Goals and Objectives
Students will identify and map the travel routes of the great explores. Students will also distinguish the economic impacts brought on by these expeditions.
California State Content Standards
7.11 Students analyze political and economic change in the sixteenth, seventeenth,
and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
7.11.1. Know the great voyages of discovery, the locations of the routes, and the influence of
cartography in the development of a new European worldview.
7.11.3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.
and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
7.11.1. Know the great voyages of discovery, the locations of the routes, and the influence of
cartography in the development of a new European worldview.
7.11.3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.
Lesson Introduction
The teacher will present the students with two world maps. The first map will be a modern-day world map. Included in this map will be highlighted areas where these travelers explored. The second map will be a 16th century world map. The teacher will then ask the students to compare and contrast these two maps in class discussion. Next, the teacher will ask the students to hypothesize the motivations for exploring these unknown regions.
Vocabulary
In correspondence to the Chapter 16 textbook, the reading lesson will be broken into four sections. At the beginning of each reading lesson, the key terms will be discussed in the pre-reading activity. During the key term pre-reading activity, students will write the key terms on individual flashcards. These flashcards will then be stored in their foldable Key Terms Pocket Book.
Section 1
- Caraval - Henry the Navigator - Vasco da Gama - Christopher Columbus - Ferdinand Magellan - Circumnavigate - Sir Francis Drake - Henry Hudson |
Section 2
- Encomienda - Herman Cortez - Conquistador - Moctezuma II - Francisco Pizarro - Atahualpa - Viceroys - Bartolome da Las Casas - Treaty of Tordesillas |
Section 3
- Columbian Exchange - Mercantilism - Balance of Trade - Subsides - Capitalism - Joint-Stock Companies |
Section 4
- Plantations - Triangular Trade - Middle Passage - Olaudah Equiano - African Diaspora |
Content Delivery (Reading)
The teacher will have the students open their textbooks to Chapter 16, Exploration and Expansion. The teacher will go over the headings, titles, sub-titles, maps, pictures and captions with the students. While doing this, the teacher will ask students to predict what the content in each block of text will be. Additionally, the teacher will provide a general summary of the text, as well as, identify key terms within the text.
Student Engagement
After the Lesson Introduction, students will make a Key Term Pocket Book. During the pre-reading activity, the students will write down the key terms on flashcards as a class. During the reading activity, students will write down the definitions to the key terms as they go along, placing the finished cards in the "Unknown" side of their Pocket Book.
Once the reading activity is finished, the teacher will break the students into pairs. Here, students will switch Pocket Books and take turns quizzing each other on the key terms. The student quizzing their partner will then place the key term in the "Known" side of the Pocket Book, if they feel their partner has mastered the definition. Students can give hints to the definitions but if a hint is required, the flashcard must go back into the "Unknown" side.
Once the reading activity is finished, the teacher will break the students into pairs. Here, students will switch Pocket Books and take turns quizzing each other on the key terms. The student quizzing their partner will then place the key term in the "Known" side of the Pocket Book, if they feel their partner has mastered the definition. Students can give hints to the definitions but if a hint is required, the flashcard must go back into the "Unknown" side.
Lesson Closure
The teacher will call on students or volunteers to come up and draw the travel routes of an explorer on a modern-day world map. Students will also be called up to place makers, circle regions, or draw the routes for the additional key terms on the modern-day world map.
Assessment
Entry Level:
- Discussion on the map comparison Lesson Introduction activity will access students' initial understanding of the content.
- Class participation during the Lesson Closure activity will inform the teacher on the students' comprehension of the content.
Formative:
- While students are filling in the definitions for their flashcards, the teacher will be walking down the rows to observe what the students are writing.
-The teacher will also walk around during the paired up flashcard quiz activity. In doing so, the teacher will be monitoring the students and listening for student cognizance.
Summative: (Homework)
- Students will imagine themselves as a crew member partaking on an expedition. They will describe their experiences and include three (3) key terms in a Postcard in which they will pretend to mail back home to a friend. The Postcards will be graded according to a Rubric.
- Discussion on the map comparison Lesson Introduction activity will access students' initial understanding of the content.
- Class participation during the Lesson Closure activity will inform the teacher on the students' comprehension of the content.
Formative:
- While students are filling in the definitions for their flashcards, the teacher will be walking down the rows to observe what the students are writing.
-The teacher will also walk around during the paired up flashcard quiz activity. In doing so, the teacher will be monitoring the students and listening for student cognizance.
Summative: (Homework)
- Students will imagine themselves as a crew member partaking on an expedition. They will describe their experiences and include three (3) key terms in a Postcard in which they will pretend to mail back home to a friend. The Postcards will be graded according to a Rubric.
Accommodations for English Learners, Striving Readers and Students with Special Needs
- Visual maps, during the Lesson Introduction and Lesson Closure, will serve as a visual and hands-on representation of the content.
- Writing the definitions for the key terms as a class, will ensure the quality of the terms. Pre-written key terms and definitions will be available if needed.
- While students partake in the paired up flashcard quiz activity, the teacher may help assist and/or scaffold the terms and definitions.
English Learners:
- If there are L1 and L2 students in the class, they will be partnered up during the paired flashcard quiz activity. If they like, they may quiz each other in their primary language.
- Writing the definitions for the key terms as a class, will ensure the quality of the terms. Pre-written key terms and definitions will be available if needed.
- While students partake in the paired up flashcard quiz activity, the teacher may help assist and/or scaffold the terms and definitions.
English Learners:
- If there are L1 and L2 students in the class, they will be partnered up during the paired flashcard quiz activity. If they like, they may quiz each other in their primary language.