Materials

• Text and ancillary materials
• Map of the world
• Colored pencils and/or markers
• Spices to taste
• Small zippered plastic bags

Instructional Activities

NOTE: The following Web resource may be helpful in teaching this session:

• The Influence of Spice Trade on the Age of Discovery. <http://muweb.millersville.edu/~columbus/papers/strass-1.html>.

1. Display a picture of a 15th century home or village, and ask the students to describe the contents of the kitchen or cooking area. Instruct them to consider the following questions and issues:
   • What are the most striking features about this kitchen? If you were to visit, what modern convenience would you miss the most?
   • Discuss the 15th century diet and the desire by the wealthier people to make their food taste better.
   
   
2. Assign an appropriate reading selection on the spice trade. A selection may be found in the text or at the Web resource cited above.
   
   
3. Briefly discuss the causes for and effects of controlling a piece of the spice trade, profit motives, risks, and benefits.
   
   
4. After the discussion have students create a “Spice Map,” locating the areas of production for the desired spices. Follow the directions below for this activity:
   • Place the spices in zippered plastic bags for easy access to smell and taste.
   • Make a series of stations around the classroom, each with a different spice. Include saffron (India), cinnamon (Spice Islands and India), pepper (India and Spice Islands), and salt (Africa). A further option is to include products such as chocolate (Mexico), coffee (Brazil), and silk to expand the map (and world view).
   •Direct students to visit each spice station and label the appropriate location on their maps with a symbol for the spice.
   • On the same map, have students locate the routes of the explorers (Columbus, Magellan, da Gama, Drake, and Cartier.) Students can accomplish the two tasks simultaneously.
   • The map key should include symbols for each product and colors for the routes of each explorer.
   
   
5. Have students label the continents of Europe, Africa, Asia, North American, and South America; the countries of England, France, Spain, Portugal, and The Netherlands; and all oceans.
   
   
6. Ask the students to compare exploration routes with the desired products. Brainstorm conclusions students may reach.
   
   
7. Assign a teacher-selected reading worksheet or other reinforcement activity.