OCR A-Level History A H505
Y101: Alfred and the Making of England 871–1016Unit group 1
Y102: Anglo-Saxon England and the Norman Conquest 1035–1107Unit group 1
Y103: England 1199–1272Unit group 1
Y104: England 1377–1455Unit group 1
Y105: England 1445–1509: Lancastrians, Yorkists and Henry VIIUnit group 1
Y106: England 1485–1558: The Early TudorsUnit group 1
Y107: England 1547–1603: The Later TudorsUnit group 1
Y108: The Early Stuarts and the Origins of the Civil War 1603–1660Unit group 1
Y109: The Making of Georgian Britain 1678–c.1760Unit group 1
Y110: From Pitt to Peel 1783–1853Unit group 1
Y111: Liberals, Conservatives and the Rise of Labour 1846–1918Unit group 1
Y112: Britain 1900–1951Unit group 1
Y113: Britain 1930–1997Unit group 1
Y201: The Rise of Islam c.550–750Unit group 2
Y202: Charlemagne 768–814Unit group 2
Y203: The Crusades and the Crusader States 1095–1192Unit group 2
Y204: Genghis Khan and the Explosion From the Steppes c.1167–1405Unit group 2
Y205: Exploration, Encounters and Empire 1445–1570Unit group 2
Y206: Spain 1469–1556Unit group 2
Y207: The German Reformation and the Rule of Charles v 1500–1559Unit group 2
Y208: Philip II 1556–1598Unit group 2
Y209: African Kingdoms c.1400–c.1800: Four Case StudiesUnit group 2
Y210: Russia 1645–1741Unit group 2
Y211: The Rise and Decline of the Mughal Empire in India 1526–1739Unit group 2
Y212: The American Revolution 1740–1796Unit group 2
Y213: The French Revolution and the Rule of Napoleon 1774–1815Unit group 2
Y214: France 1814–1870Unit group 2
Y215: Italy and Unification 1789–1896Unit group 2
Y216: The USA in the 19th Century: Westward Expansion and Civil War 1803–c.1890Unit group 2
Y217: Japan 1853–1937Unit group 2
Y218: International Relations 1890–1941Unit group 2
Y219: Russia 1894–1941Unit group 2
Y220: Italy 1896–1943Unit group 2
Y221: Democracy and Dictatorships in Germany 1919–1963Unit group 2
Y222: The Cold War in Asia 1945–1993Unit group 2
Y223: The Cold War in Europe 1941–1995Unit group 2
Y224: Apartheid and Reconciliation: South African Politics 1948–1999Unit group 2
Y301: The Early Anglo-Saxons c.400–800Unit group 3
Y302: The Viking Age c.790–1066Unit group 3
Y303: English Government and the Church 1066–1216Unit group 3
Y304: The Church and Medieval Heresy c.1100–1437Unit group 3
Y305: The Renaissance c.1400–c.1600Unit group 3
Y306: Rebellion and Disorder Under the Tudors 1485–1603Unit group 3
Y307: Tudor Foreign Policy 1485–1603Unit group 3
Y308: The Catholic Reformation 1492–1610Unit group 3
Y309: The Ascendancy of the Ottoman Empire 1453–1606Unit group 3
Y310: The Development of the Nation State: France 1498–1610Unit group 3
Y311: The Origins and Growth of the British Empire 1558–1783Unit group 3
Y312: Popular Culture and the Witchcraze of the 16th and 17th CenturiesUnit group 3
Y313: The Ascendancy of France 1610–1715Unit group 3
Y314: The Challenge of German Nationalism 1789–1919Unit group 3
Y315: The Changing Nature of Warfare 1792–1945Unit group 3
Y316: Britain and Ireland 1791–1921Unit group 3
Y317: China and Its Rulers 1839–1989Unit group 3
Y318: Russia and Its Rulers 1855–1964Unit group 3
Y319: Civil Rights in the USA 1865–1992Unit group 3
Y320: From Colonialism to Independence: The British Empire 1857–1965Unit group 3
Y321: The Middle East 1908–2011: Ottomans to Arab SpringUnit group 3
Y205: Exploration, Encounters and Empire 1445–1570
Exploration: Reasons why this was an age of exploration and motives for patronage
- 3 things to know
- Unit group 2
Overview
Recall questions on reasons why this was an age of exploration, Renaissance learning and values, trade, religion, technological change, geography of and internal developments in Portugal and Spain, motives for patronage.
What you need to know
Answer each one before you reveal it.
Name three technological changes that made long ocean voyages practicable.
Why was the spice trade such a powerful motive for seeking a sea route to the East?
Questions from this subtopic
Each one with the model answer underneath.
- 1
How did Ottoman expansion push Europeans towards ocean voyaging?
Model answer
The fall of Constantinople in 1453 and the growth of Ottoman power across the eastern Mediterranean placed the overland spice routes in Muslim hands, so western rulers looked for a sea route to Asia that avoided them altogether.
- 2
Explain how Renaissance learning contributed to the age of exploration.
Model answer
The recovery of classical geography, above all Ptolemy, gave navigators a mathematical model of a spherical earth and a grid of latitude and longitude, while humanist curiosity, the hunger for personal fame and the printing of voyage accounts made discovery both possible and prestigious.
- 3
Why was the spice trade such a powerful motive for seeking a sea route to the East?
Model answer
Pepper, cloves, nutmeg and cinnamon reached Europe only after passing through Muslim and Venetian middlemen who multiplied the price, so a crown that could buy at source stood to make enormous profits.
- 4
Give two religious motives that drove the early voyages.
Model answer
The wish to convert non-Christian peoples and win souls for the Church, and the crusading impulse to outflank Islam, which included the hope of finding the legendary Christian ruler Prester John as an ally.
- 5
Name three technological changes that made long ocean voyages practicable.
Model answer
The caravel, with lateen sails and a shallow draught that let it work to windward and explore coasts; the magnetic compass and quadrant or astrolabe for direction and latitude; and better charts, sailing directions and shipboard cannon.
- 6
Why was Portugal so well placed to lead the first phase of exploration?
Model answer
It faced the Atlantic, had completed its own reconquest and could not expand by land, had a stable crown and a nobility needing employment, and had already colonised Madeira, the Azores and Cape Verde with the backing of Prince Henry and the wealth of the Order of Christ.
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