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Chapter 3 Life in the Eastern Hemisphere

Chapter 3 Life in the Eastern Hemisphere. p. 100-119. Lesson 1: Traveling Asia’s Silk Road p. 102-105. EQ: How did the desire for trade lead people of Asia and Europe to travel and build stronger ties to people of other continents? Vocabulary: Emperor Magnetic compass. Brainpop. Silk Road.

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Chapter 3 Life in the Eastern Hemisphere

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  1. Chapter 3Life in the Eastern Hemisphere p. 100-119

  2. Lesson 1: Traveling Asia’s Silk Roadp. 102-105 • EQ: How did the desire for trade lead people of Asia and Europe to travel and build stronger ties to people of other continents? • Vocabulary: • Emperor • Magnetic compass

  3. Brainpop • Silk Road

  4. Copy this MAIN IDEA graphic organizer into your notebook.

  5. Lesson 2: Africa’s Trading Empires p. 106-109 • EQ: How did rich kingdoms develop in West Africa 1000 years ago? • Vocabulary: • Caravan • Pilgrimage • Astrolabe

  6. 3 2 106 109 How did rich kingdoms develop in West Africa 1000 years ago? Graphic Organizer: Reading Response Complete Reading Response and glue into your notebook.

  7. D F E B G C H A

  8. Lesson 3: European Explorersp. 110-115 • EQ: Why did European explorers develop routes to Africa and Asia in the 1400s? • Vocabulary: • Saga • Renaissance • Navigation • Slave trade

  9. Brainpop • Vikings

  10. Complete the following worksheets and glue into your notebook. 4 982 Eric the Red discovers Greenland 6 10 Leif Ericson lands in North America 9 1 5 7 8 2 Marco Polo 1274 reaches China 3 1350 Renaissance begins China builds a naval fleet ZhengHe leads Chinese fleet 1405 1420 Portuguese find new sea routes ZhengHe dies 1433 1450 Gutenberg develops printing press Da Gama 1498 reaches India

  11. Historical Dioramas & Timeline • You are responsible for creating a timeline complete with a 3-D event (diorama). • Each group must have 3 events complete with caption and illustration, with one event modeling trade/travel in a diorama. • Timeline/Diorama will be completed during CLASS. Please assign group members suggestions for donations • Shoebox + any other elements to bring your ONE event (modeling trade & travel) to LIFE • Limited paper, crayons, etc will be available during class. • Make sure your timeline/ diorama includes important vocabulary, places, people, and an essential question. • ***SHOEBOX MUST BE AT THE BOTTOM OF YOUR TIMELINE PAPER!*** • Group 1-Lesson 1 Marco Polo & Silk Road • Group 2-Lesson 1 Zheng He and sea exploration • Group 3-Lesson 2 Ghana • Group 4-Lesson 2 Mali and Songhai • Group 5-Lesson 3 The Vikings • Group 6-Lesson 3 Portuguese Explorers Prince Henry & Bartolomeu Dias • CONSULT Textbook p. 116-117 for additional ideas! USE ILLUMINATED WRITING when possible! How did the influences of the RENAISSANCE affect history’s WRITTEN RECORD?

  12. 2-D Drawing + Caption...don’t forget the DATE! 2-D Drawing + Caption…don’t forget the DATE! • Vocabulary, People, Places, etc, should not be isolated from your captions. • Incorporate these terms in your captions!! 3-D Event (Shoebox) Instead of writing a caption and drawing an illustration, you will model the trade & travel in your diorama highlighting important people, places, events, etc. LEAVE ROOM FOR AN ESSENTIAL QUESTION to be a MAIN FEATURE OF YOUR TIMELINE + YOUR LESSON NUMBER and SECTION HEADING

  13. Diorama & Timeline Groups • Group 4 • Megan, Cruise, Celeena, Maci • Katherina, Kelley, Yasmine • Joey, Juliet, CJ • Group 5 • Gabe, Casey, Maeve, Sean • Caleb, Russell, Lillie • Yinlu, Alyson, Jake • Group 6 • Dominik, Talia, Angela • Andrew, Ella, Hayes, Sana • Jacob L., Hollie, Savina • Group 1 • Zachary, Kylee, Nathan • Connor, Bryden, Jenna • Serena, Marcus, Jack • Group 2 • Timothy, Annie, Brian • Trent, Riley, Carli, Matthew • Allie, Aurek, Sam • Group 3 • Suzanne, Evan, Sarah • Arooj, Adi, Andre • Zoe, TJ, Samara

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