European Exploration & Expansion to Canada Name: (Please ensure this booklet is in class each day.)
Table of Contents Page Exploration 1 Who Discovered America? 3 The Vikings 4 Primary Source Document: Vinland Sagas 8 An Age of Exploration 12 New Ideas 13 Portuguese and Spanish Exploration 14 Primary Source Document: Treaty of Tordesillas 16 Primary Source Document: Santa Fe Capitulations 20 Guided Viewing: The Vikings to Captain Cook 24 Guided Viewing: Adventurers and Mystics 26 Cumulative Activity: Explorer s Brochure 27 Explorers Unit Rubric 29 Modified assignment: Complete question numbers underlined and in bold print, such as page one, number two. Complete the assignments whose titles are bracketed by asterisks (***), such as The Vinland Sagas.
European Explorers to Canada Text Questions Exploration pages 120 to 121 1. Compare and contrast the words exploration (page 120) and discovery (page 122). Use information from the textbook, a dictionary and your own ideas to write about similarities and differences between these two words. 2. In your own words, explain what it means to discover. Tell the story of a personal experience of discovery. 3. What is an expedition and what was it designed to do? 4. How did competition between European countries lead to voyages of exploration? 5. Name four fearful beliefs Europeans had of exploring unknown places.
7. Using the title Reasons for Exploration make a seven item point form list of reasons Europeans explored unknown lands. 8. How did water travel support exploration? 9. Make a full page poster that encourages people to sign up for a voyage of exploration. Your poster should contain up to three of the seven reasons presented in your text. Get a 9 by 12 sheet of Manila paper from Mr. Reynolds for your good copy. Draw a pencil sketch below that shows you considered lettering, images, backgrounds and colour choices.
European Explorers to Canada Text Questions Who Discovered America? Pages 122 to 123 1. In addition to the Hwui Shan and St. Brendan, who else might have also arrived at North American shores before the Vikings? Give details about where they might have settled and migrated. 2. What is the name of the modern sailor who retraced St. Brendan s voyage? 3. State the name that St. Brendan gave to the lands he reached, and its English translation.
European Explorers to Canada Text Questions The Vikings Pages 124 to 134 1. Explain how farmland spurred on Viking voyages. What skills did they possess that made voyages of exploration possible for them? 2. From Northern Europe, the Vikings moved to Iceland in 870 AD. Outline the places they migrated to next, including dates and settlement details (if any). 3. Define saga. 4. Identify Bjarni Herjolfsson with three details. 5. Identify the places Helluland and Markland. Who named them this way? Provide details from the sagas that describe the way they looked.
6. What kind of settlement was established at Vinland? How did the Vikings get along with the people already living there? How did things end up there, according to the saga? 7. Why is Thorfinn Karlsefi remembered? Provide two key details. 8. Identify Freydis Eirikdottir with at least three details. How could you decide which of the saga stories about her are accurate? 9. Write a ten sentence summary of the fictional narrative Ashooging and Bjarni that captures the main ideas.
10. Name the four sources of information about Viking history researchers can use to investigate the past on page 129. 11. Were the sagas written down as they happened? When were they created? 12. How was knowledge passed down in Viking society? What sorts of things were shared? How is this similar to what happens in First Nations societies? 13. Identify Helge Ingstad (page 131). What significant archaeological site did he uncover? What did the researchers find there? 14. Complete number 1, 2 and 3 on page 132. (1) L Anse aux Meadows sketch (2) Floor Plan of a house
(3) 15. Define the terms below: historical interpretation archaeological dig authentic excavate
*** Primary Source Document *** The Vinland Sagas: c. I 000 A.D. The Mariners Museum The first winter passed into summer, and then they had their first encounter with Skraelings, when a great number of them came out of the woods one day. The cattle were grazing near by and the bull began to bellow and roar with great vehemence. This terrified the Skraelings and they fled, carrying their packs which contained furs and sables and pelts of all kinds. They made for Karlsefni's houses and tried to get inside, but Karlsefni had the doors barred against them. Neither side could understand the other's language. Then the Skraelings put down their packs and opened them up and offered their contents, preferably in exchange for weapons; but Karlsefni forbade his men to sell arms. Then he hit on the idea of telling the women to carry milk out to the Skraelings, and when the Skraelings saw the milk they wanted to buy nothing else. And so the outcome of their trading expedition was that the Skraelings carried their purchases away in their bellies, and left their packs and furs with Karlsefni and his men. After that, Karlsefni ordered a strong wooden palisade to be erected round the houses, and they settled in. About this time Karlsefni's wife, Gudrid, gave birth to a son, and he was named Snorri. Early next winter the Skraelings returned, in much greater numbers this time, bringing with
them the same kind of wares as before. Karlsefni told the women. 'You must carry out to them the same produce that was most in demand last time, and nothing else.' As soon as the Skraelings saw it, they threw their packs in over the palisade. Gudrid was sitting in the doorway beside the cradle of her son Snorri when a shadow fell across the door and a woman entered wearing a black, close-fitting tunic; she was rather short and had a band round her chestnut coloured hair. She was pale, and had the largest eyes that have ever been seen in any human head. She walked up to Gudrid and said. 'What is your name?' 'My name is Gudrid. What is yours?' 'My name is Gudrid,' the woman replied. Then Gudrid, Karlsefni's wife, motioned to the woman to come and sit beside her; but at that very moment she heard a great crash and the woman vanished, and in the same instant a Skraeling was killed by one of Karlsefni's men for trying to steal some weapons. The Skraelings fled as fast as they could, leaving their clothing and wares behind. No one had seen the woman except Gudrid. 'Now we must devise a plan,' said Karlsefni, 'for I expect they will pay us a third visit, and this time with hostility and in greater numbers. This is what we must do: ten men are to go out on the headland here and make themselves conspicuous, and the rest of us are to go into the wood and make a clearing there, where we can keep our cattle when the Skraelings come out of the forest. We shall take our bull and keep him to the fore.' The place where they intended to have their encounter with the Skraelings had the lake on one side and the woods on the other. Karlsefni's plan was put into effect, and the Skraelings came right to the place that Karlsefni had chosen for the battle. The fighting began, and many of the Skraelings were killed. There was one tall and handsome man among the Skraelings and Karlsefni reckoned that he must be their leader. One of the Skraelings had picked up an axe, and after examining it for a moment he swung it at a man standing beside him, who fell dead at once. The tall man then took hold of the axe, looked at it for a moment, and then threw it as far as he could out into the water. Then the Skraelings fled into the forest as fast as they could, and that was the end of the encounter.
Karlsefni and his men spent the whole winter there, but in the spring he announced that he had no wish to stay there any longer and wanted to return to Greenland. They made ready for the voyage and took with them much valuable produce, vines and grapes and pelts. They put to sea and reached Eiriksfjord safely and spent the winter there. Excerpt from The Vinland Sagas, translated by Magnus Magnusson and Hermann Palsson Background to The Vinland Sagas: c. 1000 A.D. Although many of us and all of our parents were taught that Columbus discovered America, it is now known that the Vikings landed in America half a millennium before Columbus. The Vikings began sailing west in the 800s searching for a new land to conquer. Erik the red reached Greenland. Later, his son, Leif Eriksson, became the first European to reach America in 1001. There are a couple of contemporary accounts of these travels, but our main sources are the sagas of Iceland. The term saga comes from the Old Norse word meaning tale. Originally passed along through oral storytelling (the Vikings did not have an alphabet and could not keep written records) sagas were written down several centuries after the Viking expeditions. The most important ones were written between 1100 and 1300. The saga quoted above comes from the Vinland Sagas. Vinland, which may have meant land of vines, is believed to be either present-day Newfoundland or New England. This translated excerpt reports the first encounter between the Vikings and the Skraelings, the Norse term for the Native Americans. Use the Evaluate this Document worksheet that follows. Consider whose point of view is reflected in the sagas. Whose point of view is left out? Some Sagas are considered accurate historical records. Does this one seem truthful or fanciful?
Evaluate That Document! Title or name of document: Date of document: Type of Document: letter diary/journal newspaper article photograph map telegram patent poster advertisement drawing/painting cartoon other Point of View: Who created this document? For whom was this document created? What was the purpose for creating this document? What might the person who created it have been trying to express? What are two things you can learn about this time period from this primary source?
European Explorers to Canada Text Questions An Age Of Exploration pages 138 to 157 1. Describe the importance of Baghdad to trade before 1450. What places did it lie between? 2. What are the Crusades? How did they affect this overland trading route? 3. How did the cities of Venice and Genoa fit into this trade route? 4. What was the result for European customers of the capture of Constantinople by the Ottoman Empire? 5. What is the range of years for the Age of Exploration? How long is that? Who paid for these trips and why were they possible now? 6. Name the nation that sent voyagers looking for sea routes to Asia.
European Explorers to Canada Text Questions New Ideas pages 140-142 1. Identify the four new inventions, Ideas and interests that lead to an age of exploration and expansion as shown on page 140. 2. Five problems are listed on pages 140 to 142 along with New Ideas and results that came from them. Summarize the five problems, ideas and result in the chart below. Problem New Ideas Result
European Explorers to Canada Text Questions Portuguese and Spanish Exploration pages 143-149 1. Why did the nation of Portugal develop seafaring skills? 2. Identify Prince Henry and his years of life. Why is he an important person for the development of Portuguese maritime expertise? Name the first notable sea captain and the important discovery he made because of this training. 3. Identify Ferdinand Magellan and the important voyage he made in 1519. What happened to him in the end? 4. Points of View: Summarize the three perspectives about Columbus proposal to sail to Asia by going West instead of South and East on pages 144-45. Christopher Columbus King Ferdinand/Queen Isabella Naval Advisor 5. When did Columbus sail and where did he land? Why did he call the Aboriginals he met Indians?
6. After Columbus three voyages, how many more were made in the following 12 years? What were the effects in general on the Spanish and on the Aboriginal people of Central and South America? 7. On pages 147 to 149, the events and effects of Westward expansion are outlined. Briefly summarize the eight events and matching effects. Events Effects
*** Primary Source Document *** Treaty of Tordesillas 1494 In the name of God Almighty, Father, Son, and Holy Ghost, three truly separate and distinct persons and only one divine essence. Be it manifest and known to all who shall see this public instrument, that at the village of Tordesillas, on the seventh day of the month of June, in the year of the nativity of our Lord Jesus Christ in 1494... Archivo General de Indias, Seville
... that a boundary or straight line shall be determined and drawn north and south, from pole to pole, on the said ocean sea, from the Arctic to the Antarctic pole. This boundary or line shall be drawn straight, as aforesaid, at a distance of three hundred and seventy leagues west of the Cape Verde Islands, being calculated by degrees.... And all lands, both islands and mainlands, found and discovered already, or to be found and discovered hereafter, by the said King of Portugal and by his vessels on this side of the said line and bound determined as above, toward the east, in either north or south latitude, on the eastern side of the said bound shall belong to, and remain in the possession of, and pertain forever to, the said King of Portugal and his successors. And all other lands, both islands and mainlands, found or to be found hereafter, discovered or to be discovered hereafter, which have been discovered or shall be discovered by the said King and Queen of Castile, Aragon, etc., and by their vessels, on the western side of the said bound... shall belong to, and remain in the possession of, and pertain forever to the said King and Queen of Castile, Leon, etc., and to their successors... Excerpts from Treaty of Tordesillas, 1494.
Background to the Treaty of Tordesillas, 1494 With the news of Columbus explorations, Pope Alexander VI feared that Spain and Portugal would soon be at conflict over the ownership of the newly claimed lands. After the pope issued several Bulls (or decrees) to resolve the matter, Spain and Portugal signed the Treaty of Tordesillas in June 1494. The treaty was named after the Spanish town where it was signed. The treaty stated that a line would be drawn, running north and south 370 leagues west of the Cape Verde Islands, off the west coast of Africa. All lands lying to the west of this line would belong to Spain. Those lying to the east would belong to Portugal. That line falls close to 50 degrees west longitude. This agreement would enable Spain to claim the majority of land in the Americas, and, eventually, to build an empire which would stretch from the southern tip of South America to the present-day Midwestern region of the United States. Portugal also received its reward: the eastern edge of South America. This became the basis for Portugal s vast empire in Brazil. The Treaty of Tordesillas and the bulls issued by Pope Alexander VI are among the earliest diplomatic documents of America. What does the treaty show about Spain s and Portugal s view of the world? Use the Evaluate this Document worksheet that follows to analyze the document.
Evaluate That Document! Title or name of document: Date of document: Type of Document: letter diary/journal newspaper article photograph map telegram patent poster advertisement drawing/painting cartoon other Point of View: Who created this document? For whom was this document created? What was the purpose for creating this document? What might the person who created it have been trying to express? What are two things you can learn about this time period from this primary source?
Primary Source Document Santa Fe Capitulations -- 1492 Archivo General de Indias, Seville The things prayed for, and which Your Highnesses give and grant to Don Cristobal Colon as some recompense for what he is to discover in the Oceans, and for the voyages which now, with the help of God, be has engaged to make therein in the service of our Highnesses, are the following: Firstly, that Your Highnesses, as actual Lords of the said Oceans, appoint from this date the said Don Cristobal Colon to be our
Admiral in all those islands and mainlands which by his activity and industry shall be discovered or acquired in the said oceans, during his lifetime, and likewise, after his death, his heirs and successors one after another in perpetuity, with all the preeminences and prerogatives appertaining to the said office... Likewise, that Your Highnesses appoint the said Don Cristobal Colon to be our Viceroy and Governor General in all the said island and mainlands... Item, that of all and every kind of merchandise, whether pearls, precious stones, gold, silver, spices, and other objects and merchandise whatsoever, of whatever kind, name and sort, which may be bought, bartered, discovered, acquired and obtained within the limits of the said Admiralty, Your Highnesses grant from now henceforth to the said Don Cristobal, and will that he may have and take for himself, the tenth part of the whole...
Background to Santa Fe Capitulations, 1492 This document spells out the agreement between Columbus and the Spanish monarchs (Isabella and Ferdinand) for the terms of Columbus first voyage. The documents were signed in the city of Santa Fe de Granada, Spain. At the top of the page the signatures read Yo el Rey and Yo la Reina: I the King and I the Queen. As the agreement details, Columbus was to receive one-tenth of all goods and earnings that accrued from the new land, terms which were later subject to great dispute. The agreement also ceded many titles to Columbus and his heirs. Columbus took the original document with him on his first voyage and upon his return it was housed in a monastery, but is currently lost. A file copy, kept in the archive of the Crown of Aragon in Barcelona, is shown here. This document became the format for later exploration agreements. It seems fairly simple, yet took three months to prepare, partly because no one realized how important this enterprise could or would become. The gross domestic product of the USA is about 10 trillion dollars. How much wealth was King Ferdinand giving to Columbus if he had held up the agreement over time? Why do you think it wasn t possible to hold this agreement up over time? Use the Evaluate this Document worksheet that follows to analyze the document.
Evaluate That Document! Title or name of document: Date of document: Type of Document: letter diary/journal newspaper article photograph map telegram patent poster advertisement drawing/painting cartoon other Point of View: Who created this document? For whom was this document created? What was the purpose for creating this document? What might the person who created it have been trying to express? What are two things you can learn about this time period from this primary source?
*** Expansion To Canada Guided Viewing *** Canada: A People s History Viking Exploration 1. How were the Vikings characterized as explorers? 2. Describe their route to the New World. 3. Why did the Vikings soon leave their new settlements? Europe s Search for a New Trade Route 4. How did cities such as London, Paris, Venice and Genoa acquire their wealth in the early 1400 s? 5. Why did these cities need to find a new trading route after 1453? First Contact with Native People 6. What did Shawnadithit s (the last surviving Beothuk) maps reveal about European contact? British Exploration 7. Who did King Henry VII of England send on his nation s first expedition westward? Why was this particular sailor sent? 8. Describe what this explorer found in the new land. What was the most prized discovery he came upon?
Portuguese Exploration 9. Describe the Portuguese exploration to the New World during this era. Jacques Cartier 10. Describe the First Contact between Cartier and the native people living in the New World. 11. Who was Cartier s main adversary and why? 12. What difficulties did Cartier s men face during the harsh Canadian winters? How did they finally manage to survive? 13. Why did Cartier take Donnaconna back to France with him? The Northwest Passage 14. Who was the British explorer who was sent by the King to find an alternate route to China? Describe where that route took this explorer. 15. What goods were traded in the first transactions of the Hudson Bay Company? 16. Describe what happened when this explorer insisted on continuing the search for the Northwest Passage in spite on the extremely difficult conditions. The Pacific 17. Describe James Cook s explorations to the west coast of the continent.
*** Expansion To Canada Guided Viewing *** Canada: A People s History : Part II: Adventurers and Mystics Martin Frobisher 1. Describe Martin Frobisher s first contact with the native Inuit people living in the Arctic. 2. What did Frobisher find that would trigger the most spectacular treasure hunt in the New World? Did this resource turn out to be everything he had hoped for? Discuss. Newfoundland 3. Name at least three countries that all wished to take advantage of the plentiful cod available to be fished off the Grand Banks of Newfoundland in the early 1600 s. 4. What was one of the main problems faced by settlers such as John Guy at Conception Bay, Newfoundland, and what did they have to do to prevent such problems? Samuel de Champlain 5. Champlain first landed at Tadoussac on the St. Lawrence River and began to trade with the Montagnais Indians. Why did he have to continue his travels further, however? 6. Why did beaver pelts come into such high demand in the early 1600 s? 7. What condition did the Huron and Montagnais Indians impose on Champlain if trade were to continue between these native groups and the French. Étienne Brûlé 8. Describe Étienne Brûlé s life with the Huron people.
*** Explorer s Brochure *** Name: Partner: Date Due: Date assigned: Parent Signature: Your task is to create a travel brochure which outlines and describes the voyages(s) of to Canada / the Americas. Your brochure will be divided into six sections on a sheet of 11 X 17 white paper. All rough work is to be done in your Social Studies notebook. The good copy will always remain at school. You will work alone on this assignment. If another student has the same explorer to research as you do you may wish to share interesting resources you have found, but this is not required. Writing in Role Imagine you are this explorer and you are writing a description (in the form of a letter or a diary entry). Include an account of some of the difficulties of your voyage, what your first encounter with native people was like and what the consequences of your settlement/visit on Aboriginal are now or later in the future. Cover Page Catchy title Name of explorer Country of Origin Picture of your explorer and sailing ship or other transportation Fully coloured Map Drawn and coloured by hand, to show the route taken by the explorer. Include the names of large bodies of water and land areas. Written description of route taken Duration of voyage Type of sailing ship used Reasons for Exploration Route to East Fishing Fur trade Religious freedom New technology that allowed for better navigation Desire of monarch for increased wealth Exploitation of people and/or resources You can get information from a variety of sources, such as the class text, Canada Revisited, the school and public libraries, the Junior Canadian Encyclopedia and Internet resources, some of which are suggested on the reverse of this topic sheet.
Name: Date: Here is an ongoing list of web sites that may possibly help you in your research. If you don t see anything that reflects your particular explorer, move on to another one. Search engines: Try www.google.ca. Type the name of your explorer inside quotation marks like this: Jacques Cartier. General Sites Link To Learning Early Explorers page http://www.linktolearning.com/grade6ss.htm Passageways: True Tales of Adventure for Young Explorers http://www.nlc-bnc.ca/2/3/index-e.html Canadian Museum of Civilization Explorers Page http://www.civilization.ca/vmnf/explor/explcd_e.html Gander Academy s European Explorers Resource Page http://www.stemnet.nf.ca/cite/explorer.htm Blank Maps of Canada index http://www.canadainfolink.ca/blankmap.htm Great Canadian Explorers Mount Allison University page. http://www.mta.ca/faculty/arts/canadian_studies/english/about/multimedia/explorers/ Explorers Web Quest http://www.mhcbe.ab.ca/st_francis/gr5/webquests/explorers/explorers.htm Explorers Web Page http://www.mhcbe.ab.ca/st_francis/gr5/webquests/explorers/explorers.htm Enchanted Learning Explorers of Canada Web Page http://www.enchantedlearning.com/explorers/canada.shtml 42Explore s Explorers Page http://eduscapes.com/42explore/explorers.htm Hudson s Bay Company Site http://www.hbc.com/hbc/e_hi/default.htm Rene Robert Cavalier de la Salle http://www.lsjunction.com/people/lasalle.htm http://www.plpsd.mb.ca/amhs/history/sdls.html Print Resources: (Toronto Public Library and Runnymede Public School Library) Online Runnymede Library Catalogue: http://www.tdsb.on.ca/libraries/links.asp?schoolno=5272 Reference: Discovery and Exploration R910.9 MAR Explorers & Discoverers R920.02 SAA Books Dewey Numbers: Discovery 910 Biographies 920
EVALUATION RUBRIC FOR EXPLORERS BROCHURE AND UNIT Name: Date: Overall Mark: 1 2 3 4 Writing in role: diary entry or letter *very brief explanations of a few of the points required difficulties faced by the explorer, an account of interactions with native people, etc. *language lacks authentic tone for the historical period. *brief explanation of some of the points required difficulties faced by the explorer, an account of interactions with native people, etc. *language is somewhat consistent with the historical period. *clear explanation of most of the points required difficulties faced by the explorer, an account of interactions with native people, etc. *language (first person) is suitable and has a historical flavour. *thorough explanation of all of the points required difficulties faced by the explorer, an account of interactions with native people, etc. *language is authentic and very convincing and colourful in its historical context. Description of route taken and map showing route *map has not been coloured and is missing most of the labels of the bodies of water and land). *no description of the route of the voyage taken. *map has been hastily coloured and labeled (includes some of the bodies of water and land). *brief description of the route of the voyage taken. *map is well-coloured and labeled (most bodies of water and land) *clear description of the route of the voyage taken. *map is meticulously coloured and labeled (bodies of water and land masses *an extremely clear description of the route of the voyage taken. Reasons for exploration *no explanation of the reasons for the explorer s voyage. *brief explanation of the reasons for the explorer s voyage. *clear explanation of the reasons for the explorer s voyage. *thorough and detailed explanation of the reasons for explorer s voyage Visual display: cover, pictures, lettering. *poor cover page with little consideration given to some of the required aspects: lettering, title, an image which fits with the subject. *fairly good cover page with consideration given to some of the required aspects: lettering, catchy title, a coloured image which fits with the subject. *very good cover page with consideration given to most of the required aspects: lettering, catchy title, a well-drawn image which fits with the subject. *excellent cover page with thorough consideration given to all of the required aspects: well-designed letters, a catchy title, and a strong image which fits well with the subject. Presentation to class: *Information presented to the class in a very hesitant manner. *Information presented to the class in a somewhat hesitant manner *Very good, knowledgeable presentation. *Excellent, confident and extremely knowledgeable presentation! Content of Booklet questions Information is much too brief, with most of the main points left out. Hardly any care has been taken in the completion of written work (ex: neatly, of sufficient length, with appropriate chart details). Information is occasionally detailed, but a number of the main points have been left out. Little care has been taken in the completions of the written work ex: neatly, of sufficient length, with chart details). Information is detailed with most of the main points clearly described. Care has been taken in the completion of the written work (ex: neatly, of sufficient length, with appropriate chart details). Information is detailed, with all the main points clearly and thoroughly described. Great care has been taken in the completion of the written work (ex: neatly, of sufficient length, with chart details).