The two sources provided are aimed at delivering important information regarding the exploration that was carried out by the European explorers at the beginning of the fourteenth century. They developed the interest to explore due to the advantage they had on the technological advancements in their motherland that had a basic background in the previous centuries. The textbook and the sources provided acknowledge the fact that the nautical advancements are the main accelerating factor that led to explorations. These were advancements were as a result of the involvement of the European countries in wars and thus there was a need to circumnavigate. Both sources provide important information highlighting that the main reason for developed exploration is to spread Christianity to the different colonial regions that were taken by the different colonial masters.
Despite the similarity in the mode of information giving to their respective audience, there are instances where important information has not been highlighted in the course book but has been pointed out in the primary sources intended for use. The primary sources have thus proven to be an important source of information for an audience that indents to know more about the European exploration and discovery on their territories. For instance, in the secondary sources, we are described how the Europeans had a view of their colonial lands from the sea. “Saw pardelas and a green rush near the vessel. The crew of the Pinta saw a cane and a log; they also picked up a stick which appeared to have been carved with an iron tool…” the author used this to explain how the lands looked like while at the sea. This information is not highlighted in the textbook and it is essential for the student intending to get information.
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Primary sources thus are advantageous in providing information to the students and intended audience. In an effort to learn of the past, a student has to put preference on primary sources due to the fact that they are reliable and the facts are documented accordingly. For instance, in the primary source number 4, we the author describes the different cultures that were introduced by the white explorers. This information is not highlighted in the textbook and thus student does not learn more about the cultures introduced from reading the textbook but rather the primary source. “The Christians, with their horses and swords and lances, began to slaughter and practice strange cruelty among them.” The author uses this line in the source to develop the reader’s thoughts on the cultures introduced by the Europeans in their new colonies.
However, using the textbook can be an advantage while trying to study the first encounter between the European colonial masters and the Native Americans. This is because; the textbooks have mainly majored on the reason for the invasion of the European to the American regions. With this, they provide satisfactory information that will help the reader. The interactions between the two parties brought variations on how people related. For instance, the racial discrimination started is explained in the textbook. From the textbook, the author describes that there were components that brought exchange concerns on the race. As described, “…the Spanish exploration began the process of mixing various races of people…” This information is essential in developing the different effects brought about by the invasion of the Europeans in the American regions.
The advantage of using the textbook in studying the different encounters between the two parties is that the textbooks highlights the important aspects as they occurred and not through case studies that are used in the primary sources. An example is that in the textbook, there will be highlighting the different colonial masters that were responsible for invasion by the Europeans. It is, therefore, important for an individual to use a textbook in line with the primary sources to acquire the relevant information that is intended to.
