Age of Exploration

1. Age of Exploration

2. TSWBAT Date: WednesdayApril 30 Warm up: Q&A Activity: TEST DAY; when completed with the quiz complete the chart worksheet!

3. Page 430-431 • Complete chart using the map

4. TSWBAT identify reasons for exploration and explain motives for explorers Date: ThursdayMay 1 Warm up: get out your chart you completed yesterday- What were the most common areas explorers were voyaging? What waterways were named after the lead explorers in the area? Activity: notes on early exploration

6. Exploration and Expansion • What would cause Europeans to take such dangerous voyages to the “ends of the earth” at the end of the 1400’s?- THINK about motives or new ideas • They had long been attracted to Asia • Saw it as exotic and adventurous • However, conquests by the Ottoman Turks reduced the ability for Westerners to travel to the far East by land.

7. Exploration and Expansion • If they couldn’t make the trip by land…. They needed to think of a different route • Europeans began to think of ways to travel to Asia and the middle east through waterways. • Motivated by trade goods such as spices that were used to preserve and flavor food. • Cumin • Nutmeg • Cinnamon • Ginger • Black pepper • Tea • Chocolate • Cloves • Mustard

8. Exploration and Expansion • Not only did explorers desire to increase trade routes for fine spices, but they also wanted to spread “religious zeal” • They wanted to introduce natives to the holy Catholic Faith • What was going on in Europe that would motivate Catholics to spread their religion??? • The third motive for explorers was “grandeur, glory, and a spirit of adventure” • News spread quickly of fine metals (including gold) being uncovered in the Americas.

9. Chief Motivations for Exploration “GOD, GLORY, and GOLD”

10. The Portuguese and Spanish explores took the lead in discovering new lands. • White: Spain (led by Christopher Columbus) • Blue: Portugal (Dias and da Gama)

11. Portuguese success • Portuguese traveled to the coast of West Africa where they found gold • Later became known as the gold coast • They also ventured into India and gained powerful spice trading routes from the Muslims. • Spain, now jealous of Portugal's success needs to develop a counter to their increased trade routes. Blue lines show travel around the “Gold Coast” and into India and other parts of Asia

12. Spain and Columbus • Educated Europeans Knew the world was round but had no idea of its actual circumference or that land lay to the west of Europe. • Christopher Columbus persuaded Queen Isabella of Spain to fund an expedition to the west in an effort to reach Asia faster than Portugal, thus opening up their own trade routes.

13. Closure • What does Columbus Find? • Where Exactly? • What can you anticipate happening as a result of this discovery?

14. TSWBAT define a conquistadores, work in collaborative groups to describe and explain these explorers and determine their individual “vision” Date: Monday, May 5 Warm up: Write down your own definition of a conquistador-discuss Activity: conquistadores activity/ group work

15. TSWBAT locate the settlements of the Mayans, Aztecs, and Incas on a map; navigate the web to study the various explorers Date: Tuesday,May 6 Warm up: review what we completed yesterday/ map activity- get a BOOK– locate the settlements of the Incas, Mayans, and Aztecs on your map! Activity: WebQuest; use a computer!

16. TSWBAT navigate the web to study the various explorers Date: Wednesday, May 7 Warm up:PASS BACK WORK!! Review where we left off Activity: WebQuest

17. TSWBAT reflect on their WebQuest findings and explain the positive or negative impacts the exploration had on the American population; create a postcard from the POV of an explorer! Date: Thursday,May 8 Warm up: time to complete web quest Activity: write your answer to the reflection questions and discuss

18. TSWBAT discuss the explorers and reflect on their experiences to create their own “postcard home” to explain their expedition. Date: Friday,May 9 Warm up: Complete discussion of Spanish explorers Activity: post card home activity

19. Reflection Questions: Aztecs and Cortes • What motivated Cortes to seek and explore Mexico and conquer the Aztec people? • What differences can you see between the Spanish and Aztec civilizations? • In your opinion, how would feel if you were an Aztec at this time. (**THINK about the omens, the strangers, opposition to your religion, conquest of gold)

20. Pizarro and the Incans of South America • Why do you think the Incans were so excited to see Pizarro's ships and men? • Why did they plunge into a civil war? AND how is this similar to European customs? • What type of ruler was Atahuallpa? How is he similar or different to European Kings? • What similarities do you see between the Incans bodies after death and other civilizations customs? WHY?!

21. Orellana and El Dorado • What motivated Orellana to leave Pizarro?

22. Cabeza de Vaca: Ship wrecked • What seemed to motivate de Vaca? (of the 3 G’s) • What is so different about de Vaca’s story than the other 3 men? EXPLAIN!

23. Postcard home • 1. Choose an explorer. Pretend that you are this Spanish Conquistador • 2. create a postcard using an index card to write a letter home explaining: • what you saw, experienced and discovered on your journey. • What challenges you faced • What you found when you arrived • How you were treatedby the natives (any conflicts?) • 3. Create an image for the front the Postcard that displays what the area would look like

24. TSWBAT describe the middle passage, triangular trade, and mercantilism Date: Monday May 12 Warm up: turn in post cards if not already done; answer the following questions What do you think could be the next step in the colonization of the Americas? 2. What things can you foresee people in the Americas trading? Activity: mercantilism wrks; short vocabulary notes

25. Mercantilismand Slavery What primary resource can historians use to uncover information about the middle passage and the slave trade? • Diaries • Letters • First hand response • Ship records

26. Vocabulary to Define: see page 441-42 • Mercantilism • Balance of trade • Subsidies • Triangular trade (who was involved and what was the relationship?) • Middle passage • When completed with vocabulary in your notes read and answer the worksheet on mercantilism.

27. TSWBAT explain the middle passage from the POV of a slave and the treatment of slaves on the middle passage Date: TuesdayMay 13 Warm up: What is the middle passage and how did it effect the African slaves? PLEASE log onto a computer that you and a partner will use later in class. Activity: watch a video clip and answer questions about Middle Passage; complete reading activity on the middle passage with a partner

28. Video and Activity • Middle Passage Video • Describe the system of “fear” conducted on the ship. • What were the differences between the Africans and Europeans? • Describe the ship quarters for slaves. • Why would the slave not be allowed to die? • Describe the cruelty of the Europeans.

29. WebQuest • Middle Passage: PBS • Complete the WebQuest using the above website!

30. TSWBAT analyze a video on the middle passage and the treatment of the slaves on the middle passage Date: WednesdayMay 14 Warm up: Discuss the WebQuest; Pass out study guide (QUIZ Friday on Exploration and the Middle Passage)– Study Guide due when you turn in your quiz~! Activity: VIDEO

31. Video: Conquest of the Americas • Guns, germs, and Steel- Conquest of the Americas

32. TSWBAT analyze a video on the middle passage and the treatment of the slaves on the middle passage Date: ThursdayMay 15 Warm up: Discuss where we left off and some of the questions Activity: VIDEO complete

33. TSWBAT analyze a video on the middle passage and the treatment of the slaves on the middle passage Date: FridayMay 16 Warm up Time to review for any questions! Activity: Quiz

34. Video • Guns, germs, and Steel- Conquest of the Americas