United States History - A

1. United States History - A • Lesson / Objective (11.010) Early Explorers • Driving Question: What motivated Westward Expansion for many European nation states in the 15th Century? • 11.01 VC’s • Astrolabe 4 45 • Christopher Columbus 13 22 • Christopher Columbus 2 13 22 • Christopher Columbus 3 13 22 • Christopher Columbus 4 13 22 • Jamestown & Tobacco 7 39 • Lateen Sail 9 57 • Pilgrims 12 02 • Portolan Charts 2 10 USH-A (11.01) EARLY EXPLORERS 1

2. AP United States History A • Lesson / Objective (11.01) Early Explorers. • Content Objective: 11.01 Analyze events in the founding of the nation & attempts to realize the philosophy of government described in the Declaration of Independence • Common Core Interpretive Skills Objective:CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. • Common Core Expressive Skills Objective:CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • Language Objective: Students will be able to orally defend interpretations and assertions made by citing text references in class discussions.

3. Content Objective • 11.01 Analyze events in the founding of the nation & attempts to realize the philosophy of government described in the Declaration of Independence

4. Common Core Interpretive Skills Objective:CCSS.ELA-Literacy.RH.11-12.5 • Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

5. Common Core Expressive Skills Objective:CCSS.ELA-Literacy.RH.11-12.1 • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

6. Language Objective: • Students will be able to orally defend interpretations and assertions made by citing text references in class discussions.

7. Astrolabe Lateen Sail Stern Post Rudder Magnetic compass Traverse boards Portulan Charts Knotted Line Caravel Marco Polo Isabella & Ferdinand Vocabulary USH-A (11.01) EARLY EXPLORERS 7

8. Dispatch • Who do you think discovered the Americas? • Why do you think this? USH-A (11.01) EARLY EXPLORERS 8

9. Dispatch • What was Columbus actually looking for when he discovered the Americas? USH-A (11.01) EARLY EXPLORERS 9

10. Dispatch • Describe the stern post rudder and what it allowed ships to do. USH-A (11.01) EARLY EXPLORERS 10

11. Dispatch • What was the Caravel? • Why was it important? USH-A (11.01) EARLY EXPLORERS 11

12. Dispatch • What did each of the following European empires want from the New World? • Spain • France • England USH-A (11.01) EARLY EXPLORERS 12

13. Dispatch • Why do you think that Isabella agreed to finance Columbus voyage? USH-A (11.01) EARLY EXPLORERS 13

14. HW Essay Question: • What are three innovations that Europeans would have found helpful during the Era of Exploration and how did each work? USH-A (11.01) EARLY EXPLORERS 14

15. HW Research Project: USH-A (11.01) EARLY EXPLORERS 15

16. HW Essay Question: USH-A (11.01) EARLY EXPLORERS 16

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18. Innovation Motivates Exploration • Some innovations were developed by the Chinese & imported to Europe • Stern Post Rudder = allowed for easier maneuverability of ships • Lateen Sail = helped ships travel into the wind USH-A (11.01) EARLY EXPLORERS 18

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21. Lateen Sail Stern Post Rudder USH-A (11.01) EARLY EXPLORERS 21

22. Innovation Motivates Exploration • Astrolabe = handheld device measured angles between horizon & stars to find distance north & south • Portulan Charts = detailed maps included depths & wind directions • Knotted Line = Knotted rope tied to a float & thrown overboard to determine ship’s speed USH-A (11.01) EARLY EXPLORERS 22

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27. Innovation Motivates Exploration • Traverse Boards = allowed a captain to know the direction of his ship in relation to the coast • Magnetic Compass= magnetized needle stuck in a straw & floated on water USH-A (11.01) EARLY EXPLORERS 27

28. Traverse Board USH-A (11.01) EARLY EXPLORERS 28

29. Magnetic Compass USH-A (11.01) EARLY EXPLORERS 29

30. Innovation Motivates Exploration • Caravel = Type of ship which combined these innovations with a shallow draft, a large hold & speed. • Marco Polo = Overland journey in 1275 to China; motivated European exploration. USH-A (11.01) EARLY EXPLORERS 30

31. Caravel USH-A (11.01) EARLY EXPLORERS 31

32. Marco Polo & his journey to South East Asia USH-A (11.01) EARLY EXPLORERS 32

33. Motivations for Exploration • French: Wanted furs & river route to Asia through the Great Lakes • English: Wanted space for colonies & religious tolerance • Spanish: Wanted gold from Central America & Mexico USH-A (11.01) EARLY EXPLORERS 33

34. Spain as a Sponsor • Isabella & Ferdinand had recently wed, unifying Spain & expelling the Moors • They were the only European leaders at the time willing to sponsor Columbus’ voyage • Offered Columbus ships, 10% profit & governing rights on territory found USH-A (11.01) EARLY EXPLORERS 34

35. Columbus • Wanted to find a faster trade route to China. • Nina, Pinta, Santa Maria; Columbus’ three ships • Made four voyages to New World but always thought he was off the coast of China (Natives called “Indians’) USH-A (11.01) EARLY EXPLORERS 35

36. Columbus • Considered a courageous Captain but a bungling governor • Had no idea of distance traveled • Captured natives to return to Isabella, who disapproved of slavery • Left his brother in charge of islands • Some settlements disappeared USH-A (11.01) EARLY EXPLORERS 36

37. Class Assignment: Note Taking Tree Name:______________ Period:___ Date:____ Who? Where? Columbus What? When? Summary USH-A (11.01) EARLY EXPLORERS 37

38. Class Assignment: Notes Quiz • Use your notes to make-up a ten question multiple choice quiz about the innovations that early explorers used. • Each question should have three possible answers, one being correct. • Exchange papers and answer. USH-A (11.01) EARLY EXPLORERS 38

39. Class Assignment: Notes Quiz • What was one limitation of using the astrolabe for navigation? A) You didn’t know how far north you were B) You didn’t know how far south you were C) You didn’t know where east-west you were. Example USH-A (11.01) EARLY EXPLORERS 39

40. Group Assignment: Using an Astrolabe, Traverse Board & Knotted Line Get into groups & retrieve the needed supplies Following the provided example, create an Astrolabe, Traverse Board & Knotted Line. As you do so, create a numbered instruction manual, including colored illustrations, showing how you did it USH-A (11.01) EARLY EXPLORERS 40

41. Group Assignment: Using an Astrolabe, Traverse Board & Knotted Line • 2 Drinking straws • 1 Paper plate • 2 Rubber bands or lengths of string • 2 Brass brads • 1 Measured length of string • A few sheets of white paper USH-A (11.01) EARLY EXPLORERS 41

42. Group Assignment: Using an Astrolabe, Traverse Board & Knotted Line • Using your protractor, mark-off degrees in increments of 10 • Label the degrees from 10 to 360 (360 is the same as 0) • Highlight 360 and 90 degrees • Punch holes around the perimeter of the plate at the degree lines USH-A (11.01) EARLY EXPLORERS 42

43. Group Assignment: Using an Astrolabe, Traverse Board and Knotted line 5. Affix a straw and one end of a rubber band to the center of the plate with a brad. 6. Affix a brad to the other end of the rubber band. USH-A (11.01) EARLY EXPLORERS 43

44. Using an Astrolabe & Traverse Board • Use your navigational tools to plot and execute a course from point A to point B. • Keep a log of the changes in bearings and angles that you make along the way. • Use that log to draw a Portulan Chart of your journey USH-A (11.01) EARLY EXPLORERS 44

45. Using an Astrolabe & Traverse Board • Start at point A, • Use your compass to find an azimuth to your destination, point B. • What’s the bearing? _____What’s the back azimuth (-180)? _____ • Using your compass, shoot another azimuth to the cafeteria door. • What’s the bearing? ____What’s the back azimuth (-180)? _____ • Using your compass, shoot another azimuth to the stadium entrance. • What’s the bearing? ____What’s the back azimuth (-180)? ______ • Use the Astrolabe to find the angles to both light poles. • What’s the angle to the closest light pole? __________ • What’s the angle to the farthest light pole? __________ • Move towards the destination using the knotted line to find the distance you have traveled. • When the knotted line is fully extended, take measurements of the following again USH-A (11.01) EARLY EXPLORERS 45

46. Using an Astrolabe & Traverse Board • Once your knotted line has played out… • Using your compass, shoot an azimuth to your destination point B. • What’s the bearing? ______What’s the back azimuth (-180)? ____ • Using your compass, shoot another azimuth to the cafeteria door. • What’s the bearing? _______What’s the back azimuth (-180)? ___ • Using your compass, shoot another azimuth to the stadium entrance. • What’s the bearing? ______ What’s the back azimuth (-180)? ___ • Use the Astrolabe to find the angles to both light poles. • What’s the angle to the closest light pole? __________ • What’s the angle to the farthest light pole? __________ • Move towards the destination using the knotted line to find the distance you have traveled. • When the knotted line is fully extended, take measurements of the following again USH-A (11.01) EARLY EXPLORERS 46

47. Using an Astrolabe & Traverse Board • Once your knotted line has played out… • Using your compass, shoot an azimuth to your destination point B. • What’s the bearing? _______What’s the back azimuth (-180)? ___ • Using your compass, shoot another azimuth to the cafeteria door. • What’s the bearing? _______What’s the back azimuth (-180)? ___ • Using your compass, shoot another azimuth to the stadium entrance. • What’s the bearing? _______What’s the back azimuth (-180)? ___ • Use the Astrolabe to find the angles to both light poles. • What’s the angle to the closest light pole? __________ • What’s the angle to the farthest light pole? __________ • Move towards the destination using the knotted line to find the distance you have traveled. • When the knotted line is fully extended, take measurements of the following again. USH-A (11.01) EARLY EXPLORERS 47

48. Using an Astrolabe & Traverse Board • Once your knotted line has played out… • Using your compass, shoot an azimuth to your destination point B. • What’s the bearing? _______ What’s the back azimuth (-180)? ___ • Using your compass, shoot another azimuth to the cafeteria door. • What’s the bearing? ______ What’s the back azimuth (-180)? ___ • Using your compass, shoot another azimuth to the stadium entrance. • What’s the bearing? ______ What’s the back azimuth (-180)? ___ • Use the Astrolabe to find the angles to both light poles. • What’s the angle to the closest light pole? __________ • What’s the angle to the farthest light pole? __________ • Move towards the destination using the knotted line to find the distance you have traveled. USH-A (11.01) EARLY EXPLORERS 48

49. Captain’s Log Way Cafeteria Stadium Light Light point door entrance pole 1 pole 2 A__________________________________________________________________ 1__________________________________________________________________ 2__________________________________________________________________ 3__________________________________________________________________ 4__________________________________________________________________ B__________________________________________________________________ USH-A (11.01) EARLY EXPLORERS 49

50. Portulan Chart • To the best of your abilities, draw a portulan chart of your journey with all of the information on your captain’s log included. USH-A (11.01) EARLY EXPLORERS 50