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2017 Lesson Three: Imperialism/Exploration and Colonization of Latin America Days: Friday, April 21, Monday, April 24, Tuesday, April 25, Wednesday, April 26, and Thursday, April 27, 2017 ***Summative Assessment Latin America Unit Test Covers From This Lesson To End Of Unit*** Day One: Friday, April 21, 2017: Age of Exploration Motives and Explorers 1. Class: To review what happened to the native cultures of Latin America and to introduce the Spanish exploration and colonization of Latin America, the class will watch the following YouTube videos and take notes in the provided End of Native Civilizations and Rise of Spanish Empire Flowchart Graphic Organizer. Flowchart Directions: How did one event lead to the next with the demise of the native cultures and establishment of the Spanish Empire? A key event goes in each box that lead to the next event. This covers the causes and effects relationship of the events. YouTube Video: Video One: “The Spanish Empire [in America Crash] (Course World History #25) (edited)” Chad Hecktor Published on Oct 26, 2016 Adapted from "The Spanish Empire, Silver, & Runaway Inflation: Crash Course World History #25" found at https://youtu.be/rjhIzemLdos. Running Time of 5:21 Minutes https://www.youtube.com/watch?v=g-kwJcRJCbs Video Two: “1-5 Spanish Colonization of the New World” digihistory Published on Apr 6, 2013 1-5 Spanish Colonization of the New World Running Time of 4:20 Minutes https://www.youtube.com/watch?v=6P6FinyoTXo 2. Pairs: The students will turn to their partners and pair-share their Flowchart YouTube video notes to make sure they are complete. 3. Individual/Homework: The students are to do Cornell Notes on the following sections of “Chapter 13: The Age of Exploration” from the Glencoe World History textbook. This will be checked for Class Participation Points the next class period. BE SURE TO INCLUDE THE HIGHLIGHTED AND BOLDED KEY WORDS! Chapter 13 Sections: Section One: Exploration and Expansion o Motives and Means pages 430-431 o A Race for Riches pages 432-433 Chapter 13 can be accessed two different ways. o The students can go to the website: www.glencoe.com/ose and put in the student access code: D917986116 and access Chapter 13 through the website directly. This does not work well on the I-PADS, but this gives students the options of having the chapter read aloud to them. o The students can go to Canvas or the TeacherPage and download Chapter 13 in PDF format. Day Two: Monday, April 24, 2017: Spanish Colonization 1. Pairs: As a review for the reasons for exploration, the students will work with one of the European slogans for the Age of Exploration was “God, Glory, and Gold.” The students using their completed Cornell Notes are to identify TWO DIFFERENT and SPECIFIC examples that support each of the “Gs”. God: Glory: Gold: 2. Class: The pairs will share out their examples, and the class will add to the examples they came up with. 4. Individual/Homework: The students are to do Cornell Notes on the following sections of “Chapter 13: The Age of Exploration” from the Glencoe World History textbook. This will be checked for Class Participation Points on Wednesday, April 26. BE SURE TO INCLUDE THE HIGHLIGHTED AND BOLDED KEY WORDS! Chapter 13 Sections: Section One: Exploration and Expansion: Do Monday! o The Spanish Empire pages 434-436 Section Three: Colonial Latin America: Do Tuesday! o Colonial Empires in Latin America pages 444-447 Day Three: Tuesday, April 25, 2017: Columbian Exchange 1. Pairs: As review of the Spanish Empire in Latin America, the students using their Cornell Notes will complete the Positives and Negatives of Spanish Colonization in the space below. Positives of Spanish Colonization Negative of Spanish Colonization 2. Class: The pairs will share out their lists of positives and negatives to the class. This will allow all students to have a complete listing and review of the sections from Chapter 13. 3. Class: The students are to open up the Red Textbook under their desks to pages 194-195. The class will be working with “Why Geography Matters: Spatial Diffusion---The Columbian Exchange.” As the teacher reads aloud the passage, the students should be taking notes in the provided graphic organizer on the next page. 4. Class: The teacher is going to begin the Columbian Exchange PowerPoint Lecture, and the students are to highlight information and add information from the oral part of the lecture. 5. Homework: The students are to finish their Cornell Notes on Colonial Latin America. This will be checked tomorrow for Class Participation Points. How did the Columbian Exchange affect agriculture? What was an unintended consequence of the Columbian Exchange? How were the lifestyles of indigenous people altered? Day Four: Wednesday, April 26, 2017: Columbian Exchange 1. Class: The teacher is going to finish the Columbian Exchange PowerPoint Lecture. For the YouTube videos, the students should take additional notes. 2. Groups: The students are to go to Canvas to access the directions and grade sheet for the Formative Assessment Columbian Exchange Menu. 3. Homework: The group members should begin to make notes on their ideas for the different menus to present to the group tomorrow. Day Five: Thursday, April 27, 2017: Columbian Exchange 1. Groups: The students will have the class period to create their Formative Assessment Columbian Exchange Menus on Canvas. This is the CLASSWORK and HOMEWORK if not finished in class. This is due on: