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Assignment Summary
For this assignment, you will create a time line of key dates and journeys by European explorers.
Background Information
During the 15th and 16th centuries, Europeans explored lands outside of their own countries. Patrons such as governments and business owners sponsored European explorers for several different reasons.
Economic gain was certainly a part of sponsoring voyages. European nations wanted to access goods directly at lower costs. They started to control natural resources, such as gold, silver, timber, and fur, from other lands. They gathered natural resources from new lands, made them into finished goods, and then sold them back to colonists. European nations did not allow colonists to trade with other countries or manufacture their own goods, so the system was very profitable for the governing country.
Political competition also pushed nations to explore. European nations were engaged in ongoing rivalries, which means they competed with one another for power. Exploring and controlling new lands gave them wealth and power, so their rivalry extended to exploration.
Religion motivated some explorers. Europeans wanted to spread Christianity in the Americas. They also wanted to disrupt the spread of Islam and increase the number of Christians around the world. Europeans believed that they were doing a good thing by spreading Christianity to others. However, people from other cultures may have felt that ideas and beliefs were being forced on them.
Materials

 Computer with internet access
 Chart with suggested dates and events

Assignment Instructions
For this project, you will submit a time line showing key dates and journeys by European explorers.
Step 1: Prepare for the project.
a) Read through the guide before you begin so you know the expectations for this project.
b) If anything is not clear to you, ask your teacher for assistance.
Step 2: Research background information on significant journeys by European explorers in the 15th and 16th centuries.
a) Research the key dates and journeys related to the topic.
b) Be sure to use reliable internet sources, such as the following.
I. Encyclopaedia Britannica: www.britannica.com
II. Library of Congress: www.loc.gov
III. The Smithsonian Museum’s Learning Lab: www.learninglab.si.edu
Step 3: Organize your research in a chart.
a) Organize your findings in a chart. You can use the chart at the end of the Student Guide.
b) Place all entries in chronological order.
Step 4: Create a time line that shows key dates and journeys related to European exploration. Access the time line builder here.
a) Plan: Sketch your time line on a piece of paper before you begin.
b) Draft: Create a rough draft of your time line.
c) Revise: Review your work, correct mistakes, and make improvements.
d) Decorate your time line with images.
e) Include a list of internet sources with your time line.
Step 5: Use this checklist to evaluate your project.
When you can answer yes to all of these questions, you are ready to submit your time line.

Yes No Evaluation Question
Does your time line include dates and key events related to the topic?
Is your time line organized chronologically?
Did you include all dates and journeys?
Did you add images to your time line?
Does your time line use correct punctuation and grammar?
Does your time line present information in ways that will engage your audience?
Is your time line neat, easy to read, and visually appealing?

Step 6: Revise and submit your project.
a) If you were unable to answer yes to all of the questions on the checklist, revise and save your time line before submitting your assignment.
b) When you have completed your time line, return to the Virtual Classroom and use the “Add Files” option to locate and submit your assignment. Ask your teacher for assistance if necessary.
c) Ask your teacher whether you will present your time line to an audience of your peers.


Sample Chart
Explorer Date Key Event
Christopher Columbus 1492 CE Landed in the Bahamas

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Beginning in the early fifteenth century, European states began to embark on a series of global explorations that inaugurated a new chapter in world history. Known as the Age of Discovery, or the Age of Exploration, this period spanned the fifteenth through the early seventeenth century, during which time European expansion to places such as the Americas, Africa, and the Far East flourished. This era is defined by figures such as Ferdinand Magellan, whose 1519–1522 expedition was the first to traverse the Atlantic to the Pacific Ocean and the first to circumnavigate the globe.

The European Age of Exploration developed alongside the Renaissance. Both periods in Western history acted as transitional moments between the Middle Ages and the early modern period. Competition between burgeoning European empires, such as Spain and England, fueled the evolution and advancement of overseas exploration. Motivated by religion, profit, and power, the size and influence of European empires during this period expanded greatly. The effects of exploration were not only felt abroad but also within the geographic confines of Europe itself. The economic, political, and cultural effects of Europe’s beginning stages of global exploration impacted the longterm development of both European society and the entire world.

Empire and Politics

During the eighth century, the Islamic conquest of North Africa, Spain, France, and parts of the Mediterranean, effectively impeded European travel to the Far East for subsequent centuries. This led many early explorers, such as Vasco de Gama and Christopher Columbus, to search for new trade routes to the East. Previous travel accounts from the early expeditions of figures such as Marco Polo (during the late thirteenth century) encouraged many Europeans to search for new territories and places that would lead to the East. Ocean voyages were extremely treacherous during the beginnings of European exploration. The navigation techniques were primitive, the maps were notoriously unreliable, and the weather was unpredictable. Additionally, explorers worried about running out of supplies, rebellion on the high seas, and hostile indigenous peoples.

The Spanish and Portuguese were some of the first European states to launch overseas voyages of exploration. There were several factors that led to the Iberian place in the forefront of global exploration. The first involved its strategic geographic location, which provided easy access to venturing south toward Africa or west toward the Americas. The other, arguably more important, factor for Spain and Portugal’s leading position in overseas exploration was these countries’ acquisition and application of ancient Arabic knowledge and expertise in math, astronomy, and geography.

The principal political actors throughout the Age of Exploration were Spain, Portugal, The Netherlands, England, and France. Certain European states, primarily Portugal and The Netherlands, were primarily interested in building empires based on global trade and commerce. These states established worldwide trading posts and the necessary components for developing a successful economic infrastructure. Other European powers, Spain and England in particular, decided to conquer and colonize the new territories they discovered. This was particularly evident in North and South America, where these two powers built extensive political, religious, and social infrastructure.

Before the fifteenth century, European states enjoyed a long history of trade with places in the Far East, such as India and China. This trade introduced luxury goods such as cotton, silk, and spices to the European economy. New technological advancements in maritime navigation and ship construction allowed Europeans to travel farther and explore parts of the globe that were previously unknown. This, in turn, provided Europeans with an opportunity to locate luxury goods, which were in high demand, thereby eliminating Europe’s dependency on Eastern trade. In many ways, the demand for goods such as sugar, cotton, and rum fueled the expansion of European empires and their eventual use of slave labor from Africa. Europe’s demand for luxury goods greatly influenced the course of the transatlantic slave trade.

During the fifteenth and sixteenth centuries small groups financed by private businesses carried out the first phase of European exploration. Members of the noble or merchant class typically funded these early expeditions. Over time, as it became clear that global exploration was extremely profitable, European states took on a primary role. The next phase of exploration involved voyages taken in the name of a particular empire and monarch (e.g., France or Spain). The Iberian empires of Spain and Portugal were some of the earliest states to embark on new voyages of exploration. In addition to seeking luxury goods, the Spanish empire was driven by its quest for American silver.

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