3.  After coming into class quietly and taking your seat, turn to the Hey History! Section in your binder.

4.  Topic: After the Italian Renaissance  Reflect upon and answer the following questions 1) How might the Italian Renaissance and the Protestant Reformation changed the way people thought about the natural world? 2) What changes in technology and society might have encouraged the quest for new knowledge?

5.  For each term, rate how familiar/unfamiliar you are with each one (check for very familiar, question mark for somewhat familiar, and a minus for never heard of it)  For the words you are familiar with, work on filling in the example and definition portion of the activity

6.  Follow the directions at the top of the page to complete the assignment for the BEFORE portion.

7.  Can you relate any of the statements to word or phrase from the Vocabulary Self- Awareness Chart?

8.  Work with your group to come up with a possible definition of what you believe the Scientific Revolution was…  Possible things that may have happened during the revolution (specific and non- specific ideas)

9.  The spirit of the Renaissance encouraged curiosity, investigation, discovery, and the practical application of knowledge in everyday life  People were more open to using new approaches to answer questions about the natural world  During this era known as the Scientific Revolution, people began to use new approaches to answer these questions about the natural world!

10.  Copernicus  Galileo  Boyle  Kepler  Vesalius  1) Personality, 2) Native Origin, 3) Area of Contribution, 4) Scientific Discoveries, 5) Published Works.

11.  Give an explanation for what you believe to be the greatest accomplishment/contribution to the world during the Scientific Revolution?

12.  Read Chapter 7, Sections 1-2 from the Textbook

14.  After coming into class quietly and taking your seat, turn to the Hey History! Section in your binder.

15.  Topic: Going on a trip…  Divide your HEY HISTORY! box into three sections  C1: Imagine you are going to go on a trip across country tomorrow; make a list of all the things you will need to get to your final destination…  C2: Now, it is 1990, what does your list look like now?...  C3: Now, it is 1900, what does your list look like now?...

16.  Graphic Organizer…

17.  Imagine you and your group members have just formed a joint-stock company, a business organization who raises large amounts of money to finance exploration  As a new company, you have decided you would like to have me, Mr. Glueck, invest in your company  Your group will write a sales pitch to convince me why I should invest in your company!  Each group member should play a role in the pitch  You should include what you know about new advancements, the Commercial Revolution, and the trend of exploration to convince me.

18.  European Explorers Chart

19.  Use pages 204 and 205 from your textbook to outline the routes of the European explorers from your chart… (Except Prince Henry)

20.  What were some of the reasons why the explorers chose to embark on their quests, and what do you believe was the most important reason for exploration?

21.  Use pages 204 and 205 from your textbook to outline the routes of the European explorers from your chart… (Except Prince Henry)  Read Chapter 7, secs. 3-4

23.  After coming into class and quietly taking your seat, take out your World History! Materials

24.  Use your smart devices to fill in your charts for the remaining explorers we will be talking about…

25.  Use the map on Page 204-205 of your textbook to draw conclusions about the major groups of European Explorers  For each one (5 total), are there any trends you can gather from the routes? Any conclusions you might be able to draw?

26.  Portuguese  Interest in South America  Interest in finding route to India  Spanish  Interest in North America (colonization)  Interest in S. America (going around S. America)  Navigating around the globe  French  Interest in colonizing North America, exploring center of N. America  English  Interest in exploring routes to and from N. America  Interest in navigating the globe  Dutch  Interest in settling in N. America  Australia/Oceania exploration and settlement

27.  Bartolomeau Dias sails to the southern tip of Africa.  Christopher Columbus claims the Americas for Spain.  Treaty of Tordesillas is signed between Spain and Portugal.  Hernán Cortés conquers the Aztec Empire.  Ferdinand Magellan and his crew sail around the world.  Francisco Pizarro conquers the Inca Empire.  Spanish Armada is defeated by the English navy.  Jamestown settlement is established.  The compass is first used for expeditions  The caravel is developed by Prince Henry

28.  For Each Pair Of Explorers, your group will discuss their accomplishments and decide which explorers had the greatest impact on World History…  Winner advances, last man standing!

29.  John Cabot v. Bartholomeu Dias  Christopher Columbus v. Vasco de Balboa  Hernan Cortes v. Amerigo Vespucci  Giovanni de Verrazano v. Vasco de Gama  Juan Ponce de Leon v. Jacques Cartier  Hernando DeSoto v. Ferdinand Magellan  Francisco Pizarro v. Francisco Coronado  Robert LaSalle v. Henry Hudson

30.  Explanation for who you personally believe to be the most significant explorer to World History. Why do you say so? Accomplishments to support your conclusions

33.  After coming into class quietly, take your seat and get out your World History materials…

34.  For Each Pair Of Explorers, your group will discuss their accomplishments and decide which explorers had the greatest impact on World History…  Winner advances, last man standing!

35.  Bartholomeu Dias  Christopher Columbus  Amerigo Vespucci  Vasco de Gama  Juan Ponce de Leon  Ferdinand Magellan  Francisco Pizarro  Robert LaSalle

37.  Topic: If you were a missionary…  Imagine you are a missionary traveling to the New World in the 1600s. Write a journal entry in which you explain why is it important for you to convert Native Americans, and how do you plan to communicate with people who speak a different language? Does it make a difference if you are a Spanish or English missionary?

38.  Each group will get a group/culture  Record the Information  Information Share/Walk

39.  Why did Europeans assume that Native Americans should live like Europeans?  Did Europeans have a right to attempt the destruction of the Native American culture?  Did Europeans have a right to claim lands in the New World?

40.  Using your smart devices and notes, determine Positive vs. Negative Implications of European exploration on the Americas…  Graphic Organizer!

42.  R – Role: Native American perspective  A – Audience: king of a European country  F – Form: speech to the king  T – Topic: propose and defend an alternative course of action to colonization, evaluating the positive and negative implications.  May be counted as a quiz grade based on your use of info and how well you followed the directions

43.  Finish Graphic organizer  Speech to a King

45.  After coming into class and taking your seat QUIETLY, take out your World History materials and turn to the Hey History! Section  Take out your homework to turn in to the Turn-In Box

46.  Look over questions you missed  Look over comments on your essay  Explanations to follow…

47.  Origin of the Renaissance  Rediscovery of the Greek and Roman Classics  Wealthy Italian Cities  Scholars started to take a more critical approach to learning; search for authentic material

48.  Successful achievements during the time period  Expansion of Greek and Roman Culture  New innovations in art, architecture, and education  Printing Press  Lasting Impact on History  Innovations led to creations of art/literature that are still popular today  Printing press led to the spread of ideas and materials

49.  Topic: Controlling trade…  Imagine you are the king/queen of Spain! Your explorers have found a route to and from the Americas, and now you have started to colonize! Unfortunately, your country is losing money because the colonists have taken it upon themselves to trade with the natives and neighboring colonies… how would you address this problem?

50.  Mercantilism:  new economic theory in the 1500s  stated a country should do all it could to increase its wealth  wealth measured by  amount of gold and silver the country had.  A country could gain wealth in two ways  Mine gold or silver at home or in colonies  Sell more goods than it bought from other countries  A colony’s country would provide a strong market for manufactured goods, therefore colonies were forbade from buying manufactured goods from other countries

51.  Work with your shoulder partners to answer the following questions:  Why were the English and French so insistent upon limiting products made in the colonies?  What might have been the result had mercantilism been successful and the English had acquired all the gold?  Record your answers on loose leaf. Discussion to follow…

52.  By the 1500s, Europeans began using slaves in their own overseas empires.  Enslaving Native Americans was not economically viable, so they started relying on enslaved Africans  Slave trade grew rapidly; by 1600s, slave trade was the chief focus in Euro. relations with Africa

53.  Consider the economic merits of the following topics:  slave labor  cheap skilled labor  indentured servitude  Tables 2-4, you believe these are positive  Tables 5-7, you believe these are negative  Form a group statement explaining why you are for or against these practices. Debate to follow…

54.  Who Benefits from the Slave Trade?  Who Hurts from the Slave Trade?

55.  The slave trade in the Atlantic was part of a system known as triangular trade  First stage: merchants shipped goods to Africa in exchange for gold or slaves  Second stage: the shipment of slaves across the Atlantic to Americas – known as the Middle Passage  Third stage: merchants sent plantation products to Europe

56.  Use the map on Page 206.  On your map, outline the primary slave trade routes, other trade routes, and the specific items that were moved from place to place.  COMPLETE FOR HOMEWORK

58.  After coming into class and taking your seat quietly, take out your World History materials and turn to your Hey History! Section  Take out your homework from over the weekend (Triangular Trade Map) and place it in the Turn-In Box

59.  Topic: The Good, The Bad, The Ugly  Take a minute to reflect on the effects of colonization on the rest of the world… obviously, some effects were positive in nature while others were quite bad, or even ugly.  List as many effects of colonization in the new world you can come up with, categorizing them by GOOD, BAD, and UGLY

60.  Using your textbooks, class notes, and smart devices, students complete the graphic organizer indicating the areas colonized by Spain, France, England, Portugal, and Amsterdam and the purpose and consequences of colonization.

61.  Spain  Area: North/South America, Caribbean  Purpose: Self-sustaining colonies, Convert natives to Christianity, Expand absolute power of the monarchy, Acquire gold and precious metals  Consequences:  Political: continued dominance of church inquisition  Social: no development of the middle class; rigid social structures  Economic: gold kept coming into Spain

62.  France  Area: Louisiana, Haiti, Canada  Purpose: Agricultural wealth made colonization less attractive to French citizens. Controlled territory for raw materials supplied by native peoples. Tropical areas developed a plantation economy in sugar and cotton.  Consequences:  Political: interested in politics at home, wars in Americas cost them most of their colonies  Social: French respected the Native Americans  Economic: established settlements based on fishing industry, fur trade

63.  England  Area: North America, India, Indonesia, Australia  Purpose: Enclosure movement made it easy to attract settlers to the New World. Joint-stock companies combined adventurers, settlers and profits. Colonies supplied raw materials for emerging factory systems  Consequences:  Political: rights of Englishmen made colonists more independent  Social: mobility of classes based on wealth, not birth  Economic: important source of trade; competed with mother country and opposed Mercantilism

64.  Amsterdam  Area: North/South America, Southeast Asia, Caribbean  Purpose: During the 17th century Amsterdam emerged as the center of European commerce and banking. Exploration was for the purpose of trade and financial growth.  Consequences:  Political: govt. defined by charter of East India Trading Company  Social: slave societies  Economic: joint-stock company

65.  Portugal  Area: Africa, India, Indonesia, South America  Purpose: Searching for a faster route to India and Indonesia to profit from the spice trade. Prince Henry the Navigator promoted exploration.  Consequences:  Political: first global empire where natives were rules by appointed officials  Social: slave societies  Economic: first to reach India allowed country to become one of the richest in Europe

66.  Use the linguistic map of the world today and the map of world religions today.  Consider how colonization is linked to the spread of religion and languages…  Work in your partner groups to explain how particular patterns of language were created. Also, explain why religious change occurred in some areas and not in others  (e.g., South American colonies versus India)

67.  Work in your groups to complete the following assignment…  Create a two column chart, labeling the columns with the following titles – EUROPEAN COLONIZERS and NATIVE PEOPLE BEING COLONIZED.  In the columns, you will record how you believe each of these groups would feel about the following topics:  spread of technology  commercialization of agriculture (plantations)  disease  proselytizing religion (religious conversion)  political traditions  slavery  loss of culture and traditions  Columbian Exchange

68.  3-2-1 Exit Ticket  3 things I have learned about the Age of Discovery, Exploration, and Expansion  2 things I have found quite interesting  1 thing I still have a question about…

69.  Start Looking over notes from Age of Discovery, Exploration, and Expansion…  Test on Thursday

71.  After coming into class and taking your seat quietly, take out your World History materials  Homework from last night, we’ll talk…  Pick up papers from Pick Up box

74.  Finish activities from Monday’s class (directions in previous slides)  Start Looking over notes from Age of Discovery, Exploration, and Expansion…  Test on Thursday