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Teacher Name: Ferida Meyer
Subject: World History 9th grade
Topic: Exploration
Age of Exploration
Concepts:
1. What was the significance of the discoveries that explorers made on the economy and
their relative country?
2. Why were Europeans interested in discovering new lands and markets?
General Objective[s]:
NCSS:
III. People, Places and Environments
a. refine mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size and shape
e. describe, differentiate, and explain the relationships among various
regional and global patterns of geographic phenomena such as
landforms, soils, climate, vegitation, natural resources and population
k. propose, compare, and evaluate alternative policies for the use of land
and other resources in communites, regions, nations and the world.
VA-SOL
WHII.4
The student will demonstrate knowledge of the impact of the European Age
of Discovery and expansion into the Americas, Africa, and Asia by
a) explaining the roles of explorers and conquistadors;
Learning Outcomes:
SWBAT:
1. Identify territories around the globe held by European countries in 1700.
2. Recall significant explorers and their influence in exploration.
3. Evaluate the different benefits and consequences of exploration/colonization for
people, nations, and the environment.
Content Outline:
Commercial Revolution: Between the 1400’s and 1700’s so many changes were made
to how economics worked in around the world that it became known as the Commercial
Revolution.Voyages of discovery in the fifteenth and sixteenth centuries allowed
European powers to build vast networks of international trade, which in turn generated a
great deal of wealth for them.
This growing global economy was based on silver, which allowed the purchase of goods
(like Chinese spices) which Europeans desired but had nothing of similar interest for
which to exchange it. Until this time there had been no economic theory; the stresses of
the new global order, however, brought about two opposing theories of how a nation
accumulates wealth: mercantilistic and free-trade policies. Mercantilism inflamed the
growing hostilities between the increasingly-centralized European powers, leading to
such famous conflicts as the American Revolution. Another important outcome of
Europe's "commercial revolution" was a foundation of wealth needed for the industrial
revolution. During this period (1450-1600 s), the global economic center shifted from the
Islamic Mediterranean to western Europe (Spain, France, the Netherlands, and to some
extent England). This shift was caused by the successful circumnavigation of Africa
opening up sea-trade with the east: after Portugal's Vasco Da Gama rounded the Cape of
Good Hope and landed in Calicut, India, a new path of eastern trade was possible ending
the monopoly of the Ottoman Turks and their European allies, the Italian city-states.
Explorers: (from curriculum framework) Factors contributing to the European discovery
of lands in the Western
Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations in navigational arts (European and Islamic origins)
• Pioneering role of Prince Henry the Navigator
Exploration all began with Spain and Portugal. The Portuguese wanted to find gold. The
man largely responsible for Portugal’s interest in exploration was Prince Henry the
Navigator. His goals were to find goal and to find away to get to the rich spice trade of
the Indies. He also wanted to spread the Christian faith.
1444.
By this stage the explorers had passed the southern boundary of the desert, and from then
on Henry had one of his wishes fulfilled: the Portuguese had circumvented the Muslim
land-based trade routes across the Western Sahara Desert, and slaves and gold and ivory
began arriving in Portugal.
• Portugal—Vasco da Gama: In 1488, Bartoloneu Dias sailed around the Cape of Good
Hope at the southern tip of Africa. Although he had to turn back, he paved the way for
the route to the Indian Ocean. This is where Gama picked up where Dias left off. In 1498
Gama took that route and landed in India. On his second voyage to India some years later
he came back to Portugal with tons of goods, hence the beginning of new global trade
and colonization.
• Spain—Christopher Columbus, Due to the success that Portugal was having with
their trade routes to India, Spain felt they needed to take action. Columbus believed that
he could find a shorter way to get to Asia, other then sailing around the tip of Africa. So
in 1492 Columbus went on his famous voyage with the Nina, Pinta, and the Santa Maria.
He traveled all around the little islands and returned to Spain victorious.
-The major difference between the Portuguese and the Spanish is that the Portuguese
sailed routes of lands that they already new existed, but the Spanish although
accidentally, discovered new lands.
Columbian Exchange: Products, Plants, animals and even diseases traveled between the
Western and Eastern Hemispheres.
Treaty of Tordesillas: A compromise between Spain and Portugal to move the dividing
line of rights to lands to discover further west. In 1500 this had a huge impact because a
Portuguese sailor landed in Brazil and could now be claimed by Portugal whereas before
it could not.
Ferdinand Magellan: A Portuguese navigator who was actually sailing for Spain made a
very significant theory correct. The discoveries of Amerigo Vespucci and Vasco Nunez
de Balboa around central and south America made them believe that this land was not a
part of Asia and in fact a “new world.”
-Magellan in 1519, took five ships and crossed the Atlantic to south America. He traveled
so far south that he found another great ocean and named it the Pacific, because in Latin
it means peaceful, because it was so calm. He kept sailing and reached the Philippine
Islands where he died in 1521. His crew sailed back to Spain and their voyage was the
first “round world”!!!!!!
Hernando Cortez: In 1519, Spanish explorer who went to the Yucatán in Mexico. It
was there that he discovered the great Maya and Aztec civilizations. He seized the Aztec
ruler Montezuma. He conquered them and later Mexico City was built on its ruins.
Francisco Pizarro: Pizarro found the rich civilizations of South Mexico. They
conquered the great Inca Empire which was located in modern day Peru. Both Cortez and
Pizarro tore down many of the lavish religious figures of these civilizations because they
where made from gold and silver. They shipped them back to Spain making them all very
wealthy.
Activities
Teacher Activity
(5 min) Review and Set Induction:
The teacher will begin class asking
questions reviewing the terms mercantilism
and technology advancements such as the
caravel, compass etc. The set induction will
be a set of questions getting students to
understand the importance that
mercantilism and exploration had on both
European countries and those in Africa,
India, and the Americas.
Review Questions:
-What technological advancements allowed
for ships to leave the coastline?
Student Activity
(5 min) Review and Set Induction:
The students will take out their notebooks
etc to get prepared for class. They will
then be ready to actively participate in
reviewing material and thinking/answering
the questions.
Review Questions: Possible answers:
-With the new ship caravel, the use of wind
instead of man labor,
-as well as a pointed bottom rather than flat
allowed for the ships to venture for the
coastline.
-The compass made it much easier for
-What was different about the caravel?
-How did this change the goals of
exploration?
-Who remembers what mercantilism is?
-Why would mercantilism require countries
to seek wealth elsewhere?
-Name two economical terms that arose
with mercantilism?
Set Induction: Discussion of these
questions:
-How do you think history would be
different if Columbus had actually reached
the India rather than the Caribbean?
-If you took away guns from the explorers,
do you think they could have conquered so
easily? What if everyone had guns?
-If mercantilism was not the drive of the
explorers how do you think they would
have approached the natives differently?
(10 minutes) Lecture on the Commercial
Revolution and Exploration in general.
(15 min) Map Activity
The teacher will handout the map
worksheet, give the students directions and
then monitor and answer questions will the
students work individually.
(10 min) Continue lecture on Exploration
and Explorers.
(30 min) Hall of Fame Activity:
The teacher will divide the class into
groups by counting. Each number
corresponds to an explorer. 1=Columbus,
2=Pizarro etc. This is how each group will
be assigned an explorer. Each group will
then use their lecture notes and textbook as
well as any other books in the room to
make a poster showing the significant
captains to know where they were going.
-Mercantilism was one of the first
economic theories.
-It said that a country’s wealth was
measured by gold
-To be successful you had to have more
exports than imports from other countries.
-It required countries to seek wealth
elsewhere because the theory said that there
is a fixed amount of wealth in the world
and in order to get more you have to steal it
from somewhere else.
-Tariff, balance of trade, etc.
Set Induction: The students’ answers could
vary tremendously depending on prior
knowledge as well as their ability to think
outside the box.
-Maybe India would be speaking Spanish.
-They would not have got so much gold or
power.
-Without guns maybe the natives would
have won and never had gotten colonized.
-Maybe they would have been nicer to the
natives and tried to learn from them rather
than kill them.
Student will take notes during lecture.
Map
Students will be given a blank world map.
They will be asked to use the maps in their
textbook to fill in their map. They will use
colored pencils to color code the different
areas and territories that the European
countries explored. Then will draw the
different trade routes that explorers used.
Lecture: Students will resume taking notes
during lecture.
Hall of Fame Activity: Students will be
assigned in groups and will randomly pick
from a hat a number that represents an
explorer that they have just studied. They
will use the textbook and their notes to
make a presentation using a poster. For the
presentation the students will have to
contributions that their explorer made. The
presentation will be done in a persuasive
manner and will explain why their explorer
over any other of that time period should
be inducted into the Exploration Hall of
Fame. After each group has presented, the
class will vote on the winning
poster/presentation.
persuade the class as to why this explorer
should be inducted into the Age of
Exploration Hall of Fame!! After each
group has presented the class will take a
vote on which two they want to win.
(15 minutes) Closure: The teacher will hold
a vote and have a short ceremony for the
winner of the group activity. Ask the
students to go back to their seats and to
begin the closure assignment of the day.
The students will have to write using this
prompt.
Closure: First the students will vote on the
winning presentation and will have a short
induction ceremony where we put it up on
the wall. Then students will go back to
their seats. They will be given a writing
assignment to finish class. They will have
to compare and contrast three explorers,
none of which can be the explorer they
researched for the group activity. They
have to address significance and the effects
that this explorer had on the world then as
well as now.
Compare and Contrast three of the
explorers you learned about today. (you
may not include the explorer you had in the
group activity) How was each significant,
one more than the other? Why? Has this
explorer impacted the modern world? Why
or why not?
(Students will be graded based on a rubric.)
Materials Needed: powerpoint presentation, textbook, big paper roll, markers, blank
map of the world.
Methods of Evaluating Student Progress/Performance:
The students will be assessed formatively on their ability to fill in a map accurately using
the required components i.e. a key, matching country with territory of exploration etc.
They will later be tested (unit test) on whether they understood the relation of location,
direction and technology allowed for the European countries to go across the Atlantic as
well as across the Cape of Good Hope. The students will be formatively assessed again
during the Hall of Fame activity and how they were able to integrate the content at an
evaluation level as well as using their persuasion skills. The students will be
summatively assessed on their paper after reading the colonization article. This will show
me if they can take events in history and synthesize how they can dramatically influence
the economic, political, and social welfare as well as natural resources and population of
a nation for hundreds of years after.
Differention for Special Needs: Students with special needs will be accommodated for
each activity. Students with disabilities will be given more extensive directions for each
activity. For example, they may receive a map that already has the countries and their
colonies labeled and they just have to color coordinate it. For the Hall of Fame activity
they will be working in groups where they may be assigned the role that they excel the
most in. For example, filling out information in the poster, presenting, researching,
depending on their learning styles and interest.
Subject Matter Integration/Extension: This lesson would be one of the first three
lessons taught for the unit of exploration in the 1500’s. It would probably follow and
intro lesson that focuses on the advancements of technology and the rising popularity of
secularization along with mercantilism. It fits in the broad scope of the course because
the colonization of the Americas, Africa, and India dramatically changed the world
forever. Not only did diffuse culture, but also as they will read from the article, have
affected the destiny of the country forever. This big concepts and theories bring history to
life in the modern world.
Reflections/PPT’s in Lesson: I like this lesson but I hate how the SOL’s have learning
this very significant time in history. All that is required is that they know some countries,
colonies and explorers when this time period did so much more than that. I want students
to think about how the world would be different if South America got to keep their gold,
or Africa was never exploited through slavery. These are the bigger ideas that I want
students to address. I try to touch on this with the closure activity, however, I could not fit
it in like I wanted in this lesson plan, Hopefully the one that follows I could have the
students read an article about how colonization doomed those countries because it
drained their natural resources, wealth, population etc.
One component of the lesson that can be a huge success or a great failure is the
group activity. Either students will take it seriously or they will goof which is the case in
a lot of group work. But for this particular cooperative group activity, it is not really
extensive enough to assign roles because its “mini.” I feel that if you assign roles in every
group activity it takes away from students learning to work informally together to
accomplish something. But this is a risk and will probably cause me to have to
micromanage a lot during this activity.
Sources:
Carrington, Collins, Iriye, martinez and Stearns et. al. World History: The Human
Journey. (2003). Texas: Holt, Rinehart and Winston.