his third voyage, he was led off the ship in chains. Why did his fortunes change? Columbus managed Spain’s colonies poorly. The colonies did not produce much wealth. He also mistreated the Indians. In time, the king and queen ordered his arrest. Columbus set sail for Spain in January 1493. Biography Quest How did Columbus trick his crew on his first voyage? For: The answer to the question about Columbus Visit: PHSchool.com Web Code: myd-1012 n Have students read First Visitors From Europe using the ReQuest strategy (TE, p. T37). Ask students: Why did Columbus try to sail west across the Atlantic Ocean? (He hoped to find a water route to Asia.) After you have completed this discus sion, assign the worksheet Journal of Christopher Columbus. After students have completed the worksheet, discuss reasons why Columbus was confused about where he was when he found land. (Columbus believed he had sailed to Asia and did not know that he had arrived on a completely different continent.) Teaching Resources, Unit 1, Journal of Christopher Columbus, p. 47 n Ask: Why do you think coastal European countries such as Spain, England, and the Netherlands sent explorers to North America, but inland countries did not? (Coastal countries may have already had fleets of ships, probably for fishing.) Section 1 The Age of Exploration 37 Use the information below to teach students this section’s high-use words. High-Use Word Definition and Sample Sentence myth, p. 37 n. traditional story of unknown authorship The ancient Greeks developed many myths to explain the world around them. negative, p. 41 adj. opposite to something regarded as positive The arrival of Europeans in the Americas had some negative results for the Native Americans. Answer Columbus kept a second travel log, showing a lesser distance traveled to quiet the crew’s anxiety about the distance from home. Chapter 2 37 Instruction (continued) n INFOGRAPHIC Display the History Interactive trans parency European Exploration 1492– 1609 to show students the travels of European explorers during the fifteenth through seventeenth centuries. During the 1400s and 1500s, a number of daring explorers started the exploration to find a sea route to Asia. Critical Thinking: Draw Conclusions How did technology contribute to the age of exploration? Color Transparencies, European Exploration 1492–1609 n After you have completed this discus sion, assign the worksheet on the biography of Christopher Columbus to further understand his life. After students have completed the worksheet, ask: How did Columbus come to live in Portugal? (He was shipwrecked after departing from Genoa, Italy, and decided to remain in Portugal to live.) The Mariner’s Astrolabe Sailors used mariner’s astrolabes to determine latitude, longitude, and time of day. Teaching Resources, Unit 1, Christopher Columbus, p. 48 Independent Practice Have students begin to fill in the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 2, Section 1 (Adapted Version also available.) Identify Stated Main Ideas Monitor Progress What important idea from the first paragraph following the subheading “Spain Backs More Voyages” is discussed throughout the passage? As students fill in the Notetaking Study Guide, circulate to make sure that they understand the reasons why Europeans began to seek a sea route to Asia. If stu dents do not have a good understanding, have them reread the section. Provide assistance as needed. Spain Backs More Voyages In Spain, Columbus reported that there were huge amounts of gold in the land he referred to as the West Indies. The grateful monarchs made him governor of all he had claimed for Spain. In September 1493, he sailed again for the West Indies. This time he commanded 17 ships filled with 1,500 soldiers, settlers, and priests. The Spanish planned to colonize and rule the land they thought was the West Indies. They also intended to convert the people there to Christianity. On this second voyage, Columbus discovered other islands, including Puerto Rico. He found that the men he had left behind on Hispaniola had been killed by Indians. Not discouraged, Columbus built another settlement nearby and enslaved the local Indians to dig for gold. Within a few months, 12 of his ships returned to Spain, with gold, trinkets, and a number of captives. On his third expedition in 1498, Columbus reached the northern coast of South America and decided it was the Asian mainland. Spain permitted him to try to prove his claims in a fourth voyage, in 1502. 38 Chapter 2 Europe Looks Outward Differentiated Instruction Answers Draw Conclusions Possible answer: Explorers used routes that had already been proven to be successful in order to increase their chances of success. Reading Skill Columbus believed he could reach Asia by sailing west across the Atlantic Ocean, and he was a skilled sailor. 38 Chapter 2 L1 English Language Learners L1 Less Proficient Readers Reading a Map Pair students and ask them to choose two of the voyages depict ed on the map on pp. 38–39. For each trip, have students trace the route with their finger. Then, identify the continents and countries the explorer sailed to, in the order he saw them. Have students write a detailed description that identifies the route of each of the two voyages they have chosen. Remind students that many of the countries identified on today’s maps did not have the same names or boundaries at the time of the explorers’ voyages. Encour age students to use the maps in the front of their textbooks to identify places using the names that they have today. The Continuing Search for Asia p. 39 Explorers for Spain Columbus, 1492–1493 Instruction Vespucci, 1499 Ferdinand Magellan n Balboa, 1510–1513 Magellan, 1519–1522 n Cortés, 1519–1521 Pizarro, 1531–1533 Explorers for England Cabot, 1497 n Explorers for the Netherlands Hudson, 1609 A Caravel This fast-moving ship was designed to sail into the wind. One of Magellan’s ships, the Santiago, was a caravel. L2 Have students read The Continuing Search for Asia. Remind students to look for details to answer the Section Focus Question. Ask students: How did America get its name? (A German mapmaker named the land after the explorer Amerigo Vespucci, and the name was shortened to America.) Discuss with students the difficulties that Magellan and his sailors faced as the fleet exited the Strait of Magellan. (They had no idea how far they would have to travel to reach land or how much food and other supplies they would need to have.) Independent Practice Have students continue to fill in the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 2, Section 1 (Adapted Version also available.) He returned to Spain two years later with his beliefs unchanged. Columbus died in 1506, still convinced that he had reached Asia. Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure that they understand the challenges the European explorers faced during their journeys. If students do not have a good understand ing, have them reread the section. Provide assistance as needed. Why were Spain’s monarchs interested in the proposal Columbus made to them? The Continuing Search for Asia Many explorers followed the route charted by Columbus. Another Italian explorer, Amerigo Vespucci, made two trips to the new lands. His trips convinced Vespucci that the lands he saw were not part of Asia. Upon his return to Europe, he wrote a letter describing a “new world . . . more densely peopled and full of animals than our Europe or Asia or Africa.” A German mapmaker labeled the region “the land of Amerigo” on his maps. The name was soon shortened to “America.” Meanwhile, the Spanish continued to explore and colonize. In 1510, Vasco Núñez de Balboa, a Spanish colonist, explored the Caribbean coast of what is now Panama. Hacking his way across the jungle, he became the first European to set eyes on the Pacific Ocean. Section 1 The Age of Exploration 39 History Background Ferdinand Magellan Ferdinand Magel lan, a native of Portugal, sailed for both the Portuguese and the Spanish govern ments during his lifetime. In his early career, Magellan enlisted in the Portu guese fleet and fought battles off the African and Indian coasts to help secure Portuguese supremacy of the sea. After returning from fighting in Morocco, he requested a raise in pay from the Portu guese king, who refused. After a second refusal, he offered his services to King Charles of Spain, who sent Magellan on a mission to claim the Spice Islands for that country. It was on this voyage that some of his crew became the first people to circum navigate the globe. Answer They were eager for the wealth promised by trade. Chapter 2 Section 1 39 The Columbian Exchange The Columbian Exchange p. 41 From Western Hemisphere to Eastern Instruction Maize (corn) Potato Sweet potato Beans Peanut Squash Pumpkin Pineapple Tomato Cocoa Peppers Avocado Turkey n n n L2 Have students read The Columbian Exchange. Remind students to look for causes and effects. Have students define the Columbian Exchange between the Eastern and Western Hemispheres. Ask: What crops were taken from the Americas to the Eastern Hemisphere? (Maize, potato, sweet potato, beans, peanut, squash, pumpkin, pineapple, tomato, cocoa, peppers, avocado, and turkeys) Discuss with students the negative impact of European diseases on the Native American population. See that students understand that many events have unintended consequences. (Europe ans came to the Americas looking for a route to Asia and ended up exposing Native Americans to deadly diseases.) Wheat Rice Banana Peach Pear Sugar cane Watermelon Lettuce Horse Cow Sheep Goat Chicken Pig Disease (smallpox, typhus) The Columbian Exchange brought many European, Asian, and African goods to the Americas. At the same time, American crops and livestock were distributed to the rest of the world. Independent Practice From Eastern Hemisphere to Western (a) Interpret Charts Identify two kinds of farm animals that Europeans brought to the Americas. (b) Identify Benefits Who do you think benefited most from the Columbian Exchange? Explain. The discovery that another ocean lay west of the Americas did not end the search for a water route to Asia. In September 1519, Portuguese explorer Ferdinand Magellan set out to find an AtlanticPacific passage. For more than a year, the small fleet slowly moved down the South American coast looking for a strait, a narrow passage that connects two large bodies of water. As it pushed farther south than earlier expeditions, it encountered penguins and other animals that no European had ever seen before. Finally, near the southern tip of present-day Argentina, Magellan found a narrow passage. After 38 days of battling winds, tides, and currents, his ships exited what today is called the Strait of Magellan. They now entered the large ocean Balboa had seen nine or ten years earlier. Although Magellan did not realize it, Asia was still thousands of miles away. Magellan finally reached the Philippine Islands. There, he and several others were killed in a battle with Filipinos. The survivors fled in two of the ships. One ship finally reached Spain, in September 1522. Three years after they had begun, the 18 men aboard became first to circumnavigate, or travel around, the entire Earth. Have students complete the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 2, Section 1 (Adapted Version also available.) Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure that they understand the Columbian Exchange. Provide assistance as needed. Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement. Teaching Resources, Unit 1, Reading Readiness Guide, p. 43 What were the contributions of Balboa and Magellan as explorers? 40 Chapter 2 Europe Looks Outward Answers Reading Charts (a) Sheep, horses, chick ens, pigs, and goats (b) Students will probably say that Europeans benefited the most because many Native Americans died of European diseases. Balboa became the first European to see the Pacific Ocean. Magel lan’s sailors were the first to circumnavi gate Earth. 40 Chapter 2 Differentiated Instruction L1 English Language Learners Understanding the Exchange To help students understand why the Columbian Exchange was important, ask them to use the Idea Wave strategy (TE, p. T24) to brainstorm about items from their native countries that may be difficult to find in the United States. Have students compile a list of these items. Then ask: What are these items used for? How might they be helpful to people in this country? Have students share their responses with the class. The Columbian Exchange These early Spanish voyages set the stage for a great exchange between the Western and the Eastern hemispheres. The next century began what is now known as the Columbian Exchange, a transfer of people, products, and ideas between the hemispheres. Many of the changes brought about by the Columbian Exchange were positive. Europeans introduced cows, hogs, and other domestic animals to the Western Hemisphere. Many food plants, such as wheat and oats, also arrived on the ships that brought the Europeans. The exchange also had negative effects on the Americas. Europeans brought germs to which Native Americans had no immunity, or natural resistance. Smallpox, chickenpox, measles, and other contagious diseases killed Native Americans by the thousands. The impact of the Americas on Europe was no less important. Europeans in the Americas found plants and animals they had never seen before either. For example, the Americas introduced llamas, turkeys, squirrels, and muskrats to the rest of the world. More important, however, were the crops that Native Americans taught the Europeans to cultivate. Today, plants that once were found only in the Americas account for nearly one third of the world’s food supply. Assess and Reteach Assess Progress Vocabulary Builder negative (NEHG ah tihv) adj. opposite to something regarded as positive Reteach Comprehension and Critical Thinking 1. (a) Recall Who were the Vikings? (b) Apply Information What problems might there be with using Viking myths as historical sources? 2. (a) Recall What is the Columbian Exchange? (b) Support a Point of View Did the Columbian Exchange bring more changes to the Americas or to Europe? Explain your view. Reading Skill Interactive Reading and Notetaking Study Guide, Chapter 2, Section 1 (Adapted Version also available.) Extend For: Self-test with instant help Visit: PHSchool.com Web Code: mva-1021 Key Terms 6. Create a timeline showing early explorations in the Americas. Choose three entries that you think are most significant. For each choice, write one or two sentences explaining why you made that choice. Fill in the blanks with the correct key terms. 4. Magellan’s ships sailed through a _____ in order to reach the Pacific Ocean. 5. The few survivors of Magellan’s crew were the first to _____ Earth. 1. (a) Explorers from Scandinavia who preceded Columbus to the Americas (b)Myths or legends are not able to be proved. 2. (a) The transfer of people, products, and ideas between the Western and Eastern hemispheres after Columbus’s arrival in the Western Hemisphere For: Help with the History Interactive Visit: PHSchool.com Web Code: mvp-0114 Writing 3. Identify Stated Main Ideas Read the text under the heading “The Columbian Exchange.” Identify the stated main idea and explain how the paragraphs support that idea. 1 Check Your Progress L3 Have students complete the History Interactive activity online. Progress Monitoring Online Section 1 The Age of Exploration 41 Section L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. Looking Back and Ahead The voyages of Columbus marked the beginning of a new historical era. The foothold he established in the Caribbean would expand into a vast empire. By 1600, Spain would control much of North and South America and would be one of the world’s richest nations. Check Your Progress Teaching Resources, Unit 1, Section Quiz, p. 53 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 2, Section 1 What impact did the Columbian Exchange have on Europe? Section 1 L2 Have students complete Check Your Progress. Administer the Section Quiz. (b)The Columbian Exchange brought more changes to Europe because many different kinds of crops and animals were introduced to Europe. 3. “The next century began what is now known as the Columbian Exchange, a transfer of people, products, and ideas between the hemispheres.” The next paragraphs describe this transfer in detail. Students may check their comprehen sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. 4. strait 5. circumnavigate 6. Students should point out significant entries on their timelines and explain their importance. Answer New people, products, and ideas were introduced in Europe. Chapter 2 Section 1 41