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Differentiated Instruction

36 Chapter 2

Section 1Step-by-Step Instruction

Review and PreviewStudents 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.

Section Focus QuestionHow did the search for a water route to Asia affect both Europe and the Americas?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 Ameri-cas and led to the Columbian Exchange.)

Prepare to Read

Build Background KnowledgeAsk students what they know about the first European explorers. Encourage stu-dents to explain what challenges these explorers faced and what mistaken beliefs they had to overcome to reach distant con-tinents. Use the Idea Wave strategy (TE, p. T24) to elicit responses. After they state what they already know, address any mis-conceptions that students may have about the topic. Remind them to confirm or revise their statements after they read the section.

Set a Purpose! Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements True or False.

Teaching Resources, Unit 1, Reading Readiness Guide, p. 43

! 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.

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Advanced Readers L3

Gifted and Talented

Write an Interview Have students 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.

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36 Chapter 2 Europe Looks Outward

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The Age of Exploration

Key Terms and PeopleChristopher

ColumbusVasco Núñez de

Balboa

Ferdinand Magellan

straitcircumnavigate

Columbus Opened the Door“He opened the door to European settlement ofthe Americas—and all the devastation, innova-tion, and reinvention that came with it.”

—Christine Gibson, Christopher Columbus,Hero or Villian, in AmericanHeritage.com,

October, 2005

Why It Matters The Crusades and the Renaissance ledEuropeans to look beyond their borders. Trade with Africaand Asia expanded, and an era of exploration began. AsEuropean sailors searched for shorter and easier routes tothe riches of Asia, they came into contact with the people ofthe Americas.

! Columbus claims West Indies island for Spain.

Objectives• Explain what happened to the Vikings who

explored Newfoundland.

• Describe the voyages of Christopher Columbus.

• Describe the expeditions of such Spanish explorers as Vasco Núñez de Balboa and Ferdinand Magellan.

• Explain the importance of the Columbian Exchange.

Reading Skill

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.

Section Focus Question: How did the search for awater route to Asia affect both Europe and theAmericas?

First Visitors From EuropeIf you had been in school 50 years ago and your teacher

asked “Who discovered America?” you would probablyhave answered, “Christopher Columbus.” But wasColumbus really the first?

In a previous chapter, you have read that ancestors oftoday’s Native Americans crossed into the Americas fromAsia thousands of years ago. There are also many theoriesabout people from Europe, Asia, and Africa who may havevisited the Americas prior to Columbus.

So far, we only have evidence of the arrival of a Europeanpeople known as the Vikings. The Vikings were a seagoingpeople who originally lived in the part of northern Europeknown as Scandinavia.

In 1963, scientists found the remains of an early Vikingsettlement in Newfoundland. The findings supported thetruth of old Viking stories. According to one story, a Vikingnamed Leif Erikson and 35 others sailed from a colony onGreenland, in 1001, to investigate reports of land fartherwest. They explored the region and spent the winter in aplace they named Vinland.

Chapter 2 37

Teach

First Visitors from Europep. 36

Instruction! 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.

! 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

! Ask: Why do you think coastal Euro-pean 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 fish-ing.)

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

myth, p.3 7 n. traditional story of unknown authorshipThe ancient Greeks developed many myths to explain the world around them.

negative, p. 41 adj. opposite to something regarded as positiveThe arrival of Europeans in the Americas had some negative results for the Native Americans.

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Section 1 The Age of Exploration 37

Biography Quest

The Voyages of Columbus Vinland existed only in myths forthe next 500 years. Whether Christopher Columbus ever heard thestories is not known. However, Columbus believed he could reachAsia and the East by sailing west across the Atlantic Ocean. He neversuspected that a huge landmass was blocking the way.

Christopher Columbus grew up near Genoa, an important porton the west coast of Italy. In the 1470s, he settled in Portugal, whichwas Europe’s leading seafaring nation. Columbus sailed on Portu-guese ships, studied maps and charts, and learned about the worldbeyond Europe. From all this he developed his idea for a voyage toAsia.

Portugal’s king showed little interest in Columbus’s plan. Theking hoped to reach Asia by following the route Bartholomeu Diasand other Portuguese explorers were pioneering around southernAfrica. He also believed the world was larger than Columbus hadcalculated. Thus, in his view, the voyage would be much longer thanColumbus expected. For these reasons, Portugal refused to financesuch a trip.

Columbus did not give up. He moved to Spain and set his planbefore King Ferdinand and Queen Isabella. They liked Columbus’splan. But it took six years before they finally agreed to provide shipsfor the voyage.

Setting Sail In August 1492, about 90 men—most of them Spaniards—prepared to make thevoyage. Columbus’s ships—the Niña, the Pinta,and the Santa Maria—were tiny, between 55 and90 feet long. Sailing with the wind, they coveredup to 170 miles per day.

Columbus predicted that they would reachAsia in 21 days. After a month at sea, there was nosight of land. The crew became restless and spokeof mutiny, or soldiers and sailors rebelling againsttheir officers. Columbus held firm against thethreat.

Finally, on October 12, a sailor spotted land.Coming ashore in a small boat, Columbus claimedthe island for Spain. Curious islanders soon gath-ered on the beach. Believing he was in the Asianislands known as the Indies, Columbus calledthese people Indians. The next day he wrote in hisjournal, “I intend to go see if I can find the island ofJapan.”

Columbus then sailed southwest to a largeisland. At first he thought it was Japan. Actually,Columbus was on the island of Cuba. His guidesnext pointed Columbus west to the island ofHispaniola. Columbus set sail to return to Spain inJanuary 1493.

ChristopherColumbus1451–1506

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.

How did Columbus trick his crew on his first voyage?

For: The answer to the question about ColumbusVisit: PHSchool.comWeb Code: myd-1012

Vocabulary Buildermyth (mihth) n. traditional story of unknown authorship

Answer

Columbus kept a second travel log, showing a lesser distance trav-eled to quiet the crew’s anxiety about the distance from home.


38 Chapter 2

Instruction (continued)! Display the History Interactive trans-

parency European Exploration 1492–1609 to show students the travels of European explorers during the fifteenth through seventeenth centuries.

Color Transparencies, European Exploration 1492–1609! After you have completed this discus-

sion, assign the worksheet on the biog-raphy of Christopher Columbus to fur-ther 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.)

Teaching Resources, Unit 1, Christopher Columbus, p. 48

Independent PracticeHave 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.)

Monitor Progress

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.

AnswersDraw 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.

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English Language Learners L1

Less Proficient Readers

Reading a Map Pair students and ask them to choose two of the voyages depicted on the map on pp. 38–39. For each trip, have students trace the route with their finger. Then, identify the conti-nents 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 bound-aries at the time of the explorers’ voyages. Encourage students to use the maps in the front of their textbooks to identify places using the names that they have today.


During the 1400s and 1500s, a number of daring explorers started the exploration to find a sea route to Asia. Critical Thinking: Draw Conclusions Howdid technology contribute to the age of exploration?

The Mariner’s AstrolabeSailors used mariner’s astrolabes to determine latitude, longitude, and time of day.

INFOGRAPHIC

Spain Backs More Voyages In Spain, Columbus reported thatthere were huge amounts of gold in the land he referred to as theWest Indies. The grateful monarchs made him governor of all he hadclaimed for Spain.

In September 1493, he sailed again for the West Indies. This timehe commanded 17 ships filled with 1,500 soldiers, settlers, andpriests. The Spanish planned to colonize and rule the land theythought was the West Indies. They also intended to convert thepeople there to Christianity.

On this second voyage, Columbus discovered other islands,including Puerto Rico. He found that the men he had left behind onHispaniola had been killed by Indians. Not discouraged, Columbusbuilt another settlement nearby and enslaved the local Indians to digfor gold. Within a few months, 12 of his ships returned to Spain, withgold, trinkets, and a number of captives.

On his third expedition in 1498, Columbus reached the northerncoast of South America and decided it was the Asian mainland. Spainpermitted him to try to prove his claims in a fourth voyage, in 1502.

Identify Stated Main IdeasWhat important idea from

the first paragraph following the subheading “Spain Backs More Voyages” is discussed throughout the passage?

History Background

Chapter 2 Section 1 39

The Continuing Search for Asiap. 39

Instruction! 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 PracticeHave students continue to fill in the Study Guide for this section.


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.

Answer

They were eager for the wealth promised by trade.

Ferdinand Magellan Ferdinand Magel-lan, a native of Portugal, sailed for both the Portuguese and the Spanish governments during his lifetime. In his early career, Magellan enlisted in the Portuguese 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 Portuguese 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 circumnavigate the globe.

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A CaravelThis fast-moving ship was designed to sail into the wind. One of Magellan’s ships, the Santiago, was a caravel.

Explorers for Spain Columbus, 1492–1493

Vespucci, 1499

Balboa, 1510–1513

Magellan, 1519–1522

Cortés, 1519–1521

Pizarro, 1531–1533

Explorers for England Cabot, 1497

Explorers for the Netherlands Hudson, 1609

Ferdinand Magellan

He returned to Spain two years later with his beliefs unchanged.Columbus died in 1506, still convinced that he had reached Asia.

Why were Spain’s monarchs interested in the proposal Columbus made to them?

The Continuing Search for AsiaMany explorers followed the route charted by Columbus.

Another Italian explorer, Amerigo Vespucci, made two trips to thenew lands. His trips convinced Vespucci that the lands he saw werenot part of Asia. Upon his return to Europe, he wrote a letterdescribing a “new world . . . more densely peopled and full ofanimals than our Europe or Asia or Africa.” A German mapmakerlabeled the region “the land of Amerigo” on his maps. The name wassoon shortened to “America.”

Meanwhile, the Spanish continued to explore and colonize. In1510, Vasco Núñez de Balboa, a Spanish colonist, explored theCaribbean coast of what is now Panama. Hacking his way across thejungle, he became the first European to set eyes on the Pacific Ocean.


40 Chapter 2

The Columbian Exchangep. 41

Instruction! 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, pump-kin, pineapple, tomato, cocoa, peppers, avo-cado, 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.)

Independent PracticeHave students complete the Study Guide for this section.


Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure that they understand the Columbian Exchange. Pro-vide 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

AnswersReading Charts (a) Sheep, horses, chick-ens, pigs, and goats (b) Students will prob-ably 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.

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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.

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From Western Hemisphere to EasternMaize (corn)PotatoSweet potatoBeansPeanutSquashPumpkinPineappleTomatoCocoaPeppersAvocadoTurkey

From Eastern Hemisphere to WesternWheat

RiceBanana

PeachPear

Sugar caneWatermelon

LettuceHorse

CowSheep

GoatChicken

PigDisease (smallpox, typhus)

The discovery that another ocean lay west of the Americas did notend the search for a water route to Asia. In September 1519, Portu-guese explorer Ferdinand Magellan set out to find an Atlantic-Pacific passage.

For more than a year, the small fleet slowly moved down theSouth American coast looking for a strait, a narrow passage thatconnects two large bodies of water. As it pushed farther south thanearlier expeditions, it encountered penguins and other animals thatno European had ever seen before. Finally, near the southern tip ofpresent-day Argentina, Magellan found a narrow passage. After38 days of battling winds, tides, and currents, his ships exited whattoday is called the Strait of Magellan. They now entered the largeocean Balboa had seen nine or ten years earlier. Although Magellandid not realize it, Asia was still thousands of miles away.

Magellan finally reached the Philippine Islands. There, he andseveral others were killed in a battle with Filipinos. The survivorsfled in two of the ships. One ship finally reached Spain, inSeptember 1522. Three years after they had begun, the 18 men aboardbecame first to circumnavigate, or travel around, the entire Earth.

What were the contributions of Balboa and Magellan as explorers?

The Columbian Exchange brought many European, Asian, and African goods to the Americas. At the same time, Ameri-can crops and livestock were distributedto the rest of the world.

(a) Interpret Charts Identify two kinds of farm animals that Europeans broughtto the Americas.

(b) Identify Benefits Who do you think benefited most from the ColumbianExchange? Explain.

The Columbian Exchange

Chapter 2 Section 1 41

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

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

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.


ExtendHave students complete the History Inter-active activity online.

For: Help with the History InteractiveVisit: PHSchool.comWeb Code: mvp-0114

Progress Monitoring OnlineStudents may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

New people, products, and ideas were introduced in Europe.

Section 1 Check Your Progress

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

(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.

4. strait5. circumnavigate6. Students should point out significant

entries on their timelines and explain their importance.

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Section 1 Check Your Progress

The Columbian ExchangeThese early Spanish voyages set the stage for a great exchange

between the Western and the Eastern hemispheres. The next centurybegan what is now known as the Columbian Exchange, a transfer ofpeople, products, and ideas between the hemispheres.

Many of the changes brought about by the Columbian Exchangewere positive. Europeans introduced cows, hogs, and other domesticanimals to the Western Hemisphere. Many food plants, such aswheat and oats, also arrived on the ships that brought the Europeans.

The exchange also had negative effects on the Americas. Euro-peans brought germs to which Native Americans had no immunity,or natural resistance. Smallpox, chickenpox, measles, and othercontagious 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 neverseen before either. For example, the Americas introduced llamas,turkeys, squirrels, and muskrats to the rest of the world. More impor-tant, however, were the crops that Native Americans taught theEuropeans to cultivate. Today, plants that once were found only inthe Americas account for nearly one third of the world’s food supply.

What impact did the Columbian Exchange have on Europe?

Looking Back and Ahead The voyages of Columbusmarked the beginning of a new historical era. The foothold he estab-lished in the Caribbean would expand into a vast empire. By 1600,Spain would control much of North and South America and wouldbe one of the world’s richest nations.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-1021

Comprehension and Critical Thinking1. (a) Recall Who were the

Vikings?(b) Apply Information Whatproblems might there be with using Viking myths as historical sources?

2. (a) Recall What is the Columbi-an Exchange?(b) Support a Point of View Did the Columbian Exchange bring more changes to the Americas or to Europe? Explain your view.

Reading Skill3. 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.

Key TermsFill 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.

Writing6. 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.

Vocabulary Buildernegative (NEHG ah tihv) adj.opposite to something regarded as positive


42 Chapter 2

Danger at Seap. 42

Build Background KnowledgeAsk students to suppose that they are going hiking in a large forest. They have no map to guide them. Have students use the Idea Wave strategy (TE, p. T24) to brain-storm for what they might need to bring with them during the hike. Then have them make a list of the dangers they might encounter along the way.

Instruction! Read Danger at Sea with the students.

Ask: Why were Europeans unaware of what they might find on their voyages of discovery? (They were sailing into uncharted territory.)

! Discuss some of the dangers of sea trav-el. (Storms could sink ships, sailors might become lost, pirates might attack ships, crews could run out of supplies.)

! Ask: Do you think the benefits of these voyages would have outweighed the dangers? Why or why not? (Students may suggest that discovering new lands was worth the dangers of sea travel because a country could gain new goods and great wealth. Students may also suggest that a successful country would not need to subject its people to the dangers of sea travel.)

Monitor ProgressAsk students to complete the Analyze Life at the Time activity. Circulate to make sure that individuals understand the dangers of sea travel during European voyages of discovery. Provide assistance as needed.

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Less Proficient Readers L1

Special Needs

Organizing Information To help students organize and understand the information in this feature, have them create a chart that lists in a separate row each of the dangers identified in the text. Next to each danger, have students write its conse-

quences. Then have students work in pairs to think about how each danger might be prevented. Post the charts so that students may refer to them when completing the Life at the Time activity.

Danger at SeaWhen Europeans began to make voyages of discovery, they had no idea what they would find. Some of the dangers that they feared did not really exist. Other dangers were all too real. But the more they traveled, the more their views of the world changed.

Popular tales warned that the oceans werefilled with dragons, sea serpents, and othermonsters. Happily, these dangers turned out to be imaginary.

! Fearsome Sea Monsters

One real danger was bad weather. A violent storm could send a ship and its whole crew to the bottom of the ocean.

" Storms at Sea


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History Background

Chapter 2 43

Writing Rubrics Share this rubric with students.Score 1 Letter is poorly written, ideas not clearly stated, does not address topic.Score 2 Letter is somewhat well written, ideas not fully developed, some details irrelevant.Score 3 Letter is well written, ideas clearly stated, opinions well supported.Score 4 Letter is very well written, ideas are well developed and supported, with a strong conclusion.

AnswerAnalyze LIFE AT THE TIME

Students’ letters

will differ, but they should demonstrate an understanding of the dangers of sea travel—legends of sea monsters and risks of storms, getting lost, starvation, and piracy—and the reasons why voyages of discovery were important.

Captain Kidd Captain William Kidd did not begin his sea career as a pirate. When piracy became a problem for English mer-chant ships on their way to the colonies, Kidd was hired by the colonial governor of New York to help stop it. He was also hired as a privateer—someone who legally cap-tures other countries’ ships—against the French. When Kidd failed to capture any

French ships, he decided to become a pirate himself. He captured several ships and their treasures before returning to New York to find himself wanted for pira-cy. Although he attempted to persuade the New York governor of his innocence, he was sent to trial in England, found guilty of piracy, and hanged.

Another real fear was that a ship might get lost in the vast, endless ocean. Fortunately, improved navigational tools, like the sextant and more accurate maps, made this danger less likely.

# Getting Lost

SextantWhen ships began to carry treasure to Europe, a new danger emerged: piracy. Pirates would attack merchant ships, steal the cargo, and often, murder the crew. Some pirates, such as Captain Kidd(shown above), became legendary fortheir boldness.

Piracy "

Running low on supplies at sea meant disaster. One Spanish sailor described what happenedwhen his ship ran out of food.

# Starvation

“We . . . ate only old biscuit reduced to powder, full of grubs and stinking from the dirt which rats had made on it. We drank water that was yellow and stinking.”

—Antonio Pigafetta, Journal

Analyze LIFE AT THE TIMEImagine you are a European sailor about to go on an ocean voyage. Write a letter explaining your view of the world and why you are going on the voyage in spite of the dangers.

Life at the Time 43

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