Download 2017 Lesson Three Plan Imperialism and Colonization of Latin

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:
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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)”
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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”
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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:
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Section One: Exploration and Expansion
o Motives and Means pages 430-431
o A Race for Riches pages 432-433
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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:
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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: