Download
1 / 42
420 likes | 433 Views
Explore the impact of China's worldview on its voyages of exploration. Analyze the reactions of people in the places visited by Zheng He and debate the reasons for the abrupt end of China's voyages.
E N D
Day One: AIM: Did China’s worldview cause an abrupt end to its voyages of exploration? DO NOW: Think/Pair/Share: How do you think the people in the places that Zheng He visited felt about his visits? Do you think they were happy to see the large fleet of Chinese ships showing up with presents, or do you think they were frightened by such a large display of Chinese naval power?”
Annotated Map • Using the blank maps distributed, create an “annotated map” using your notes from the reading last night to show Global Maritime Expansion before 1450. • Assignment Description: Take note of the large event or process assigned for the annotated map (for example Global Maritime Expansion Before 1450). Find 10 events related to that larger process or event and place them on the map. The annotations should go near the location on the map and explain why the event was important. Write a summary at the bottom or on the back of the map on how the process or event shows continuity and change over time. Remember to title the map.
Tips for Annotation • Draw a picture when a visual connection is appropriate • Re-write, paraphrase, or summarize the most important sections of the text • Describe a new perspective you have • Explain the historical context that connect to the map • Offer analysis or interpretation of the content
Taking Sides: China’s Worldview HOMEWORK: Read your half of the “Taking Sides” article. As you read, take detailed Cornell Notes. Generate at least 5 questions EACH from the reading.
Day Two: China’s Worldview AIM: Did China’s worldview cause an abrupt end to its voyages of exploration? DO NOW: What kinds of evidence did the author of your article use? What were the major themes/arguments? What was his thesis?
Prepare for Debate ACTIVITY ONE: With your partner, using the questions you generated from last night’s readings, discuss your side (15 minutes). ACTIVITY TWO: Switch your reading with someone from the opposing side, and read their article to prepare yourself for tomorrow’s debate. You can also find this on the website. Anticipate what questions they may ask you, and think of how you might respond. CLOSURE: What is the difference between a Socratic seminar and a debate?
Day Three: AIM: Did China’s worldview cause an abrupt end to its voyages of exploration? DO NOW: What are some words or phrases you should use in a debate? What is the difference between a debate and a dialogue?
Fishbowl • FISHBOWL ACTIVITY 1: Students place desks in one smaller “inner circle” or “the fishbowl” and the “outer circle.” Students in the fishbowl are expected to engage in debate, as students in the outer circle take detailed notes. • FISHBOWL ACTIVITY 2: Inner circle and outer circles switch and repeat.
CLOSURE Answer the AIM: Did China’s worldview cause an abrupt end to its voyages of exploration?
Day Four (Tuesday 10/15): The Americas AIM: How did the Incan leadership consolidate and maintain power? DO NOW: Who were the Arawaks? How were the Arawaks similar to or different from other people that encountered Europeans?
Video Watch “Mankind—The Story of All of Us” (Plague 10 min left) Video Placemat—make a list of the top ten most significant people, places, events, and ideas discussed in the video. What are the major changes that took place during the video? What continued, or stayed the same?
Primary Source Pedro de Cieza de León left Spain at the age of thirteen for a life of uncertain adventure, first in Hispaniola and then as a soldier in Colombia and Peru. He was also involved in the re-conquest of Peru from Spanish rebel forces. With government permission, Cieza de León began interviewing local officials, Inca lords, and high officials about the Inca realm and its past. From these interviews and his own research, he produced the first European chronicle of Peru, which includes natural history, ethnography, and the history of pre-Inca and Inca civilizations. As you read his account, annotate the margins. Then answer the questions using evidence from the text to support your conclusions.
CLOSURE and HW Answer the AIM using evidence from the text and video HW: Complete the webquest on www.mrscompton.com
Day Five (Wednesday 10/15): Discipline Codes Quiz Assignment of Project. Due on Tuesday. HW: Watch and take notes on the Prezi on www.mrscompton.com. Begin working on your project.
Day Six (Thursday 10/16): The Americas AIM: To what extent were the civilizations of the Americas highly advanced? DO NOW: What are the characteristics of highly advanced civilizations?
Video: New World: Begin at (7:46-17:33) As you watch, complete the Aztecs section of the graphic organizer. Take notes on significant people, places, events, and ideas.
Read Achievements of the Mayas, Incas, Aztecs. Create a Venn Diagram comparing the three civilizations based on the reading and your prior knowledge.
Closure To what extent were Aztecs, Incas, and Mayans highly advanced? HOMEWORK: Watch, take detailed notes, and complete the quiz for 600 to 1450 CE: The Americas & Oceania . Continue working on project.
Day Seven (Friday 10/17): Conquest AIM: How were the conquistadors able to effectively conquer the empires of South and Central America? DO NOW: SOAPSTone this image
Mankind Watch Mankind: The Story of all of Us (17.33-end) Complete the graphic organizer using evidence from the video and your reading.
CLOSURE Answer the AIM question. HOMEWORK: Watch, take detailed notes, and take the quiz for: 1450 to 1750 CE: European Exploration Begin studying for your test on chapters 14 and 15 on Thursday. Continue working on project.
Day Eight (Monday, 10/21): AIM: Why did the voyages of Magellan and other Iberians mark a turning point in world history? DO NOW: Take out blank note-book paper for a quiz
DO NOW: Portugal and Spain initiated oversees explorations to expand __________ and gain ____________. Portugal, aided by_____________ (person) and the _________ (a technology) created a trading empire in __________ (place) and the _____________ (place). _____________ first revealed the Americas to Europe, and other Spanish explorers reached Asia by crossing the Pacific.
Christianity, new markets Prince Henry the Navigator Caravel Africa, Indian Ocean Columbus
Activity One: Graphic Organizer Think/Pair/Share: On your own, complete as much of the graphic organizer as you can. Then, share your information with your partner. Share out to the class.
Activity Two:Primary Source Documentfrom the Journal of Christopher Columbus Thursday October 11, 1492
FIRST REACTIONS As I saw that they were very friendly to us, and perceived that they could be much more easily converted to our holy faith by gentle means than by force, I presented them with some red caps, and strings of beads to wear upon the neck, and many other trifles of small value, wherewith they were much delighted, and became wonderfully attached to us.
DESCRIPTIONS They seemed on the whole to me, to be a very poor people. They all go completely naked, even the women, though I saw but one girl. All whom I saw were young, not above thirty years of age, well made, with fine shapes and faces; their hair short, and coarse like that of a horse's tail, combed toward the forehead, except a small portion which they suffer to hang down behind, and never cut. Some paint the face, and some the whole body; others only the eyes, and others the nose.
WEAPONRY Weapons they have none, nor are acquainted with them, for I showed them swords which they grasped by the blades, and cut themselves through ignorance. They have no iron, their javelins being without it, and nothing more than sticks, though some have fish-bones or other things at the ends. They are all of a good size and stature, and handsomely formed. I saw some with scars of wounds upon their bodies, and demanded by signs the of them; they answered me in the same way, that there came people from the other islands in the neighborhood who endeavored to make prisoners of them, and they defended themselves.
USEFULNESS It appears to me, that the people are ingenious, and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn such words as are spoken to them. If it please our Lord, I intend at my return to carry home six of them to your Highnesses, that they may learn our language.
Day Nine (10/22): Global Trade AIM: To what extent did the exchange between the New and Old Worlds impact global economics? Objectives: SWBAT analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century; explain how another type of document would help you analyze the effects of the flow of silver bullion in this period. DO NOW/Motivation: What are the steps to analyzing a document? What kind of information are you looking for?
Step One: Group Work: • In your groups of 4, share your analysis of your assigned documents. Consider the following: • Summarize the document. What does it/the author say? • WHO produced the document? Discuss the author’s gender, age, social status, religion, intellectual or political philosophy, educational level, etc. • WHEN was it produced? Can it be connected with a historical event? • Who was the intended AUDIENCE? Was the document written privately, written to be read or heard by others (who?), an official document for a ruler to read, commissioned painting, etc. • WHY was this document produced? What was the purpose or motivation of the writer/producer of the document, based on what you can surmise about them? • What is the TONE or “Voice” of the document like? Is it filled with any apparent emotion (e.g. anger, disdain, admiration, satire, etc.)
Step Two: On a piece of chart paper…(ignore “Additional Document for now) Document #
CLOSURE What is the “additional document” and how can we determine it?
Day Ten: AIM: To what extent did the exchange between the New and Old Worlds impact global economics? Objectives: SWBAT analyze the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century; explain how another type of document would help you analyze the effects of the flow of silver bullion in this period. DO NOW: Why are primary source documents essential to historical discovery? What other careers could this skill be useful in? Give specific examples in your response.
Step Three Sit with your groups from yesterday. Complete your chart paper document analysis if needed. Place your documents in historical order in the classroom. In your groups, walk around to each document. Examine the major characteristics—the “groupings”. Take notes on commonalities you observe. Sit down and discuss which documents have some similarities. Create 3-4 groups based on the major characteristics shared by the documents.
Step Four: With your group members, come up to the SmartBoard and write down your grouping, and the documents associated with it.
Think/Pair/Share What is missing from the documents? What perspective would give you necessary information to give you a better understanding of the topic?
CLOSURE Write a paragraph answering the prompt below, using evidence from the documents in your response: Discuss the social and economic effects of the global flow of silver from the mid-sixteenth century to the early eighteenth century.
