voyages of discovery worksheet

World History teaching resources for the high school classroom: lesson plans, worksheets, quizzes and simulation games for KS3, IGCSE, IB and A-Level teachers.

Voyages of discovery - online simulation game.

This simulation introduces students to the Voyages of Discovery. These daring overseas adventures marked the beginning of globalization and European empire-building. It incorporates a number of useful video clips .

By playing the game students will learn about some of the most important explorers, their discoveries, and the spices which they brought back to Europe.

The main aim of the game is to find your way to the Spice Islands in the Far East. There are several key islands, each with a different spice (cloves, nutmeg, pepper, sandalwood and cinnamon). Obtain each of these, then sail back home to England to complete your mission.

Suggested Lesson Plan

The simulation could be set as a homework exercise, but I prefer playing it in classroom time over several lessons (students can 'save progress' at the end of each session so they can pick up where they left off). It contains a wealth of information to keep them busy for several hours, although you could direct students to complete particular tasks if you have less time.

Read the introductory screen to the whole class and stress that they will need to provide their name for the 'leaderboard' (which serves the same purpose as a live markbook).

Bring up a copy of the student worksheet on the screen and draw their attention to:

1. The outline map . They should make sure they plot their progress on this with details of the places they discover. This will be invaluable to help them find their way around.

2. Mission "Asia" - the video task . Stress that at regular intervals of 5 minutes or so, a fresh video clip will be presented to them (there are five of these, one for each of the five main spices) and that these will need to be watched in order to complete the worksheet.

3. Mission "Europe" - the explorers task . 10 key locations (highlighted in green on the teacher version of the map) will contain information about explorers and their discoveries. These should be used to complete this part of the worksheet.

4. Mission "Africa" - the empires task . Four key empires in West Africa will be outlined and students will need to answer structured questions about them.

From my experience, it is a good idea to allow students one lesson to simply focus on the mapping and the video notes, and another lesson or homework to play again with particular focus on the "explorers" task.

How to complete the game

Although you should try to avoid giving too much away, if students start to get frustrated or need some assistance, you can obtain detailed Teacher Notes which explains clearly how to finish the game, as well as completed answers to the main tasks.

I like to bring up the teacher version of the map onto the whiteboard halfway through the available time I'm willing to give it (which is usually two hours), and give them some tips on what they need to get and how they need to complete the mission. I then award a prize (a nutmeg!) to the first student to complete the mission successfully (or, failing that, the person who gets the best overall score on the leaderboard).

Follow-up tasks

After sufficient time has been given to students to play the simulation and complete at least a proportion of the worksheet, they should proceed to the follow-up classroom project , which takes the form of an open-ended ' choose your own markscheme / homework '.

Revision / End of Unit Quizzes

Proceed to the Simulation

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Unit 6: Voyages of Discovery

Lesson 1: Navigation

Lesson objectives:

All will be able to describe at least one navigational instrument.

Most will be able to label the key features of a caravel ship and explain the words longitude and latitude.

Some will be able to demonstrate through creative means, the workings of  a particular navigational instrument. 

Caravel Ship

Navigational instruments

Lesson 2: Bartholomeu Dias

All will be able to illustrate the route taken by Bartolomeu Dias on his voyage in 1487.

Most will be able to explain why Portuguese sailors wanted to be able to sail to India.

Some will be able to evaluate whether Dias’ voyage was a success or a failure. 

Dias Hand-Out

Lesson 3: Vasco Da Gama

All will be able to illustrate the route taken by Vasco da Gama

Most will be able to express how sailors on board da Gama’s voyage might have felt and what they would have seen.

Some will be able to summarise the results of Portuguese exploration.

Da Gama Hand-Out

Da Gama to India storyboard

Lesson 4: Christopher Columbus

All will be able to explain some of the details of Columbus’ voyage. 

Most will be able to describe what Columbus discovered on his voyage.

Some will be able to analyse Columbus’ reaction to what he found on the Caribbean islands.

Instagram Template

Lesson 5: Ferdinand Magellan

All will be able to describe the route taken by Ferdinand Magellan.

Most will be able to explain some of the difficulties Magellan encountered.

Some will be able to evaluate the achievements of Magellan’s voyage.  

Lesson 6: Maps

Lesson objectives: ​

All will be able to illustrate the routes taken by various explorers during the Age of Exploration.

Most will be able to create a map of the Americas as though it was made in the 1500s.

Some will be able to critique the flaws with map making (cartography) in the 15th and 16th Centuries.

Maps Hand-out

Lesson 7: Hernan Cortes

All will be able to explain one achievement of Hernan Cortes.

Most will be able to demonstrate an understanding of Aztec art and/or worship.

Some will be able to summarise how Cortes conquered the Aztecs.

Cortes Worksheet

Cortes storyboard blank

Lesson 8: Francisco Pizarro

All will be able to explain why Francisco Pizarro travelled to Peru.

Most will be able to consider how the Incas would have reacted to the arrival of Pizarro in Peru.

Some will be able to explain the location of the Inca Empire and the effects of the Spanish conquest.

Lesson 9: Discovery

All will be able to consider how the voyages of exploration have impacted their own lives.

Most will be able to identify a positive and a negative effect of the voyages of exploration. 

Some will be able to explain the result of European exploration using examples to support their answer.

Stanborough History Curriculum

Age of Exploration Worksheet (Age of Discovery) | Social Studies

Overview: This article contains a free printable Age of Exploration Worksheet PDF for Social Studies students and teachers. An answer key has been included with the worksheet. The information from the worksheet has been included in the article text, detailing the accomplishments of the Age of Exploration’s most noteworthy explorers, including Christopher Columbus, Ferdinand Magellan, and Vasco da Gama.

Information about Leif Ericson and Marco Polo is also included. Though they lived several centuries prior to the Age of Exploration, their own discoveries are notable and worth mentioning.

The Age of Exploration Worksheet

The Age of Exploration, also known as the Age of Discovery, was a period in history when European nations, led largely by Spain and Portugal, explored the world, beginning in the 1400s and lasting through the 1600s. This time period coincided with the Renaissance in Europe. The most important achievements from this time include the discovery of the Americas, a water route to Asia from Europe, and the first journey around the world.

The Age of Discovery Explorers

Leif Ericson – Sailed from Greenland to Canada around the year 1000 A.D. and established the Vinland settlement.

Christopher Columbus – Traveled from Spain to the New World, arriving in the Bahamas in 1492. He led a total of 4 voyages to the New World, from 1492 to 1504.

Marco Polo – Traveled from Venice, Italy all the way across Asia in from 1271 to 1295, and visited Persia, China, and India.

Prince Henry the Navigator – A 15th century Portuguese prince who trained sailors in navigation, and organized over 50 voyages of exploration. He searched for a water route to Asia by traveling around Africa.

Bartholomeu Dias – The first explorer to sail around the Cape of Good Hope in 1488, located at the Southern tip of Africa.

Vasco da Gama – Traveled around the Cape of Good Hope and reached India from 1497 to 1499, and succeeded in finding a sea route to Africa.

Amergio Vespucci – Sailed from Portugal down the east coast of South America from 1501-1502.

Ferdinand Magellan – Led the first expedition around the world, traveling west from Portugal, from 1519-1522.

Vasco Núñez de Balboa – Crossed the Isthmus of Panama to the Pacific Ocean in 1513.

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Great Voyages Of Discovery

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Voyages Of Discovery

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The Voyages of Discovery

11 questions

Introducing new   Paper mode

No student devices needed.   Know more

What was the pattern of trade that connected Europe, Africa, and the American continents called?

Slave Trade

Triangular Trade

Middle Passage

Where did Columbus first take foot in the New World?

Which two inventions had the necessary technology to make sea exploration possible in the 1400s?

The globe and the telescope

The astrolabe and the compass

The telegraph and better ships

The scientific method and maps

What was the effect of Vasco da Gama’s voyage to India in 1498?

Portugal was invaded by the Indian army.

Portugal began trading directly to India.

Portugal and Spain agreed to share ownership of overseas territories.

Portugal ended all sea voyages.

What was the significance of Ferdinand Magellan’s Voyages which began in 1519?

It was the first European Voyage to reach Australia and New Zealand.

It was the first voyage to circumnavigate or sail around the globe.

It was the first voyage to sail through the Northwest Passage.

It was the first European voyage to sail around the Cape of Good Hope in Africa.

_____ was a Portuguese prince who helped to start the Age of Exploration in the early 15 th century.

Bartholomeu Diaz

Ferdinand Magellan

Vasco da Gama

Prince Henry the navigator

True or False: The Age of Exploration took place at about the same time as the European Renaissance.

True or False: During this age of exploration, European countries wanted to spread Christianity beyond Europe, expand their empires and they wanted to become rich.

According to the map titled “The Slave Trade”, where were most slave forts located?

The Cape of Good Hope

The west coast of Africa

The Middle Passage

Which of the following is a good that was obtained from China during the Age of Exploration?

Precious gems

The New world was named after _____.

Amerigo Vespucci

Hernando Cortez

Christopher Columbus

Francis Coronado

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The Age of Discovery Facts & Worksheets

Age of discovery facts and information activity worksheet pack and fact file. includes 5 activities aimed at students 11-14 years old (ks3) & 5 activities aimed at students 14-16 year old (gcse). great for home study or to use within the classroom environment., download age of discovery worksheets.

Do you want to save dozens of hours in time ? Get your evenings and weekends back? Be able to teach Age of Discovery to your students?

Our worksheet bundle includes a fact file and printable worksheets and student activities. Perfect for both the classroom and homeschooling!

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Resource Examples

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Student Activities

• The factors behind the emergence of the Age of Discovery
• Contest of exploration between European powers
• Journey of famous explorers

Impacts of the Age of Discovery

Key facts and information, let’s know more about age of discovery.

Human beings have an urge to discover, to explore, and to examine their geographical environment. To discover is to gain power. Great empires and kingdoms had various reasons to explore, such as pursuing trade, spreading religion, or obtaining political and economical power. Thus, many explorers were funded by their kingdoms when going in search of new lands and new routes for trade.

Birth of the Age of Discovery

• Since the first millennium AD, Europeans used the silk road, which encompassing the Eurasian continent, as a trade route.
• During this time, Europeans assumed that the Indian Ocean was an inland sea that connected Africa and Asia.
• During the reign of Alexander the Great, people in the West knew about India and believed that it was the home of all exotic wares entering Europe.
• The series of crusades between European Christians and Muslims, which ended in 1291, brought ship-building and trading influence to Europe.
• In 1453, the Ottoman Empire took control of Constantinople, which blocked trade routes going to North Africa, the Red Sea, and the Far East from Europeans. This meant that all trade needed to traverse through the Middle East (Byzantine Empire) and parts of Italy.
• Factors which led to the Age of Discovery/Exploration
• The Age of Discovery, which occurred between the early 15th century until the mid 17th century, was led by Spain and Portugal, both European powers in navigation.

POWER OF SPAIN AND PORTUGAL

• Both Spain and Portugal are located on the Iberian Peninsula, which is surrounded by water. Thus, the location of each nation inevitably encouraged maritime voyages.
• In 711 AD, the Iberian Peninsula was conquered by the Moors, giving them navigational advancements like cartography and ship-building.
• There was political unity among the Spanish and Portuguese kingdoms and their respective merchant class.
• Prince Henry was the third son of John I, King of Portugal, and he was widely credited for leading Portuguese exploration in the early 15th century.
• In the south of Portugal, he established a School of Navigation that taught sailors the systematic way of exploration.
• Between 1415 and 1456, Prince Henry participated in a series of discoveries for Portugal. He was part of the Portuguese conquest of Ceuta, the Madeira Islands, the Azore Islands, Cape Bojador, and the Cape Verde Islands.
• The Portuguese discovery missions of the west coast of Africa were numerous. Denis Dias, a Portuguese navigator, reached Senegal in 1445, and the rivers of Senegal were depicted by him to have been the richest on earth. In 1455 and 1456, Alvise Ca’ da Mosto sailed to Gambia and the Cape Verde Islands.
• The hope to reach the Indies by sailing along the coast of Africa soon evaporated, since the continents’ coast seemed to extend endlessly southwards. At that particular time, Columbus requested to sail west across the Atlantic to reach the Indies, but his request was declined.
• Pêro da Covilhã, a Portuguese explorer, followed the first route established by King John II. The first route is a land and sea route that paves the way through Egypt and Ethiopia to the Red Sea and the Indian Ocean.
• This route was found successful by Pêro da Covilhã, as he claimed that, to reach India, traders “could navigate by their coasts
• and the seas of Guinea.”
• The union of Aragon and Castile through the marriage of Ferdinand II and Isabella allowed Spain to compete with its neighbor in the late 15th century.
• The marriage united all dominions of Spain, which elevated its status as a nation.
• In 1492, they introduced the Spanish Inquisition, which resulted in the reconquest of Granada from the Moors and the conversion of Spanish Muslims and Jews to Christianity. In the same year, they were given the title ‘Catholic Monarchs’.
• In 1495, they succeeded in capturing the Canary Islands from their rival, Portugal.

SEARCH FOR NEW TRADE ROUTES TO ASIA

• At the end of the Crusades, crusaders went back to Europe with a great variety of goods from Africa, the Middle East, and Asia.
• After the crusades, Muslims and Italians controlled trading in the Mediterranean. In response, monarchs and merchants in Europe wanted to break this control.
• As a result, Europeans’ desire for trade increased. However, with Muslim control of trade routes, they found trading of goods expensive and difficult.
• They financed and supported voyages to find new trade routes to Asia without traversing through the Mediterranean.

SPREAD OF CHRISTIANITY

• After the Crusades, Christian Europeans had the desire to spread Christianity in unknown parts of the world through missionaries traveling with explorers.
• Following the failure of the Crusades, Christians saw the redemption of believers against the Muslims.

TECHNOLOGICAL ADVANCES

• Cartography
• The art of mapmaking flourished in the 1500s. Gerardus Mercator, a Renaissance geographer, created maps using longitude and latitude.
• Ship-building
• By the 1400s, Portuguese and Spanish shipbuilders made caravels, light sailing ships that were easier to maneuver even in the coastlines.
• Fusing influence from the Chinese and the Muslims, explorers were equipped with guns, cannons, armor, and horses.
• Navigational tools
• By the end of the 15th century, sailors used an improved compass that could figure out distance north or south of the equator.

The Contest for Discovery: European Powers and Explorers

Bartholomew Diaz and the coast of Africa

• Raised in a noble family, Bartholomew Diaz worked in the Portuguese royal court. He was credited as the first European explorer to set sail around Africa, which proved that the Atlantic Ocean was connected with the Indian Ocean.
• In August 1487, after a year of preparation, Diaz set sail from Lisbon accompanied by three ships.
• On December 8, he reached Namibia by traveling down the west coast of Africa. By December 26, he landed at Elizabeth Bay.
• Early in 1488, Diaz and his crew were carried away to the open waters by strong storms. For several days, they lost sight of the land, but Diaz decided to head north. On February 3, they landed on Mossel Bay, passing the southern tip of Africa.

Christopher Columbus & the Caribbean

• Columbus was born in Genoa, part of modern-day Italy. He owned a copy of Marco Polo’s book, which inspired him to pursue sailing and exploration. In the mid-15th century, while Portugal was at the height of discovering new trade routes to Asia, Columbus went to King John of Portugal for funding, but he was turned down.
• His request for funding from the monarchs of England and France were also declined.
• After seven years of looking for a patron to fund his voyage to Asia by sailing west, King Ferdinand and Queen Isabella of Spain sponsored Columbus with the help of Friar Juan Pèrez.
• On October 12, 1492, Columbus accidentally discovered the Caribbean Islands, which he believed to be the East Indies. He landed on the Bahamian island of Guanahani, which he named San Salvador. With the help of local Indians, Columbus reached Cuba and Haiti.
• Columbus led three ships, the Pinta, Niña, and Santa Maria, on his first voyage.
• He made a second voyage, as well as a third voyage, in which he entered the Gulf of Paria on the coast of what is now Venezuela.
• From 1502 to 1504, he made a fourth voyage and discovered the coast of Central America from Darien on the Isthmus of Panama to Honduras. However, he still believed that he reached Asia.

Columbian Exchange

• Immediately following the discoveries of Columbus, about 1,200 European settlers and a variety of goods were brought to the Caribbean. Europeans transported goods, including bananas, citrus fruits, coffee beans, onions, rice, pigs, sugarcane, wheat, horses, cattle, and chickens. In return, they acquired goods like beans, cacao, peanuts, pineapples, potatoes, pumpkins, tobacco, tomatoes, and turkeys.
• To resolve the claims of both Portugal and Spain over the Moluccas, commonly known as the Spice Islands, they agreed on the Treaty of Tordesillas, which was revised through the Treaty of Saragossa. This divided the world with a line of demarcation.

Amerigo Vespucci and naming America

• Due to his excellent educational background, Amerigo Vespucci was fluent in several languages and showed interest in astronomy, cartography, and navigation. He was the explorer who actually confirmed that the “New World” discovered by Columbus was a separate continent and not Asia.
• On May 18, 1499, Vespucci boarded his first voyage with 2 to 4 ships.
• The captain of the expedition was Alonso Ojeda, while Juan de la Cosa served as the pilot.
• From Cadiz, Spain, the team sailed from the west coast of Africa. They crossed the Atlantic for 24 days and arrived in Guiana in South America.
• He was confident that what he explored was not part of Asia or India, but rather a different continent. Eventually, the continent of the New World was named after him.

John Cabot and the Newfoundland

• Born as Giovanni Caboto, John Cabot was a Venetian explorer who claimed land in Canada (Newfoundland) for England.
• In May 1497, he sailed from Bristol and mistook Canada as part of Asia. Nonetheless, he claimed the North American land for the English king, Henry VII.
• After the Vikings, Cabot was known to be the next explorer that reached the Newfoundland.
• Similar to Columbus, Cabot thought that sailing west from Europe was a shorter route to Asia. With 18 men and a ship named Matthew, Cabot landed on the east coast of North America after 50 days of voyage.
• Until today, Cabot’s precise landing point is subject to debate. Some believed that he landed at Cape Breton Island or mainland Nova Scotia. Others argued that he landed at Newfoundland.

Vasco da Gama and India

• Vasco da Gama was a son of a knight and a noble woman. In addition to a good education, da Gama learned navigation while living near the seaport.
• He was the first European to reach India via the sea. His voyage linked Europe and Asia by traversing the Atlantic and Indian Oceans.
• On July 8, 1497, da Gama led an expedition to India by sailing around the coast of Africa.
• He led a fleet of four ships and 170 men with the flagship, São Gabriel, which was built by Bartholomew Diaz. In January 1498, they reached the River of Good Omens, where he erected a statue in the name of Portugal. After 23 days, they reached India and immediately met the king of Calicut.

Juan Ponce de Leon and Florida

• Born in Leon, Spain, Juan Ponce de Leon was born in nobility and served in the royal court of Aragon. In 1493, he joined Columbus on his second voyage. After a decade, he was rewarded with the governorship of the eastern province of Hispaniola by Nicolas de Ovando.
• Between 1508 and 1509, de Leon explored the nearby island of Puerto Rico in search of gold.
• In addition to rumors of gold, de Leon searched for the ‘fountain of youth’ and landed on the coast of Florida, near present-day St. Augustine.

Hernan Cortes and Mexico

• Hernan Cortes was a Spanish conquistador who was born in western Spain. He sailed to Santo Domingo to seek fortune in 1504 and settled in the town of Azúa, where he worked as a notary for years. He led an expedition that overthrew the Aztec Empire and colonized Mexico under the Spanish Crown.
• Originally part of Diego Velazquez’s fleet, Cortes organized his own expedition in inland Central America .
• On March 24, 1519, Cortes won his battle against the Maya of Potochan. As a gift, Cortes received gifts and a slave woman named Malinche, who would later become his interpreter.
• By July 26, he sent a treasure ship and a letter to Spain about the vast gold in Mexico.

Ferdinand Magellan and the search for Spice Island

• Ferdinand Magellan was born in a noble family. He worked in the royal court for the queen of Portugal and learned skills in fighting, shipping, and astronomy. He initially served as a soldier under King Manuel I, when Portugal tried to break Muslim power in India and Africa in 1505.
• He was the first European to cross the Pacific Ocean. Despite being killed in the Philippines, Magellan was known for leading the expedition that circumnavigated the world.
• In 1506, Magellan joined an expedition to the East Indies for the Spice Island, or Molucca. During that time, Magellan believed that he could reach Molucca by sailing West.
• His petition to King Manuel to sponsor his voyage was declined three times. As a result, he went to King Charles I of Spain and was granted the funds for his voyage.
• On September 20, 1519, two years after his arrival in Seville, Magellan set sail with 5 ships and around 200 men under his command. The ships were Trinidad, San Antonio, Concepción, Victoria, and Santiago.
• The passage at the tip of South America was named the Strait of Magellan. Moreover, he called the Sea of the South the Pacific Ocean.
• After 99 days at sea, Magellan and his crew ate fresh food when they reached Guam. They continued to sail west in search of the Spice Island.
• In March 1521, they reached the Philippine Islands and successfully converted and baptized a chief’s family into Christianity. Moreover, they successfully made contact with the natives.
• However, a chief named Lapu Lapu from Mactan rejected conversion to Christianity. Magellan and his 60 men attacked Mactan, and Magellan was killed in the battle on April 27.
• After Magellan’s death, Trinidad and Victoria continued to sail and eventually reached the Spice Islands.
• Due to damage to Trinidad, Victoria sailed back to Spain, captained by Sebastian Elcano. It crossed the Indian Ocean and passed the Cape of Good Hope. After nine months at sea, Victoria arrived in Spain on September 6, 1522, with only 18 surviving men.

Samuel de Champlain and Quebec

• Samuel de Champlain was a French explorer and cartographer known for discovering and mapping the St. Lawrence River, the Great Lakes, and the settlement of Quebec.
• Due to his travels along the Atlantic coast of Canada, Champlain became known as the Father of New France.
• In 1608, he founded a French settlement called Quebec. Moreover, he was also credited for helping in the foundation of French colonies in Acadia and Trois-Rivieres.
• The emergence of the Age of Discovery between the 15th and 17th century led the world to transformative changes and brought an era of interconnectedness. This era in history impacted the world through the following:

COLUMBIAN EXCHANGE

• Named after Christopher Columbus, his exploration in Hispaniola created the exchange of goods, animal species, and people between the New and the Old World. It later gave way to the transatlantic slave trade.

DECLINE OF NATIVE POPULATION

• Particularly in North and South America, European exploration and conquest caused deaths and eventual decline of indigenous populations. Also, along with goods, Europeans brought diseases to the New World.
• The most infamous epidemic was brought by Hernan Cortes and his crew to the Aztec Empire, which contributed to the decline of the Mesoamerican civilization.

MASS MIGRATION

• Upon exploring the New World, people began to migrate and establish settlements known as colonies. A large part of the founding of colonies took place during the transatlantic slave trade.

CAPITALISM AND MERCANTILISM

• Due to colonization and change in international trading patterns, capitalism was introduced. During the Age of Exploration, investor merchants accumulated huge amounts of wealth in trade ventures. Moreover, cottage industries brought manufacturing to another level.
• Colonies were also gained for mother nations’ acquisition of gold, silver, and raw materials. Mercantilism, or a nation’s power based on wealth, became common among European monarchs.

SPREAD OF KNOWLEDGE

• Mapping was improved, as were navigation skills and equipment. Explorers gathered more information about Africa and the Americas, and they spread this knowledge across Europe

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Charles Darwin: A Voyage of Discovery

Hardcopy: OUT OF PRINT PDF: Available

Charles Darwin: A Voyage of Discovery poster

• Charles Darwin: A Voyage of Discovery poster (PDF - 1.63 MB) The centre pull-out from the booklet, including Charles Darwin’s timeline
• Charles Darwin: A Voyage of Discovery high resolution poster (PDF - 5.5 MB) Same as above only better quality

Education kit (teacher’s resource booklet)

• Charles Darwin: A Voyage of Discovery booklet (PDF - 6.8 MB) Teacher’s resource booklet
• Teachers Feedback Questionnaire (PDF - 300 KB)

Bonus chapter

• Change and evolution activity (PDF - 1.7 MB)
• NSW map (PDF - 300 KB) Map of Darwin’s journey from Sydney to Bathhurst
• TAS map (PDF - 300 KB) Map of Darwin’s journey of Hobart Town and surrounding region
• WA map (PDF - 300 KB) Map of Darwin’s journey of King George Sound and surrounding region
• Tables (XLS - 87 KB) All tables for the activities contained in the booklet

A message from Peter Garrett

This year, the world celebrates the 200 th anniversary of Charles Darwin’s birth and the 150 th anniversary of his work, On the Origin of Species . Australia is also commemorating the five-year, round-the-world voyage that brought a youthful Darwin to Australia and saw him discover an abundance of new species.

The Australian Biological Resources Study and the Australian Science Teachers Association have made an outstanding contribution to this anniversary year by producing this resource book on Darwin’s experiences in Australia. There is much still to be discovered about Australia’s plants and animals and I encourage teachers to use this book to inspire the next generation of species discoverers.

Peter Garrett Minister for the Environment, Heritage and the Arts March 2009

Introduction

This poster and related booklet has been funded by the Australian Biological Resources Study (ABRS) to commemorate two important events occurring in 2009 — the bi-centenary of the birth of Charles Darwin and the 150 th anniversary of the publication of his book, On the Origin of Species . Although Charles Darwin: A Voyage of Discovery has been created specifically for this year of celebrations, the activities have been designed so they can continue to be used in the future.

A Background information section has been included to provide teachers with an outline of Darwin’s interests and ways of working, his historic theory of natural selection, how he came to visit Australia on the Beagle and his connections to well-known early residents of Australia.

The diverse range of activities included is designed for students in the middle years of schooling (Years 6–9) throughout Australia and will acquaint them with Darwin’s Australian connections, his greatest contribution to science — his theory of natural selection, his methods of obtaining evidence and the relevance of his theory today.

Darwin’s great theory

The idea that living things had evolved was put forward in Darwin’s time, but no satisfactory mechanism by which this had occurred had been described. Darwin indicated the mechanism and provided an enormous body of evidence in its support.

Darwin explained that plants and animals change over time through a process of Natural Selection and that this occurs because:

• Not all plants and animals in a population are alike.
• More young are born than can hope to survive for long enough to reproduce.
• Those plants and animals with features best suited to their environment (‘the fittest’) are more likely to survive and reproduce.
• These survivors pass their desirable features on to their offspring.
• Gradually these features become more common and the population changes over time.
• If the changes are great enough they could produce a completely new species of plant or animal altogether.

Note: Bacteria and viruses had not been identified in Darwin’s time, but his theory holds true for all organisms.

Reference Charles Darwin in Australia , F.W. Nicholas & J M Nicholas, Cambridge University Press, 2002.

Copyright Information

© Commonwealth of Australia 2009. © Australia Science Teachers Association Inc. 2009.

This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968 , all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to:

Commonwealth Copyright Administration Attorney General’s Department Robert Garran Offices National Circuit Barton ACT 2600

or posted at

• www.ag.gov.au/cca

Author: Judy Attwood. Photo: Tetraclita squamosa © Diana Jones 2009. Printer: Blue Star Print.

About this poster

Series: Posters Publisher: Australian Biological Resources Study Year: 2009 A collaborative project by: Australian Biological Resources Study/Australian Science Teachers Association ISBN: 978 0 642 56859 5

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Age of Discovery Curriculum

Also known as the age of exploration, the era of discovery was one of history's most fascinating and pivotal periods., search for worksheets, download the age of discovery curriculum.

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Table of Contents

Also known as the Age of Exploration, the Era of Discovery was one of history’s most fascinating and pivotal periods. It opened up the world’s continents to more peoples, cultures, and resources. However, the global interconnectedness the period ushered in also had negative impacts. If you wish to learn more about the Age of Discovery , this is the perfect lesson for you!

See the fact file below for more information on putting together an Age of Discovery Curriculum , or you can download our 18-page Age of Discovery Curriculum pack to utilize within the classroom or home environment.

Key Facts & Information

• Short video explainer
• Before we start, watch a short video explainer about the Age of Discovery. Access using the link found in the PDF download.

What to Consider

• Let learners explore the significance of geography in the emergence of Spain and Portugal as leading maritime rivals at the time. Moreover, harness learners’ geographical skills by discovering the richness of places such as the most coveted Spice Islands, the feared Cape of Good Hope , and the surprisingly calm Mar Pacifico. 
• Historical context – Similar to tackling other historical epochs, such as Ancient civilizations, the Middle Ages , the Renaissance , and the Industrial Revolution , it is crucial to provide learners with an understanding of the historical context of the time. Accurate knowledge of the social, political, and economic conditions during the Age of Discovery will ensure everything is clear about how and why events happened and people acted the way they did.
• Multiple perspectives – In understanding and comprehending the motives and impacts of the Age of Discovery, learners must use multiple viewpoints. They must analyse events based on primary and secondary sources from the perspectives of both the indigenous population and the colonizers. 
• Relatable impacts – Aside from knowing and highlighting the contributions of the explorers and their patrons, it is important for learners to realize how the Age of Discovery still has significant impacts on societies we are living in today, including commemorations glossing over the legacy of slavery, exploitation of resources, suppression or eradication of indigenous populations, and other imprints of colonialism. 
• If you’re concerned about upsetting your students with dark aspects of history during a time of what is supposed to be informative and interactive learning, we have a useful article that will help you navigate teaching an objective recount of the facts while managing the possibility of distress.   

How to Deliver

• The Age of Discovery was a centuries-long period of European navigation, exploration, and exploitation of never before seen overseas lands. Between the 15th and the 17th centuries, the term “colonialism”, which would later turn into “imperialism”, had never been heard. Yet, this period in history became the turning point of humans’ unprecedented curiosity about what’s beyond the seas. 
• Teaching the Age of Discovery will require significant historical terms, events, and people, but the essential learning would be the impact of this era. Beyond traditional lectures, teaching, and learning, the Age of Discovery can promise more fun. 
• Let’s take our learners on a travel adventure while learning, by devising coherent lessons and activities. First, using a travel goal map activity, let’s introduce the world map and ask them what places they want to visit and why.  

There are two ways to deliver this motivational activity: (1) a traditional printed map and (2) Google Maps or other navigational tools. Using a traditional printed map, each student will plot and trace their journey from their location (e.g. United States) to their dream destination (e.g. Spain). Similarly, students will input their current location and destination in Google Maps. Compared to a traditional printed map, Google Maps can estimate time and nearby places to visit, such as museums, restaurants, and transit.

• Through follow-up questions, such as (1) What are the things you will need when traveling? (2) What are the possible modes of transportation? We can introduce the idea of overseas traveling. It is also crucial to connect our students’ reasons for traveling to the motives of people in earlier centuries. Below is a sample of responses.

• Following the initial travel goal activity, inquire about their insights on the difference between the motives of traveling then versus today through follow-up questions, such as “Why do you think the reasons for traveling differ?”
• One of the most common yet effective teaching-learning strategies is timelines. To make it more fun and collaborative, learners will add thought bubbles of what happened during the period leading to the Age of Discovery. Check the example below!

• In processing the students’ answers, deduce the most significant to the emergence of the Age of Discovery. At this point, teachers are expected to establish the historical context of the time. The learners must comprehend and analyse the development and role of Christianity in European society from the Medieval period until it became one of the motives for the crusades and exploration (i.e. Treaty of Tordesillas ). Another historical turning point was the outcome of the Crusade s, which later led to the rise of the Ottoman Empire , including their expanding control of crucial trade routes between Europe and Asia.
• As part of establishing historical context, it is significant to note that at the time of the Ottomans, trade between the two continents was largely possible because of the Silk Road and inland shipping trade around the Mediterranean Sea . (Learners are expected to have a schema of the previous historical periods since these are topics studied before the Age of Discovery). 
• Side by side with our timeline, we can use an organizer and a map to emphasize the significance of geography and historical context in discussing the motives for exploration. See samples below.

• While going to the airport and presenting a passport to travel from Europe to Asia without entering the gates of the Ottoman Empire was impossible at the time, limited land and sea routes restricted affordable European commerce. As a result, the thirst for knowledge and cheaper commerce sparked the search for new routes, including spanning the vast seas. While there were political and religious motivations, some historians argue that wealth in the form of exotic goods, gold, and silver, mainly drove this period.
• Today traveling overseas needs documents. An approved visa is required before entering another country, depending on your origin. At this point in our travel goal, let’s develop our learners’ analytical skills through a DBQ activity (Document-Based Questions). 
• Amongst the intriguing parts of the Age of Discovery was the emergence of royal patrons. Iberian monarchs such as King Ferdinand II of Castile, Queen Isabella I of Aragon, and Prince Henry the Navigator of Portugal made the pivotal voyages of Christopher Columbus , Ferdinand Magellan , and others possible. For the DBQ activity, we can utilize primary sources, including letters, diaries, and etchings.

• How did Columbus describe the indigenous peoples during his voyage to the New World, and what were his initial impressions of them?
• What specific natural resources did Columbus believe could be found in the New World, and how did he suggest they could benefit Spain?
• How did Las Casas describe the treatment of the indigenous peoples of the Americas by the Spanish?
• What were some of the underlying attitudes and beliefs that contributed to Spanish mistreatment and exploitation of indigenous peoples, as described by Las Casas?
• The most common features of colonized societies are the detrimental impacts of exploitation of resources, indigenous people, and their traditions and culture. For some complex societies, such as the ancient Aztecs , Incas , and Mayans , material pieces of evidence during the colonial period are scarce due to forced assimilation into colonial life. Aside from the colonist myth of superiority (similar to the American idea of Manifest Destiny , a.k.a divine right, colonialism also perpetuates stereotyping of the indigenous population as “noble savages” to justify its exploitation. 
• Below are illustrations from pre-colonial codices, which show that the indigenous people of Mexico had rich culture and tradition before the Spanish colonization. 

• In addition to supporting documents, traveling also requires ‘must haves’. Today, travel essentials vary from money to a pillow. Brought about by the Renaissance (the adoption of the printing press in Europe allowed the spread of ideas about science, travel, and maps), scientific and technological advancement contributed to the improvement of navigational tools and shipbuilding techniques. Specifically, in the Iberian peninsula, Prince Henry of Portugal supported maritime studies, early exploration along the coast of Africa, and the establishment of trading posts in the Atlantic islands. Below are some early navigational tools we can show our learners. 

• Like the modern period’s Space Race , the Age of Exploration was Europe’s race to unexplored lands. Driven mainly by the 3Gs – God, gold, and glory – the Iberian superpowers of Spain and Portugal led the voyages beyond their known seas. In this section of the discussion, race cards featuring some of the most famous explorers , patrons, and complex societies can be played. The impact of diseases, advancement in weaponry, and internal conflict within the indigenous population can complicate the game. 

• Above are examples of Age of Discovery playing and power-up cards we can add to a travel goal activity. Let our students use their creativity to customize the features of each card. They can even design a board showing the rivalry between the European empires; Spanish, Portuguese, Dutch, British, and French. Moreover, they can also learn to strategize the game based on the historical facts they learned. For example, European diseases brought by the colonizers, which depleted the indigenous population (Americas) by 90%, are a power-up with colonizer cards. Furthermore, the less advanced spears and bows were less effective in warfare versus the Europeans’ muskets and crossbows. 
• Today, traveling is a lifestyle and leisure for many. Exposure to new cultures contributes to a person’s personal and professional awareness and growth. In the 15th to 17th centuries, travel was long and dangerous, making it rare for leisure purposes. Despite exchanging goods and ideas (e.g. Columbian Exchange), the era negatively impacted indigenous populations of exploited lands. Sadly, such impacts are still evident today. The last learning outcome will develop our learners’ abilities to assess and evaluate the result of historical facts, including the economic, political, technological, and socio-cultural impacts. From a simple compare and contrast table to a more complicated web diagram, we must learn that our students can see the bigger picture behind the Age of Exploration. 
• From a multicultural perspective, teaching and learning should be inclusive of the views and attitudes of the explorers (colonizers) and indigenous peoples. It is also important not to oversimplify the motives and impacts of the period and not to romanticize the explorers. 
• Vasco da Gama and the first attempts to sail from Europe to Asia;
• John Cabot’s “New-found-land” and the early English participation in the exploration;
• Pedro Álvares Cabral and the lasting Portuguese influence in Brazil ;
• Amerigo Vespucci and correcting Columbus’ claim of the New World;
• Juan Sebastián Elcano and the first circumnavigation of the world;
• Francis Drake and Queen Elizabeth I ’s support in privateering.

Let’s consider the things needing discussion on this topic. Though it can seem intimidating, we have nothing to worry about in dealing with the concepts rooted in the Age of Discovery, such as colonialism, slavery, and imperialism. Below are examples of topic-ender activities, especially when broken down like this.

The class may also watch films that reflect the ideas of the nature of the Age of Exploration. For example, James Cameron’s Avatar (2009 and 2022) is an allegory of colonialism, particularly the struggles of the indigenous Na’vi people of Pandora against the human colonizers who threaten to exploit their resources and destroy their culture. Another fictional film suitable for younger learners is the 2000 animated movie The Road to Eldorado, which depicts two Spanish conquistadors in search of the City of Gold. The films may not directly address the issues of colonialism, but they illustrate colonists’ attitudes, such as superiority and entitlement. The films also reinforce the colonial motif of wealth and falsely display the adventures as fun and exciting despite the derogatory stereotypes of the indigenous population. 

Learning Outcomes

• At the end of the lesson, learners are expected to be more critical in analyzing historical sources before any conclusions and interpretations. Developing a sense of contextualization in studying history is a must to avoid the dangers of wrong judgements. 
• In addition to developing a deep knowledge of the period (event and key figures) and its impacts. Such acquired knowledge should be applied to promote inclusiveness and global cooperation.

Age of Discovery Worksheets

This is a fantastic curriculum bundle that includes everything you need to know about teaching an Age of Discovery Curriculum across 18 in-depth pages. These are ready-to-use worksheets that are perfect for teaching students about the Age of Discovery. Also known as the Age of Exploration, the Era of Discovery was one of history’s most fascinating and pivotal periods.

Complete List of Included Worksheets

• What to consider
• How to deliver
• Learning outcomes
• Lesson Plan Template
• Suggested Worksheets

Frequently Asked Questions

What was the age of discovery.

The Age of Discovery, also known as the Age of Exploration, was a period of European exploration and maritime expansion that lasted from the 15th to the 17th centuries. During this time, European explorers embarked on voyages to explore unknown territories, establish trade routes, and expand their empires to other parts of the world.

What were the main reasons for the Age of Discovery?

The main reasons for the Age of Discovery were:

• Economic motivations: European countries sought to establish new trade routes to access valuable goods from Asia, such as spices, silks, and precious metals, without having to rely on intermediaries.
• Technological advancements: The development of new maritime technologies, such as improved ship designs, navigational instruments like the compass, and better cartography, made long-distance voyages possible.
• Religious and missionary zeal: European powers wanted to spread Christianity and convert people in other lands to their faith.
• Competition among European nations: European countries competed with each other to establish colonies, gain prestige, and expand their territories.
• Curiosity and the spirit of adventure: Explorers were driven by a desire to discover new lands, cultures, and civilizations.

Who were some famous explorers during the Age of Discovery?

Some famous explorers during the Age of Discovery include:

• Christopher Columbus (Spain): He made four voyages across the Atlantic, opening up the Americas to European exploration.
• Vasco da Gama (Portugal): He discovered a direct sea route from Europe to India, establishing the first European trade links with the lucrative spice trade.
• Ferdinand Magellan (Spain): He led the first circumnavigation of the world, proving that the Earth was round and not flat.
• James Cook (England): He explored and mapped many areas of the Pacific Ocean, including Australia, New Zealand, and Hawaii.
• Henry Hudson (England/Netherlands): He explored areas in North America, including the Hudson River and Hudson Bay.

What were the major impacts of the Age of Discovery?

The major impacts of the Age of Discovery include:

• Expansion of European empires: European powers established colonies in various parts of the world, leading to the rise of global empires.
• Exchange of goods and ideas: The exploration and colonization of new lands resulted in the exchange of goods, cultures, ideas, and technologies between Europe and other regions, leading to globalization.
• Changes in world maps and knowledge: New discoveries and explorations led to the creation of more accurate world maps and expanded knowledge about the geography, flora, fauna, and indigenous peoples of different regions.
• Economic transformations: The establishment of new trade routes and the exploitation of resources in colonized lands contributed to the growth of mercantilism, capitalism, and the rise of the global economy.
• Cultural and societal changes: The encounters between European explorers and indigenous peoples of other lands had significant cultural, social, and religious impacts, including the spread of Christianity, changes in local traditions, and the beginning of the transatlantic slave trade.

What were some challenges and controversies during the Age of Discovery?

Some challenges and controversies during the Age of Discovery include:

• Conflicts with indigenous peoples: European explorers often clashed with indigenous peoples in the lands they discovered, resulting in violence, colonization, and the displacement or enslavement of local populations.
• Rivalries among European powers: Competition among European nations for colonies and resources led to conflicts, wars, and power struggles, including the colonization of lands already inhabited by other European powers.

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