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August 26

August 26. -Objective: To understand the early European explorers and why they would make such dangerous voyages. - Bellwork : -Vocab. Identification Quiz Finish “Creating a Picture Story” Project *Picture Story Presentations -Finish Cluster Web – Spanish Conquistadors/Explorers *Discuss

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August 26

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  1. August 26 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Vocab. Identification Quiz Finish “Creating a Picture Story” Project *Picture Story Presentations -Finish Cluster Web – Spanish Conquistadors/Explorers *Discuss -Homework: 1) Cluster Web of Spanish Conquistadors/Explorers

  2. Quiz - Matching

  3. August 27 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork:-Review “Creating a Picture Story” Project -Cluster Web – Spanish Conquistadors/Explorers -Finish “Creating a Picture Story” Project -Homework: 1) Vocab. Identification Words - Completed

  4. August 28 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork:-Clicker Quiz – Spanish Conquistadors/Explorers *Grade in Class -Vocabulary Identification – Notecards 7) conquistadors 8) encomienda system 9)plantations -Homework: 1) Vocab. Identification Words - Completed

  5. Clicker Questions – 8th History Francisco Pizarro took over the Aztec capital of Tenochtitlan around 1520. Juan Ponce de Leon discovered the Mississippi River in 1541. Alvar Nunez Cabeza de Vaca and Panfilo de Narvaez faced many issues and only de Vaca and three men survived their journeys. Francisco Vasquez de Coronado wanted to find the legendary Seven Cities of Gold. Hernan Cortes may be credited with starting the beginning of the fall of the Aztec empire.

  6. Answers Henry the Navigator Bartholomeu Dias Ferdinand Magellan Amerigo Vespucci Christopher Columbus Vasco da Gama Leif Erikkson Vasco Nunez de Balboa B E A D C F

  7. Names for Quiz Hernan Cortes Francisco Vasquez de Coronado Hernando de Soto Juan Ponce de Leon Francisco Pizarro Alvar Nunez Cabeza de Vaca Leif Erikson Henry the Navigator Bartolomeu Dias Vasco Nunez de Balboa Christopher Columbus Amerigo Vespucci Ferdinand Magellan Vasco de Gama

  8. Names for Quiz Hernan Cortes Francisco Vasquez de Coronado Hernando de Soto Juan Ponce de Leon Francisco Pizarro Alvar Nunez Cabeza de Vaca Leif Erikson Henry the Navigator Bartolomeu Dias Vasco Nunez de Balboa Christopher Columbus Amerigo Vespucci Ferdinand Magellan Vasco de Gama

  9. Clicker Questions – 8th History 1. I was able to conquer the Inca empire in 1534 just years after I defeated the Incas at the capital of Cuzco in Peru. I only had 400 men. Who am I? I explored what is now the southwest United States. We had a tough time, and only 3 men and myself survived a shipwreck in Texas. Who am I? I am considered a Portuguese explorer, but I never actually voyaged myself. I am most proud of the observatory I built and the school of navigation I founded. Who am I?

  10. Clicker Questions – 8th History I am famous for my quest to find the Fountain of Youth in Florida in 1513. I never found what I was looking for, and I was never able to establish a colony in Florida. Who am I? In 1501, I led a Spanish fleet to the coast of what is now South America. I knew it was not Asia, but rather I called it the “new world.” A German mapmaker labeled these new continents “America” in my honor. Who am I? 6. I am a Portuguese navigator who had good fortune when my ship was blown around the tip of Africa. My crew and I survived, and the tip of Africa was named the Cape of Good Hope. Who am I?

  11. Quiz 7. In 1492, King Ferdinand and Queen Isabella of Spain sent me across the ocean blue or the Atlantic looking for great riches in the Indies. I really thought we had found a new route to Asia, so I named the people there Indians. Who amI? My greatest accomplishment in the Americas was the discovery of the Mississippi River in 1541. Who am I? I am a Portuguese navigator who set out to be the 1st crew to circumnavigate the globe. I was killed before we finished the voyage, but my crew finished for me in 1522. Who am I?

  12. Quiz 10.I am a famous Viking from Norway who was exploring the coast of Greenland when my ship was blown off course. I actually ended up exploring what is now known as the northeast portion of the United States. Who am I? 11.I took over the Aztec capital of Tenochtitlan around 1520 with only 508 soldiers, 100 sailors, 16 horses, and some guns. Who am I?

  13. Quiz 12.In 1513, I heard of another ocean on the west side of Panama where I was exploring. I went looking for this ocean, and I found it after we climbed to the top of 1 mountain. It would later be named the Pacific Ocean. Who am I? 13.I actually made it to India unlike Mr. Dias in 1498. The Muslim traders knew Portuguese, and it made trade much easier. Who am I? 14.I explored the American Southwest looking for the fabled Seven Cities of Gold. There my men and I discovered the Grand Canyon. I never found the cities. Who am I?

  14. Identification Vocabulary Terms A. astrolabe B. caravels C. Line of Demarcation D. Treaty of Tordesillas E. circumnavigate F. Columbian Exchange G. conquistadors H. encomienda system I. Plantations

  15. August 29 -Objective: Each student will analyze how the encomienda system affected native groups -Bellwork: Grade European Explorers Quiz – in Class Finish Encomienda System – next slide -Analyzing Documents – Bartolome de Las Casas *S.W.A.P. – p. 51 – “The Role of the Catholic Church *Turn & Tell 1) Who was Bartolome de Las Casas? 2) How did he want to go about converting the Native Americans 3) S.W.A.P. p. 51 – “Brief Account of the Devastation of the Indies” -How did Las Casas view of the treatment of Native American groups differ from the views of other Spaniards? -Homework: NONE

  16. Encomienda System – p. 50

  17. August 30 -Objective: Each student will analyze how the encomienda system affected native groups -Bellwork: -T-Chart & Pair-and-Share – p. 50 *Take notes on how plantation owners treated the natives. *Take notes on how Bartolome de Las Casas said the natives should be treated. -Debate: In your groups, prepare arguments for a debate about how Native Americans should be treated. One of you will take the point of Bartolome de Las Casas. The other will take the side of the plantation owner. We will present these in class and vote on which partner gave the best arguments. *requirements next slide 1) Begin Presentations – Vote on best presentations and GIVE EXAMPLES -Homework: NONE

  18. Debate Rubric ____/2 Main issues are identified and explained ____/3 Debate is written in script form ____/3 Treatment of Native Americans included and complete. ____/3 Presentation of debate is rehearsed (not just reading information ____/2 Presentation of information shows mastery *Audience easily able to tell which person is which *Information is complete and accurate ____/2 On-task the entire time ____/15 TOTAL

  19. Debate Rubric ____/2 Main issues are identified and explained ____/3 Debate is written in script form ____/3 Treatment of Native Americans included and complete. ____/3 Presentation of debate is rehearsed (not just reading information ____/2 Presentation of information shows mastery *Audience easily able to tell which person is which *Information is complete and accurate ____/2 On-task the entire time ____/15 TOTAL

  20. October 3 -Objective: Each student will analyze how the encomienda system affected native groups -Bellwork: Turn & Tell 1) How did the encomienda system affect Native Americans? 2) How did plantation owners feel Native Americans should be treated? 3) How did Bartolome de Las Casas feel Native Americans should be treated? -Present Debates *Vote on which side gave the best arguments – GIVE EXAMPLES -Clicker Quiz – Informal - Encomienda System and Native Americans -Homework: NONE

  21. October 4 -Objective: Each student will analyze primary documents that give insight into the earliest European exploration of the Americas. -Bellwork: Assign groups – have students take colored paper as they come in room *Each group of same color *Should be 4 (possibly 5) to a group -Analyzing Primary and Secondary Documents – 6 Handouts & 6 stations 1) Students will be in groups 2) Answer questions on next slide BEFORE other questions. 3) Complete the questions at each station. – on notebook paper *8 minutes at each station – All individual work until the last minute 4) Discuss and collect at the end -Homework: 1) NONE

  22. Questions on Documents *Using complete sentences, answer these questions: What do you expect this document to be stating? Explain why? What is the main idea of the document? How were your ideas of what you thought the document to be about (#1) similar and/or different than what was actually written?

  23. Biography – Queen Isabella Isabella’s religious beliefs were the main motivation for many decisions she made, including her support of Columbus’s voyages of exploration Possible Answers: Isabella’s support of Columbus’s voyages to the Americas because it set in motion events that changed the world. Isabella’s ascension to the throne of Castile Answers will vary.

  24. Biography - Malintzin Malintzin spoke Nahuatl, Maya, and eventually Spanish Malintzin acted as an intermediary between Cortes and the native populations. She also was able to teach Cortes about native customs so that he might be better able, on some level, to conquer them. She warned Cortes of an ambush Answers will vary

  25. Biography - Estevanico Estevanico’s group first landed in what is now Tampa Bay, FL. Then they were shipwrecked off the coast of Texas. Possible answers: If Estevanico could speak the dialect of a group, they may have trusted him more and would be more likely to help Estevanico and his group. These will vary.

  26. Biography – Henry Hudson Possible Answer: Hudson traveled farther north than any other explorer and mapped out many unexplored parts of North America. Possible Answer: Hudson was disappointed but probably felt like he was close to the discovery he was seeking and must keep going. Answers will vary

  27. Leif Erikson There were many boats and explorers on the expedition. They explored several different areas of America. The descriptions lack specific information about the landforms and location of the places they explored.

  28. Primary Source – Slave Spirituals “Home” in the first verse is heaven or death. This might be home to the slaves because they feel they have no home or safe, happy place, on Earth “Coming for to carry me home” “A band of angels coming after me” Tell all my friends I’m coming too “But still my soul feels heavenly bound” Because this song referred to a historical event from the Bible, not to current slavery, enslaved Africans could sing about their desire to be freed and about God’s will for them without referring directly to their own situation. This song has a sad, mournful, emotional tone. Enslaved people might have sung it when they were doing particularly difficult work or when they were suffering from a specific injustice.

  29. Primary Source – Slave Spirituals Possible answer: Both spirituals might have provided some relief from the harsh work, and both expressed feelings and hopes of slaves. Possible answer: “Go Down, Moses” would have been more threatening because it explicitly discusses the desire for freedom.

  30. October 5 -Objective: Each student will recognize how events in Europe affected settlement of North America. -Bellwork: “If you were there…” – p. 52 - Answer in bellwork -Grade & discuss 6 documents from yesterday -CNN Student News – if time -Homework: NONE

  31. October 5 -Objective: Each student will recognize how events in Europe affected settlement of North America. -Bellwork: Add Vocab. Terms to Quizlet – next slide -S.W.A.P. p. 52-53 – “Events in Europe” -”Events in Europe” Timeline and Explanation – p. 52-53 – next slide 1) Write down events and dates of events (5 dates and 5 events) 2) Discuss -Homework: NONE

  32. Identification Vocabulary Terms 10)Protestant Reformation Protestants Spanish Armada Northwest Passage Charter Middle Passage African Diaspora

  33. Events in Europe – Timeline & Explanation 1558 *Event *Result 1588 *Event *Result 1534 *Event *Result 1517 *Event *Result 1450 *Event *Result Mexico Wins Independence

  34. October 8 -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -”Events in Europe” Timeline and Explanation – p. 52-53 – previous slide 1) Write down events and dates of events (5 dates and 5 events) 2) Discuss -Search for the Northwest Passage – p. 54-57 - next slide. -Clicker Quiz - Informal -Homework: Complete Chart on search for NW Passage

  35. Search for the Northwest Passage – p. 54-57

  36. Search for the Northwest Passage – p. 54-57

  37. October 9 -Objective: Each student will collaborate using Google Docs to establish the routes of European explorers trying to find a NW passage. -Bellwork: -Search for the Northwest Passage – previous slide. *Discuss -Mapping the Explorers and their search for a Northwest Passage. – Use Google Docs - ONLINE *Look at and discuss map p. 56 1) Put students into groups of 4 – 1 student per country 2) Use your computers to find map and key info for each explorer of NW Passage – Rubric next slide 3) Once finished, share and edit each other’s Google Docs. -Homework: Searching for NW Passage and Mapping Explorers

  38. October 12 – Alternative w/ no computers -Objective: To understand the early European explorers and why they would make such dangerous voyages. -Bellwork: -Search for the Northwest Passage – previous slide. *Discuss -Mapping the Explorers and their search for a Northwest Passage. *Look at and discuss map p. 56 1) Recreate the map on p. 56 2) Use a different color for each explorer (p. 56) to chart the travels ofthe different explorers. 3) Create a map legend/key with the appropriate color of each explorer’s travels. 4) Label each route with the appropriate name of each explorer. -Homework: Searching for NW Passage and Mapping Explorers

  39. October 10 -Objective: Each student will understand the different explorers who made the journey searching for the NW Passage. -Bellwork: “Search for the Northwest Passage” and Map *Complete in groups -Present Google Docs in Class -Homework: 1) Vocab. Quiz - TOMORROW

  40. October 11 -Objective: Each student will recognize the causes and effects of the slave trade. -Bellwork: -Clicker Quiz – Explorers of NW Passage *Review & Discuss -Identification Vocabulary Words Quiz – next slides *Be SURE TO INCLUDE 2 EXTRA WORDS -Short Answer Review – skip 3 slides -Homework: NONE

  41. Vocabulary Identification Quiz 1) conquistadors 2) encomienda system 3) plantations 4) astrolabe 5) caravels 6) Line of Demarcation 7) Treaty of Tordesillas 8) circumnavigate 9) Columbian Exchange 10) Protestant Reformation Protestants Spanish Armada Northwest Passage Charter Middle Passage African Diaspora

  42. Vocabulary Identification Quiz a. official document that gives a person the right to establish a colony. b. Spanish soldier and explorer who led military expeditions c. large farm that specialized in one plant. d. used stars to chart ship location e. ships that used triangular sails f. boundary between Spanish and Portuguese territories. g. Voyage across the Atlantic Ocean that enslaved Africans were forced to endure. h. treaty between Spain and Portugal that moved Line of Demarcation i. system in Spanish America that gave settlers the right to tax local Indians or demand labor. j. transfer of plants, animals, and disease between Americas and Europe. k. Scattering of Africans all across the world. l. religious movement to reform Catholic Church m. reformers who protested against Catholic Church n. large Spanish fleet defeated by England in 1588. o. a nonexistent path through North America that early explorers searched for that would allow ships to sail from the Atlantic to Pacific Ocean p. travel around the world

  43. Short Answer Review Explain how the Columbian Exchange “dramatically changed the world. (HINT: include goods traded to Americas and Europe, explanation of the Columbian Exchange, the negative things traded) Briefly describe the Protestant Reformation. How did it begin? What was the Middle Passage? In whose honor was “America” named? What was the Spanish Armada? What happened between the Spanish Armada and the English? What would finding a Northwest Passage have allowed sailors to do? What is the name of one explorer who searched for it? What was the encomienda system? Why did the Spanish Crown establish it? Which man tried to improve the lives of the Native Americans?

  44. Short Answer Review Explain how the Columbian Exchange “dramatically changed the world. (HINT: include goods traded to Americas and Europe, explanation of the Columbian Exchange, the negative things traded) Briefly describe the Protestant Reformation. How did it begin? What was the Middle Passage? In whose honor was “America” named? What was the Spanish Armada? What happened between the Spanish Armada and the English? What would finding a Northwest Passage have allowed sailors to do? What is the name of one explorer who searched for it? What was the encomienda system? Why did the Spanish Crown establish it? Which man tried to improve the lives of the Native Americans?

  45. October 12 -Objective: Each student will recognize the causes and effects of the slave trade. -Bellwork: -“Need for a New Labor Force” – Graphic Organizer – next slide -Cause and Effect of Slave Trade – skip a slide -Short Answer Review – skip 2 slides *Discuss and Work on in class -Homework: Short answer review – by TUESDAY

  46. Need for New Labor Force – p. 58-59

  47. The Slave Trade – p. 59-61

  48. October 15 -Objective: Each student will recognize the causes and effects of the slave trade. -Bellwork:-Finish “Cause and Effect of Slave Trade” – *previous slide -”Slave Culture in the Americas” – next slide *discuss -Chapter 2 Review – Jeopardy Review -Homework: 1) Short answer review – by TUESDAY 2) Ch. 2 Test - TOMORROW

  49. Slave Culture in the Americas – p. 61

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