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. 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 Crusades, 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.

• DBQ questions may include the following:
  • 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. 
• Aside from the most commonly known adventures of Christopher Columbus and Hernán Cortés in the Americas, we can explore more by getting a closer look at:
  • 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

1. Teaching Age of Discovery
   1. Short video explainer
   2. What to consider
   3. How to deliver
   4. Learning outcomes
2. Lesson Plan Template
3. 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:

1. 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.
2. 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.
3. Religious and missionary zeal: European powers wanted to spread Christianity and convert people in other lands to their faith.
4. Competition among European nations: European countries competed with each other to establish colonies, gain prestige, and expand their territories.
5. 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:

1. Christopher Columbus (Spain): He made four voyages across the Atlantic, opening up the Americas to European exploration.
2. 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.
3. Ferdinand Magellan (Spain): He led the first circumnavigation of the world, proving that the Earth was round and not flat.
4. James Cook (England): He explored and mapped many areas of the Pacific Ocean, including Australia, New Zealand, and Hawaii.
5. 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:

1. Expansion of European empires: European powers established colonies in various parts of the world, leading to the rise of global empires.
2. 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.
3. 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.
4. 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.
5. 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:

1. 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.
2. 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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