1. World History (3/4) Since the dawn of the space age, only 547 humans have traveled above the Earth’s atmosphere and into space. Throughout five decades of human spaceflight, the national space agencies in the United States, Russia, and China have inspired the world. But because government space agencies are not asked to help ordinary citizens to become astronauts, most of our planet’s seven billion people have had no opportunity to experience space and all of its possibilities for themselves, regardless of their passion or talents. Virgin Galactic is changing that. Our purpose is to become the spaceline for Earth; democratizing access to space for the benefit of life on Earth. Do Now: Virgin Galactic is offering you a free trip to space. Do you take it? Why or why not?

2. 1415-1750: Europeans look to explore the globe  Why would they want to explore?  What did they hope to find?  Think back to our last two units and make a list of possible goods/resources that Europeans might want

3. How do I get to the mall from here?  Draw a map that shows me the safest, fastest way to get to Mayfair Mall  What needs to be included for me to find my way without getting lost or hurt?  Cartographer - mapmaker  Why are accurate maps so important?

4. How are these two objects similar?

5. How might these technologies aid exploration?  See the chart on page 373  Record what it was and its importance to exploration  Magnetic compass  Astrolabe  Mercator projection  Sextant  How are all these technologies linked together?

6. Map it out  Use the classroom maps and the map on page 376 to complete the first TWO sections of the age of exploration map  Again, complete only the first TWO sections

7. World History (3/6)  Do Now: The year is 1519. You have agreed to go on a two year voyage of exploration, but don’t know the destination. What stuff do you need to take with you?  Make a list of the materials (and quantities) you will need to take with you  Why are these items necessary?

8. The race is on…  Competition for control of the seas heats up  Spain vs. Portugal  Other contenders?  Which team do you do you support?

9. Spain, Portugal, or someone else?  Which side do you support?  Read through your pack of biographical information  Record the key powerful figure(s)-What makes them powerful? How are they going to make your country dominant?  Key detail-something from the reading the “team” needs to know/understand  Areas of exploration-shade these in and explain why they are so important to your country (hint: resources)  Slogan-Come up with a classroom appropriate slogan and a picture for your “team”  Example: Avoid the pain…don’t mess with Spain!  Approach to your rival-Choose one of the following and explain WHY you are making this choice:  Direct confrontation-the seas belong to us!  Compromise-maybe we can work something out…  Hands off-No threat to our team…they’re weak!

10. World History (3/9)  Do Now: What is the correct answer to the question below?  Each of the following was an effect of improved navigational technology EXCEPT:  A. The ability to determine direction while at sea.  B. The ability to measure the distance of the sun and the stars on the horizon.  C. The ability to determine the altitude of the sun and stars, compare it to altitude at different latitudes, and determine a ship’s exact latitude.  D. A map that showed latitude and longitude as straight lines.

11. World History (3/9)  Which of the following is a result of the creation of the Mercator projection?  A. Ability to sail ships directly into the wind.  B. The desire for more Asian trade goods.  C. An exploration to locate Prester John, a Christian ruler in Africa.  D. Improved navigation due to improved display of latitude and longitude.

12. World History (3/10)  Do Now: What does the video suggest about Magellan’s personality?  What does the video suggest about Magellan’s voyage?

13. Team highlights  Team Portugal-forefront of exploration  Vasco de Gama-direct trade route to India  Bartolomeu Dias- made it around the tip of Africa (Cape of Good Hope)  Team Spain-Portugal’s key rival  Columbus-after rejected by Portugal, furthers Spain’s exploration (the Americas)  Magellan-circumnavigates the globe for Spain (again, after Portugal sends him packing)  Balboa-first to spot Pacific Ocean  Team England  Henry Hudson-searching for the Northwest Passage; finds the Hudson River  John Cabot-explores part of North America  Team France  Jacques Cartier-searching for Northwest Passage; claims Canada for France

14. Rank the teams  look back at the stats of each team  This means look at the team/explorer profiles  How would you rank each team (strongest/weakest)? Why do they deserve this ranking?  Remember-this is team, not EXPLORER ranking  On what should we base our rankings?

15. World History (3/11)  Do Now: Fact or fiction? Read/record the following information about Christopher Columbus and his famous voyage in your notes.  Mark each piece of information as FACT or FICTION and provide a brief reason why you feel this way.

16. Columbus: Fact or fiction?  1. Columbus set out to prove the earth was round.  2. Columbus was the first European to cross the Atlantic Ocean.  3. Three countries refused to provide financing for Columbus’ voyage.  4. Columbus was imprisoned by the king of Spain for his treatment of colonists.  5. A lunar eclipse saved Columbus’ life.

17. Fact or fiction revealed  Record the correct answers in your notes  1. Columbus set out to prove the earth was round.  Fiction: The Greeks (Pythagoras and Aristotle) had already suggested and observed this. Most educated people knew this by 1492.  2. Columbus was the first European to cross the Atlantic Ocean.  Fiction: Leif Erickson (a Norseman=viking) landed in present-day Newfoundland in about 1000 CE.

18. Fact or fiction revealed  3. Three countries refused to provide financing for Columbus’ voyage.  Fact: Portugal, England, and France all turned him down because they believed his calculations for the voyage were inaccurate.  4. Columbus was imprisoned by the king of Spain for his treatment of colonists.  Fact: Columbus turned out to be a brutal governor. He cut off the hands of natives who did not bring in enough gold and executed Spanish colonists who rebelled. Although he was arrested, Columbus was freed from prison AND given financial support for a fourth voyage.  5. A lunar eclipse saved Columbus’ life.  Fact: In 1504 Columbus was stranded in Jamaica, abandoned by much of his crew and denied food by angry islanders. Knowing an eclipse was coming, Columbus told the islanders that their god was angry with them for denying him food and the moon would “rise inflamed with wrath” as a sign of this anger. The islanders were terrified when this prediction came true and offered him assistance.

19. What does this painting suggest about Columbus and the reason(s) for his voyage?

20. God, gold, and glory  Columbus’ voyage becomes the template for Spanish colonization around the world  God- bring religion to heathen people  Gold- bring wealth to the Spanish treasury  Glory- bring fame, power, and personal fortune to those who take part in these voyages  Conquistadores-conquerors (Cortes and others who go after Aztecs, Mayas, etc.)

21. Diary (or journal) of…  What is a diary?  What purpose does it serve?  What can a diary tell us that other sources cannot?

22. Columbus’ diary  What does each journal excerpt reveal about the New World?  What does each journal excerpt reveal about Columbus? How he views the New World?  How might Columbus’ views/actions affect the New World, its people and its resources (inference)?

23. Whose territory is it?  Spain and Portugal are in disagreement over the islands explored by Columbus  Who should be included in this decision? Why?  Ultimately, where should the boundary line be drawn? Why?  Where was the line of demarcation drawn? What was the name of this line?  How might this line impact future exploration?

24. World History (3/16)  Do Now: Study the graphic on the next screen.  Where is the treaty line drawn? Add this to your map (see last Thursday’s handout)  What are two possible consequences of this treaty? (again, see last Thursday’s handout)

25. Treaty of Tordesillas (1494)

26. What do you notice now?

27. Exploration leads to trade  Imagine that you are going to take a journey of exploration.  What items would you take to trade?  What items would you hope to trade for?

28. Trade machine: Rounds 1&2  Follow the directions listed on the handout  You have two minutes to listen to offers or make deal(s)  You do NOT need to trade your item  Complete the questions/reflections after each round

29. World History (3/17)  Do Now: Complete the graphic analysis on the Columbian Exchange  Focus on the unintended consequences of the exchange  Be sure to write in complete sentences

30. The Columbian Exchange

31. Didn’t mean for it to happen…  Some elements of the trade process had unknown or unintended consequences  Example: the earthworm  Ships added barrels of dirt as ballast (balance the load)  Emptied out dirt and added cargo  Worms from dirt get into New World soil  Consume the litter from the forest floor  This affects many native plants/grasses/trees  What other consequences from our activity (other two symbols)?

32. A different set of consequences…  The Spanish (and other Europeans who follow) are able to control the land due to:  Guns-superior weaponry  Germs- natives had no natural immunity to European diseases  Smallpox killed hundreds of thousands  Started in 1520 with ONE infected person  Steel- armor, swords, and other technology that performed better than native technology

33. Bartolome de las Casas  His father and uncle were a part of Columbus’ second voyage to the New World  His family had large land holdings on Hispaniola  Part of the encomienda system - land granted by the king; allowed to enslave any natives living on it  Land + free labor= wealth  Bartolome was studying to be a priest  Sees the treatment of native peoples and is horrified  Considered it a mortal sin and rejected his part of his family’s land holdings  Writes A Short Account of the Destruction of the Indies to draw attention to the problem

34. What did he have to say?  Read the excerpts from de las Casa’s account  How does he describe the Spanish interactions with the native peoples?  Are these accounts focused more on God, Gold, or glory?  What details from the reading support this?  Do you feel like these accounts are exaggerated? Why or why not?  What effects might this account have on the king? Others who read it?  Hint: How would they feel about Spain and her colonists?

35. World History (3/18)  Do Now: Identify each of the following people (if possible)  Make some inferences  What do you think they do?  Why might they be known/important?  What links them to each other?

36. Who is this?  Do Now: Identify each of the following people (if possible)  Make some inferences  What do you think they do?  Why might they be known/important?  What links them to each other?

37. Who is this?  Do Now: Identify each of the following people (if possible)  Make some inferences  What do you think they do?  Why might they be known/important?  What links them to each other?

38. Evan Spiegel  Age 24  Founder of Snapchat  The company, which was valued at $10 billion in 2014, was reported in February to have received offers to nearly double that valuation to $19 billion.  Net worth=$1.5 billion

39. Tom Persson  Heir to retail giant H&M  Net worth=$3 billion  Europe's youngest billionaire, Tom Persson (30), is the third generation in the H&M-clan, which has five members on the billionaires list. Born in 1985, he just graduated from Met Film School in London, and has moved back to Stockholm to start smaller movie production. His grandfather, Erling Persson, founded H&M in 1947, and the company has since grown to a global retail power house with more than 3500 stores in 53 countries.

40. Elizabeth Holmes  Age=31  Net worth=$4.5 billion  She dropped out her sophomore year of Stanford University to found Palo Alto, Calif.-based blood testing company Theranos in 2003 with money she saved for college. With a painless prick, her labs can quickly test a drop of blood at a fraction of the price of commercial labs which need more than one vial. Theranos has raised $400 million from venture capitalists, valuing the company at $9 billion, and Holmes' 50% stake at $4.5 billion. She has assembled a stellar board that includes elder statesmen George Shultz and Henry Kissinger.  In 2013, Walgreens, the largest U.S. retail pharmacy chain, with more than 8,100 stores, announced plans to roll out Theranos Wellness Centers inside its pharmacies.

41. Common links?  Capital-wealth in the form of money or other assets  How did they make their money?  Some form of joint venture  The age of exploration pioneered the joint stock company-investors who pool capital and share rewards  Safer investment-not one person shares the entire risk or reward  How can we connect this back to the Spanish and de las Casas?

42. Impact of de las Casas  Supported the Black Legend-the idea that Spain was horrible and cruel  Made Spain a target for criticism from other European nations  Got the church to take notice of Spain’s activities in the New World  And what about changes in slave labor?