Module 16: Exploration & Expansion

Hi everyone, and welcome to the sixteenth and final module of the History of Christianity 1 Course. In this section, we'll be looking at the age of exploration and how that led to the expansion of the church to new areas. We'll study the interaction of international history and the history of the church.

This module is a survey of the age of exploration, and the resulting geographical expansion of the church. You will be exposed to the history of this expansion, but also the challenges, successes, and failures of the church in dealing with the native peoples in those new geographical areas. You will be given opportunity to process and evaluate the history of these international dealings in light of Biblical principles, and also compared with the realistic options open to the people of that time.

This module will also conclude with some review of the history covered in this entire course, and especially the overall principles and lessons learned from that history, and how these things can best be applied to current life and ministry. You will be given opportunity to think through how you personally can internalize and put into practice the major themes and ideas learned from the entire course. And the student will be given opportunity to process how these lessons can be applied to current situations.

Introductory Scenario

Imagine that you are a missionary traveling to a newly discovered, stone-age tribe. Your knowledge and access to technology means you have so much you could teach and offer that tribe. But it also means that you have a power advantage over that tribe and opportunity to exploit them. How can you best help and teach them? How can you bless them without exploiting them? How would you teach them about Christ, even if that means rejecting their native religion and practices? What would you do if they resisted your help and presence? Please consider these questions and be watching for material that will help you answer them as you work through this module.

Module Objectives and Outcomes

Upon successful completion of this module, the student will:

  • Understand the history of European exploration and trade, and its connection to the geographical expansion of the church.
  • Evaluate the success and failures of the church during the age of exploration according to Biblical standards, and compared with other possibilities.
  • Review the history, principles, and lessons learned from all the history covered in this course, and consider ways these can be applied in current life and ministry.
  • Place the exploration and expansion in a general chronology, and review the overall chronology covered in the entire course.

Instruction Guides

In this section, you'll find links to important instructional documents for this module. Click the following links to open each document. There is a set of instructions for individual study and a document for group study.

Individual Student Guide
Group Student Guide

Textbook Content

In this section, you'll find a study guide for the textbook reading for module 16. And then you'll find the link to a practice quiz covering this textbook reading.

Textbook Reading List and Study Guide for Module 16

This section also contains a review quiz to test your understanding of the textbook material for this module. By clicking the banner below, you will be given a series of questions, in random order. The quiz will be different each time, so feel free to take it more than once.

trigger icon
Gonzalez Textbook Quiz
Click Here to closeopen
Textbook Review Quiz for Gonzalez chs. 36-38

Click the button next to the best answer for each question, or drag each term to its best definition. Then press the Submit button at the bottom to see if your answers are correct.


The Spanish concentrated only on expanding to the new world of what is now the Americas

True

Sorry, see Gonzalez p. 458

False

Well Done
Francis Xavier was able to see converts in India and Japan, but was unable to enter China

True

Good Job

False

Sorry, see Gonzalez pp. 477-479
Portugal's strategy in Africa was the same as its strategy in the orient

True

Sorry, see Gonzalez p. 476

False

Correct
Drag each term to its proper definition
Antonio Viera
Matteo Ricci
Santidade
Caste
Roberto de Nobli
Francis Xavier
Nzinga a Nkuwu
Gonzalo de Silveira

A syncretistic religion that grew up in Brazil by combining parts of Christianity with parts of native religions

Early missionary who ministered in India and Japan

Missionary to China who, by proving his skill with mathematics and astronomy, gained a hearing with the Chinese emperor and gained converts among the intellectuals of China

King of the Congo region who was an early convert to Christianity in his region

Portuguese missionary to Zimbabwe

A Jesuit who spoke against the oppression of the natives he witnessed in Brazil

A system of classes in India that separated people into distinctive groups which did not intermingle with each other

Portuguese missionary who evangelized the upper castes in India by behaving like a cultured teacher and adopting native customs

Missionary efforts were sometimes hindered by the close connection some missionaries made between Christianity and European culture

True

Well Done

False

Sorry, see Gonzalez p. 479
One of the reasons the Portuguese explored Africa was to go around Muslim controlled territories to trade with the East.

True

Well Done

False

Sorry, see Gonzalez p. 473
Ferdinand and Isabella sought to limit the power of Columbus and other leaders in the new world

True

Correct

False

Sorry, see Gonzalez p. 450
The Spanish missionaries only evangelized the native Indians and did not care about the imported black slaves

True

Sorry, see Gonzalez pp. 462-464

False

Good Job
Missionaries to Mexico were relatively successful, partly because the natives respected the Christian God, who had defeated their native gods

True

Well Done

False

Sorry, see Gonzalez pp. 454-455
Which best describes the attitude of the Spanish to the native Indians?

They sought to exploit them for gold and use them as slaves

True, but incomplete, see Gonzalez p. 466

They sought to evangelize and educate them, treated them well, and protested against their mistreatment

True, but incomplete, see Gonzalez p. 466

Both of the above are true, different Spanish people and groups treated the natives differently

Good Job

Lecture Content

In this section, you will find the video lectures for the Exploration & Expansion module. They are designed to be watched in order, but each video should make sense on its own. Click each banner to open access to each video. There are also links with each video if you prefer to watch on the Rumble or YouTube interface or download just the audio to listen offline.

Lecture Study Guide for Module 16
Blank Lecture Notes for Module 16
trigger icon
16a: Exploration & Expansion
Click Here to closeopen
Watch on Rumble
Watch on YouTube
Download Audio
 trigger icon
16b: Summary & Application
Click Here to closeopen
Watch on Rumble
Watch on YouTube
Download Audio

Supplemental Reading

The student will read the assigned secondary reading at the link found below. Think through the content of this article and use the insights gained as part of their course material response and application reflection or discussion.

The Horrors of History...

Reviews

In this section, you will find the review slides from the course lectures for module 16. This is a convenient way to view and review the summaries for each lecture. Click the banner to open the slide show.

trigger icon
Review Slideshow
Click Here to closeopen

Click the prev. and next buttons (bottom right of the slide) to move through the slides. You can also click on any thumbnail to go directly to that slide.

Discussion/Reflection Questions

This section contains questions for further thought and discussion from Module 16. It is recommended that you take time to think through these issues in order to thoroughly grasp the significance and explore the application of the material you are learning. These questions can also be used as essay questions in a classroom setting exam. Below, you will find links to the Response and Application Reflection Instructions for Individuals, and the Response and Application Discussion Instructions for Groups. And you will find a link to the detailed question document for this module. Or Click the banner below to view the questions in a simplified format.

Instructions for Individuals
Instruction for Groups
Discussion/Reflection Questions for Module 16
trigger icon
Discussion/Application Questions
Click Here to closeopen

The following questions are for your thoughtful consideration and discussion:

  1. What did you learn about the Explorers? What was good? What was bad? How does this apply?
  2. What did you learn about the church? What was good? What was bad? How does this apply?
  3. How should the church act toward the vulnerable? How can we guard and work toward Biblical justice? What lessons should we learn? How should we apply them?
  4. What is the current state of the church & culture?
  5. What do you understand more clearly and why?
  6. What principles & strategies stand out and why?
  7. What else did you learn? How does it apply?

(Optional) Timeline - Part 16

This section contains instructions for an optional Timeline activity to be constructed over all sixteen modules. Below is a link to the detailed instructions for this activity.

Timeline Project Instructions

Step Sixteen of the Timeline should include the following information:

  • Any significant events in the history of exploration, and the missionary expansion of the church to newly discovered lands.
  • The various explorers, missionaries, and influential church leaders, what they accomplished, and the outcomes of what they did.
  • Any short and long term consequences on the church and Christian society, including new ideas and attitudes that resulted from the contact with new cultures, as well as the consequences for those new cultures and peoples.
  • Any other significant events, ideas, and practices, which had bearing on, or flowed out from the exploration and geographical expansion of the church.

Annotate any significant approaches, people, events, principles, mindsets, and practices of the explorers and missionaries, including the immediate and long-term impact on the larger church, the surrounding societies and cultures, and how these are applicable in the current church and and Christian life.

Because this is the final module, this is the time to review and possibly revise the entire timeline, based on your knowledge of the entire history covered by this course. Think through what people, ideas, and events were most influential for the larger history, and any significant connections between them throughout the timeline. Annotate any of these overall connections and developments for the timeline as a whole.

Remember, the purpose of this timeline is for the student to reflect on and apply the things they are learning from history and their relationships with each other. And this timeline, if taken seriously and done thoughtfully, can be a resource that blesses and helps the student remember what they have learned from history.

(Optional) Principles Chart - Part 16

This section contains instructions for an optional Principles Chart activity to be constructed over all sixteen modules. Below is a link to the detailed instructions for this activity.

Principles Chart Instructions

Step Sixteen of the Principles Chart will add any important principles noted from the background causes, ideals, and activities of the explorers and missionaries in their dealing with the various native cultures, and their consequences, and how those principles can be applied.

It is suggested that the student begin this activity before watching the "Guiding Principles" portion of the lecture. Then the student may supplement their work after learning additional insights from the Guiding Principles.

And because this is the last module, the student should review and revise their principles chart based on what they have learned throughout the entire course. For instance, the principles may be grouped together by common themes, such as: those principles dealing with personal life & devotion, those addressing church life, those addressing how we should deal with other Christians, deal with non-believers, etc., or whatever organizing scheme the student thinks most appropriate for the principles they have included.

Remember, the purpose of this chart is for the student to reflect on and apply the things they are learning from history. And this principles chart, if taken seriously and done thoughtfully, can be a resource that blesses and helps the student for the rest of their life.

(Optional) Term Project - Presentation

The student will complete the writing and/or production of their term project on their chosen topic, demonstrating what they learned, as well as the principles they gained from the historical data, and how it applies to current life and ministry. The group leader will communicate if, when, and how the students will share and/or present their projects to the group.

Below is a link to detailed instructions for the entire project.

Term Project Instructions

Primary Source Reading

This section contains instructions and resources for the Primary Source Reading activity. The student should read a minimum of 10-20 pages from a primary resource or resources discussed in this module's lecture and write or discuss a brief response to their reading.

Because this is the final module, it may also be appropriate to summarize all that you have learned from the primary source reading from the entire course. And please remember that you can go back and continue to read from these resources even after completing this course.

Below is a link to detailed instructions for the Primary Source Reading, which contain a list of recommended resources, by module. And click the banner below to access a list of recommended resources with links to where they may be found.

Primary Source Reading Instructions
trigger icon
Primary Sources
Click Here to closeopen

The following is a list of the recommended primary sources for this module. This list contains links to the resources in print and/or online format. These links may change, so feel free to search for other sources for these same titles. In addition, please do not feel you are limited only to this list. Feel free to choose from any primary source from the period and topic covered in this module:

Links to Primary Sources

Review Quiz

This section is a link to a review quiz to test your understanding of the objective material for Module 16. By clicking the banner, you will be taken to a series of questions, in random order. Answer each question and then push the Submit button to check your answers. Every question must be answered before you can submit the quiz. At the end, you will be shown your score for the entire quiz. The quiz will be different each time, so feel free to take it more than once. Click the banner to begin the quiz.

trigger icon
Quiz for Module 16
Click Here to closeopen
Review Quiz for Module 16

Here is a review quiz for the material covered in this module's lectures. Click the button next to the best answer for each question, or drag each term to its best definition. Then press the button at the bottom to see if your answers are correct.


What is the reason Spain explored Central America and western South America, and Portugal explored Brazil?

The historical reality of which nation arrived first in each place

Sorry, see Lecture 16a

An arbitrary division of lands by the longitudinal line (east/west)

Correct

The historical reality of which nation proved stronger militarily in each place

Sorry, see Lecture 16a

An arbitrary division of lands by the latitudinal line (north/south)

Sorry, see Lecture 16a

The historical reality of which nation had more successful trade in each place

Sorry, see Lecture 16a

The Lecture suggests we should beware of dangers from outside the church AND from dangers from inside the church.

True

Well Done

False

Sorry, see Lecture 16b
The Queen of Spain ordered that natives in recently discovered lands be respected and protected, but her orders were not always followed

True

Correct

False

Sorry, see Lecture 16a
The European explorers brought much suffering to the natives in Africa and the New World, but also brought much blessing as well.

True

Well Done

False

Sorry, see Lecture 16a
Drag each name to its best definition
Christopher Columbus
Roberto de Nobli
Hernando Cortez
Francis Xavier
Matteo Ricci
Francisco Pizarro
Henry the Navigator
Vasco de Gama

Portuguese prince who explored parts of Africa, but mostly trained and sent others to explore further after him

Italian sailing for Spain, who first discovered islands in the Caribbean while attempting to sail west to India, eventually proving the existence of a previously unknown continent

Spanish explorer who conquered the Aztec empire in Mexico

Portuguese explorer who first traded with India by sailing around Africa

Missionary to India and Japan, who also unsuccessfully attempted to enter China in order to evangelize

Missionary to India, who adopted the culture of a Brahman in order to reach the higher Brahman caste for Christ, assuming that this would also lead to the lower castes coming to Christ

Missionary to China who was allowed to enter China because of his mathematical and astronomical skill. He became an advisor to the Chinese leadership and worked to evangelize them.

Spanish explorer who conquered the Inca empire in Peru

The early Portuguese interaction with Africa eventually led to Christian kingdoms in Africa, with African bishops and leaders.

True

Good Job

False

Sorry, see Lecture 16a
One of the reasons Portugal explored Africa was to gain allies against islamic expansion in Africa.

True

Well Done

False

Sorry, see Lecture 16a
The church's missionary expansion was a different movement than the military conquest and expansion of trade, but they were not completely unrelated.

True

Good Job

False

Sorry, see Lecture 16a
What is the best evaluation of the church in the period of exploration?

The church always exploited the natives and should be evaluated negatively

Sorry, see Lecture 16a

The church always helped the natives and should be evaluated positively

Sorry, see Lecture 16a

Different people and different parts of the church helped and/or exploited the natives, and each part should be evaluated independently, based on what they did

Good Job

Some plantations in the New World used natives as hired farm workers, and some also used native slaves and imported slaves from Africa.

True

Good Job

False

Sorry, see Lecture 16a

Final Exam

In this section, you will find the Final exam, covering all the course material for the last half of this course (modules 9-16).

Below you will find the study guide for the Final exam, which you should have been using throughout the course so far.

Final Exam Study Guide

Below you will find the answer sheet for the Final Exam. You should have this answer sheet handy as you take the objective portion of the Final exam (either on screen or by printing it out in physical form).

Final Exam Answer Sheet

Below you will find the banner link to open the actual Final exam. By clicking this banner, you will be given a series of objective questions, then a series of essay questions, in random order.

Answer each objective question exactly as you see the correct answer on the Final Exam Answer Sheet. Answer each essay question as you see fit. Answer every question and then push the Check Answers button to check your answers. Every question should be answered before you submit the exam. At the end, you will be shown your score for the objective section of the exam.

The exam will be different each time, so feel free to take it more than once.

trigger icon
Final Exam
Click Here to closeopen

Answer every question and then push the Check Answers button to check your answers.


[{"0":"1","ID":"1","1":"Basil the Great","FEAnswers":"Basil the Great"},{"0":"2","ID":"2","1":"Gregory of Nazianzus","FEAnswers":"Gregory of Nazianzus"},{"0":"3","ID":"3","1":"Ambrose of Milan","FEAnswers":"Ambrose of Milan"},{"0":"4","ID":"4","1":"John Chrysostom","FEAnswers":"John Chrysostom"},{"0":"5","ID":"5","1":"Jerome","FEAnswers":"Jerome"},{"0":"6","ID":"6","1":"Vulgate","FEAnswers":"Vulgate"},{"0":"7","ID":"7","1":"Augustine of Hippo","FEAnswers":"Augustine of Hippo"},{"0":"8","ID":"8","1":"Just War Theory","FEAnswers":"Just War Theory"},{"0":"9","ID":"9","1":"Pelagian","FEAnswers":"Pelagian"},{"0":"10","ID":"10","1":"City of God","FEAnswers":"City of God"},{"0":"11","ID":"11","1":"Vandals","FEAnswers":"Vandals"},{"0":"12","ID":"12","1":"Charlemagne","FEAnswers":"Charlemagne"},{"0":"13","ID":"13","1":"Divine Office","FEAnswers":"Divine Office"},{"0":"14","ID":"14","1":"Papacy","FEAnswers":"Papacy"},{"0":"15","ID":"15","1":"Leo the Great","FEAnswers":"Leo the Great"},{"0":"16","ID":"16","1":"Hagia Sophia","FEAnswers":"Hagia Sophia"},{"0":"17","ID":"17","1":"Gregory the Great","FEAnswers":"Gregory the Great"},{"0":"18","ID":"18","1":"Muhammad","FEAnswers":"Muhammad"},{"0":"19","ID":"19","1":"Iconoclasts","FEAnswers":"Iconoclasts"},{"0":"20","ID":"20","1":"Iconodules","FEAnswers":"Iconodules"},{"0":"21","ID":"21","1":"John of Damascus","FEAnswers":"John of Damascus"},{"0":"22","ID":"22","1":"Coptic Church","FEAnswers":"Coptic Church"},{"0":"23","ID":"23","1":"Vladimir of Kiev","FEAnswers":"Vladimir of Kiev"},{"0":"24","ID":"24","1":"The Third Rome","FEAnswers":"The Third Rome"},{"0":"25","ID":"25","1":"Filioque","FEAnswers":"Filioque"},{"0":"26","ID":"26","1":"Feudalism","FEAnswers":"Feudalism"},{"0":"27","ID":"27","1":"Norsemen","FEAnswers":"Norsemen"},{"0":"28","ID":"28","1":"Leo IX","FEAnswers":"Leo IX"},{"0":"29","ID":"29","1":"Innocent III","FEAnswers":"Innocent III"},{"0":"30","ID":"30","1":"Borgia popes","FEAnswers":"Borgia popes"},{"0":"31","ID":"31","1":"Saladin","FEAnswers":"Saladin"},{"0":"32","ID":"32","1":"Reconquista","FEAnswers":"Reconquista"},{"0":"33","ID":"33","1":"Urban II","FEAnswers":"Urban II"},{"0":"34","ID":"34","1":"Crusades","FEAnswers":"Crusades"},{"0":"35","ID":"35","1":"Templars","FEAnswers":"Templars"},{"0":"36","ID":"36","1":"Scholasticism","FEAnswers":"Scholasticism"},{"0":"37","ID":"37","1":"Anselm of Canterbury","FEAnswers":"Anselm of Canterbury"},{"0":"38","ID":"38","1":"Peter Lombard","FEAnswers":"Peter Lombard"},{"0":"39","ID":"39","1":"Peter Abelard","FEAnswers":"Peter Abelard"},{"0":"40","ID":"40","1":"Thomas Aquinas","FEAnswers":"Thomas Aquinas"},{"0":"41","ID":"41","1":"Hundred Years War","FEAnswers":"Hundred Years War"},{"0":"42","ID":"42","1":"The Great Plague","FEAnswers":"The Great Plague"},{"0":"43","ID":"43","1":"Bonaventure","FEAnswers":"Bonaventure"},{"0":"44","ID":"44","1":"Avignon","FEAnswers":"Avignon"},{"0":"45","ID":"45","1":"Simony","FEAnswers":"Simony"},{"0":"46","ID":"46","1":"Nepotism","FEAnswers":"Nepotism"},{"0":"47","ID":"47","1":"Conciliar Movement","FEAnswers":"Conciliar Movement"},{"0":"48","ID":"48","1":"John Wycliffe","FEAnswers":"John Wycliffe"},{"0":"49","ID":"49","1":"Second Lateran Council","FEAnswers":"Second Lateran Council"},{"0":"50","ID":"50","1":"Jan (John) Huss","FEAnswers":"Jan (John) Huss"},{"0":"51","ID":"51","1":"Savonarola","FEAnswers":"Savonarola"},{"0":"52","ID":"52","1":"Renaissance","FEAnswers":"Renaissance"},{"0":"53","ID":"53","1":"Ferdinand and Isabella","FEAnswers":"Ferdinand and Isabella"},{"0":"54","ID":"54","1":"Henry the Navigator","FEAnswers":"Henry the Navigator"},{"0":"55","ID":"55","1":"Christopher Columbus","FEAnswers":"Christopher Columbus"},{"0":"56","ID":"56","1":"Pedro Claver","FEAnswers":"Pedro Claver"},{"0":"57","ID":"57","1":"Vasco de Gama","FEAnswers":"Vasco de Gama"},{"0":"58","ID":"58","1":"Francis Xavier","FEAnswers":"Francis Xavier"},{"0":"59","ID":"59","1":"Roberto de Nobili","FEAnswers":"Roberto de Nobili"},{"0":"60","ID":"60","1":"Matteo Ricci","FEAnswers":"Matteo Ricci"}]

Objective Section

Answer each of the following questions with terms directly from the answer sheet. Make sure your answers are entered exactly as they appear on the answer sheet.

As you begin typing your answer, you will see a suggestion from the answer sheet. Feel free to click on the suggested answer you intend to help assure that the spelling is correct, and therefore it will be accurately graded.


Those who were in favor of using images as a part of worship.


Missionary to India, known for trying to reach the Brahman caste by adapting Brahman ways.


A military order that later gained significant wealth and power, who were accused of heresy and persecuted in France.


One of the first influential leaders to live under Moslem rule. Author of the Exposition of the Orthodox Faith, who argued in favor of the use of images in worship.


French King who was crowned emperor by the pope. Considered the greatest ruler of the Western Early Middle Ages.


The Author of the "Confessions" who became the most influential theologian during the middle ages.


A forerunner of scholasticism, he wrote "The Sentences." He listed seven sacraments.


An economic system connected to land. The common people worked the land and paid a portion of the crops to the landowner, who paid a portion to the king.


English academic at Oxford who taught things that were controversial at his time, such as limitations of papal authority, and questioning some medieval doctrines. Many of his controversial teachings are now accepted as mainstream among Protestants.


A book which taught that human society is the struggle between two loves, love of God and love of self.


The most politically powerful pope in history.


Famous cathedral in Constantinople, rebuilt by Justinian and dedicated to Christ as "Holy Wisdom."


Dominican monk who became the most famous medieval theologian. He wrote "Summa contra Gentiles" and "Summa Theologica."


A city in southern France which was the site of the Babylonian captivity of the church.


Only one of the Cappadocian fathers not related to the others. He started the only non-Arian church in Constantinople and was later made bishop of that city.


Thirteenth century Franciscan who insisted on the traditional approach to theology in opposition to the use of Aristotle.


The long struggle to recapture Spain from the Muslims.


Group in the Byzantine empire that rejected the Council of Chalcedon and remained Monophysite. Became the largest group of Christians in Egypt and Ethiopia.


This group decided how popes would be chosen, attempting to protect against the influence of the powerful using the papal office to further their secular agendas.


Famous preacher in Constantinople. He preached against luxury, stood firm against the emperor, but was exiled from the city for political reasons.


The cause of the death of almost one third of the population of Europe at the time.


The founder of Islam.


A Hebrew and Greek scholar whose greatest achievement was the Vulgate.


Cappadocian Bishop who stood for the Nicene cause, stood against poverty, and greatly influenced monasticism in the eastern churches.


The buying of ecclesiastical favors and positions.


Grandson of Queen Olga, who sent for missionaries from Constantinople, and led his country into Eastern Orthodox Christianity.


The response to corruption in the papacy and questions of papal succession. This group attempted to put the power of the church back into a council, rather than in a single person.


The word that Western churches added to the Nicene creed to claim that the Holy Spirit proceeded from the Father and the Son.


Group/doctrine that rejected the idea of original sin, and claimed that we are completely free to sin or not to sin.


Portuguese prince who pioneered exploration, primarily by recruiting and training others to go farther than he had gone.


Essay Section

Answer each of the following essay questions in 2-4 paragraphs, giving specific information demonstrating your understanding of the course material and its impact for Christian life.


I hope you understand that I am not able to grade the essay section of this online exam. I suggest you may ask your group leader, a trusted friend, mentor, or pastor for constructive feedback on your essay answers. Therefore, the grade calculated below only reflects the objective section of this exam.

Describe the teaching and long-term impact of Augustine.


Describe the various movements of reform in the medieval church and their long-term impact.

Module Completed!

Congratulations, you have reached the end of the sixteenth module. I hope that you have found it rewarding and have noticed personal growth.

You have also reached the end of this course. Please be encouraged to continue your study of history beyond what this survey course could offer. This survey of Christian history will continue in the next course, History of Christianity II which covers the history from the Protestant Reformation until the present. Also, feel free to explore any of the other courses offered on this site. And if you have found this course helpful, please consider telling others about this site and consider supporting this ministry.