BELLWORK  What was the Council of Trent?  Who was Pope Paul III? What did he do that was good? What did he do that was bad?  THINKER: Another characteristic of the Renaissance and Reformation was trade. What are some things people might have wanted to trade with other countries?

Trade  During the Renaissance, people relied on trade to get necessary goods.  The trade went on all throughout Europe, into Asia and parts of Africa and North America.  They traded all types of goods: weapons, jewelry, services, food, etc.  There are four main types of trade: 1.Good  Good 2.Service  Service 3.Good  Service 4.Money  Service/Good

Columbian Exchange  Columbian Exchange: Exchange of animals, plants, cultures, slaves, and diseases between the New World and the Old World.  Started after the exploration of America  Traded crops and livestock  Diseases, especially smallpox, killed % of Native populations.  First appearance of African slaves

Old World Native Plants  Citrus, apple, banana, mango, rice, wheat, coffee, and onion.

New World Native Plants  Corn, tomato, potato, vanilla, rubber, cocoa, and tobacco.

Smallpox

Slavery  What is a slave?  One human being is legally the property of another.  A slave can be bought, sold, or traded  As their master’s property, slaves cannot leave and must comply with all orders.  Children of a slave mother, automatically become slaves

Slave Trade  Enslavement and Transportation of Africans to the New World.  Lasted from the 16 th -19 th century  Most enslaved people were taken from Western and Central Africa.  million Africans died on their route to the New World.  During the Slave Trade, million slaves were transported to North America.

Slave Trade   Besides goods and resources, labor (slaves) were traded during this time   Read the section “Slave Trade” on pg and answer the following questions:   What was Triangular Trade?   What was the Middle Passage?   What were slaves traded for?   Describe the conditions during the journey, as well as, their enslaved life.

Cowrie Shells – used as money in the Slave Trade

Trade  As a class, you will be divided into groups of 5.  Each group will represent a European country:

Trade Groups & Countries  ENGLAND: Karly, Sierra J, Nate P, Charlie  FRANCE: Jamie, Sedona, Katie, Damian, Tyler  GERMANY: Lily, Cheyenne, Braydon, Andrew, Riley  SPAIN: Paul, Ray, Lexi, Jacob, Odette  PORTUGAL: Nate S, Madi, Nichole, Connor, Onjalee  DENMARK: Michael, Anthony, Seth, Sierra K, Sarah  ITALY: Jaime, Hunter, Cameron, Danielle

Trade  For this activity, you only want to work among YOUR group members.  In your group, everyone must have a role:  Recorder (writes and keeps track of activities)  Speaker (talks to class on behalf of country)  Two Appraisers (values the items)  Trader (negotiator)  Get out a piece of paper (one per group). On the top write the name of your country. Then write group members’ names and roles.

Trade: Round 1  The goal: get the most valuable items that will benefit your country the greatest.  On the round table, there are about 30 items. Each country is going to chose 5 that they deem, “most valuable.”  Remember: you might NOT get your first choice, you are competing with other countries.  Appraiser #1: Look at the items; do NOT touch any. Assess the value and report back to your group – 1 minute  Decide which items you are going to try and get for your country.

Trade: Round 1  #1- Which three items do you want the most? Explain why!  One at a time, Appraiser #1, from each group will get the four items their country has decided on.  You can only pick one item at a time, so pick the ones your country needs FIRST.  At the end, you MUST have four items.  Whether you deem them “valuable” or not; these are now the goods your country owns.

Trade: Round 1  #2- Which four items does your country own?  #3- What is the significance of these items? How can they be valuable?  #4 -Rank your country’s goods from most valuable (1) to least valuable (4)

Trade: Round 2  Appraiser #2: walk around to the other countries and value their goods. You are going to try and trade with them, so look for ones your country will want. – 2 minutes  Report back to your group on these items.  As a group, decide which items you want to trade with the other groups.  #5- Which items do you want/need the most?  #6 -What are you willing to trade for them?

Trade: Round 3  Appraiser #2: Walk around the room and try to trade for items you want.  You can offer them as many items as you have, just try and get what your country wants.  Speaker: As a person is trying to trade with you, you are speaking for your country. You have to deal with the negotiations and have the final say as to what trade is made. The appraiser can only talk to you. You may talk to your other group mates.

Trade: Round 4  #7- Which goods did your country acquire? What did you trade for them?  #8- Why are these new goods more valuable than your old goods?  #9- What goods do you still want/need?  In a minute, you will have another chance to do one more round of trade.  Talk with your group and decide on a strategy. Which items do you want to end up with? These will be the final goods your country possesses.

Trade: Round 4  Trader: Repeat the steps in round 3. Go to each group and try and obtain wanted goods through trade.  Remember you can only go through the Speaker.

Trade: Round 5 10.What goods did your country end up with: list them! 11.Rank them most valuable (1) to least valuable (4) 12.What item was the hardest to get? Why did everyone want this item? 13.What were you willing to trade for the “most valuable” good in the entire world? (aka: this class)

Discussion  Which good was the most valuable? Why?  How did people trade goods in the class? Do you think this is different from how they traded during the Renaissance? Explain!  What do YOU think were the items most valuable to people during the Renaissance? Why?  This expansion of trade is eventually going to lead to mass amounts of exploration. Where should people explore? Which regions? Why?

Exploration  Another key characteristic of the Renaissance and Reformation period is exploration.  During this time, only Europe, the Middle East, and parts of Asia had been settled.  In this next section, we are going to learn about powerful countries and their quest for new land.  They will begin to explore North America, South America and Africa.

Technology of Exploration  Early navigators relied on landmarks, the stars, and the sun to determine their directions.  This made maps very inaccurate.  Maps were usually drawn from scattered impressions of travelers and traders, but mostly from rumors.  Most people believed the earth was flat!

This is the world, as most of you know it:

Exploration  Explorers set out to find new land and develop trade.  During the Renaissance, there are five main explorers: 1.Bartholomeu Dias 2.Vasco de Gama 3.Christopher Columbus 4.Ferdinand Magellan 5.Hernando Cortes

Exploration  To learn more about the successes of exploration, you are going to complete a Map Assignment.  You will work with a partner to read and research all information on exploration  This covers the entire section of exploration, and we will use two days of in- class time, so make sure you work effectively!

BELLWORK  Look at the map on page 211: “European Knowledge of the World” and answer the following questions: 1.In 500 B.C. very little was known about the rest of the world, why do you think that is? 2.How do you think Europeans increased their knowledge of the world? What did they do? Look for? Explore? 3.What is a cartographer? 4.What are some characteristics of a good map? 5.THINKER: What was the purpose of International Education Week? What did you learn?