Week 7:
The World Europe Explored
Unit Era: 1415 to 1796
Unit II
Lesson 1: European Explore OverseasL.G.1: I can understand the major causes of European exploration.L.G.2: I can analyze early Portuguese and Spanish explorations and expansion.L.G.3: I can describe how the Portuguese established footholds in Africa’s coasts.L.G.4: I can describe European searches for a direct route to Asia.Lesson 2: Europeans Gain Footholds in AsiaL.G.1: I can summarize how Portugal built a trading empire in South and Southeast Asia.L.G.2: I can analyze the rise of Dutch and Spanish dominance in Asia and the Indian Ocean.L.G.3: I understand how the decline of Mughal India affected European traders in the region.L.G.4: I can describe European contacts with Ming and Qing China.L.G.5: I can summarize Korea’s and Japan’s attitudes toward contact with the outside world.
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Mombasa
- Treaty of Tordesillas
- Boers
- Mughal Empire
- Malacca
- Outposts
- Dutch East India Company
- Sepoy
- Manchus; Qing
- Tokugawa
Alternative Schedule This Week!
I will not be here on Wed - Fri, so your schedule this week is:
Wednesday: What Were Viking Raids Like - Primary Source (may work on in groups)
Thursday: The Sugar Trade - Image Analysis (may work on in groups)
Friday: The Golden Age of Piracy - Reader and Worksheet (may work on in groups)
Monday: Student Choice Day
Units I and IIOpener I: Self-Assessment | EBAS Rubric based on Maryland Standards
Complete the self-assessment and turn it in
Opener II: Review | Unit 1 The Renaissance and Reformation Test
We will go over the previous test so you know the answers in case you wish to do recovery
Please note for the section on "how do you know it's the Correct Answer" you may not reference me discussing it as your rationale (unless you talked with me individually)
Lesson: Select an Activity from the Student Choice Board
See the Student Choice Board (left) if you want more information about today's activity
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Today marks the last day in which you can turn in the work from the previous unit for partial credit.
If you turn in an assignment from the last unit after today it will be marked as a "1/x" where "x" is equal to the value of the assignment. In other words, you will earn 1 point to illustrate that you turned in the assignment, albeit after it was directly relevant to the learning taking place.
Reconstruction of a Viking Longhouse | Sweden
Tuesday: European Overseas Exploration
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)Opener: Geography | The Five Major Maritime Empires
Identify the five major European maritime empires on the map.
Lesson: European Overseas Exploration
Notes: European Overseas Exploration
(Extension) Primary Source | What Were Viking Raids Like?
Closing: Review Sub Plans
Check the next three days for your work
Turn in your work to the bins
Resources | European Exploration in the Early Modern Period
What Were Viking Raids Like?
Wednesday: Asian Reactions to European Arrival
MSDE I.A.4 | Examining the factors that led to the rise and collapse of Ming China (CDI, GOV, ECN).MSDE I.A.5 | Assessing the causes and effects of the Mughal Empire on India (CDI, GOV, ECN).Opener: This is an alternative assignment because I will not be at school.
Lesson: What were Viking Raids Like? - Primary Source Analysis
Closing: You have a sub this week - please turn in your work to the correct bin in the back of the room. Saying the substitute teacher lost your work is not an excuse. The bins are as follows:
Period 1 is Green
Period 3 is Blue
Period 7 is Purple
Resources | Ming China and the Mughal India
Sugar Boiling House (19th Century)
Sugar Consumption 1600 to 1850
Thursday: The Sugar Trade
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)MSDE I.B.3 | Explaining how plantation production of sugar and tobacco and the mining of silver in the Americas impacted the economies of Europe, South America, and East Asia and global labor systems (ENV, CDI, GOV, ECN, SIO)Opener: Vocabulary Quiz | The World Europe Explored
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
Lesson: The Sugar Trade
Worksheet: The Sugar Trade - Image Analysis
Important Note: for this assignment you need to access the images in Schoology - if I were to provide a handout for you then the images would be in black and white
Closing: Image Analysis | Sugar and Pirates
Use the Sugar Consumption Per Capita in England, 1600-1850 (left)
Understanding that a large portion of English sugar was produced in the Americas, do you think Caribbean piracy increased or decreased during the period 1600 to 1850?
Resources | The Columbian Exchange
MW08 [ Document Reader ] The Golden Age of PiracyAdjusted for Substitute
Note: This Assignment is Usually for Week 8 (next week)
The Golden Age of Piracy
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)MSDE I.B.3 | Explaining how plantation production of sugar and tobacco and the mining of silver in the Americas impacted the economies of Europe, South America, and East Asia and global labor systems (ENV, CDI, GOV, ECN, SIO)Opener: Discussion | Romanticizing Pirates
Why do you think people are so interested in pirates? Why do they tend to overlook the violent nature of pirates in favor of portrayals like Disney's Captain Jack Sparrow?
Lesson: The Golden Age of Piracy
Source Reader: Read through the Golden Age of Piracy reader
Worksheet: Complete the Golden Age of Piracy - Claims and Evidence worksheet
Closing: Ted-Ed Video | The Most Successful Pirate of All Time
What do you think the most successful pirate of all time was like?
Provide physical features (peg-leg, parrot on the shoulder, other tropes)
Provide where you think they were located (Caribbean? somewhere else?)
Watch | The Most Successful Pirate of All Time by Dian Murray
Resources | Pirates and Corsairs
[ YouTube ] CCEH 1.4 - The Age of Exploration
[ YouTube ] TED Ed - How Magellan Circumnavigated the Globe
Essential Question(s) 1300 to 1750
How is Power Lost and Gained?
MSDE Objective(s) | Students will evaluate the regional reactions to the collapse of the interregional stability by :
I.A.4 | Examining the factors that led to the rise and collapse of Ming China (CDI, GOV, ECN).
I.A.5 | Assessing the causes and effects of the Mughal Empire on India (CDI, GOV, ECN).
How does the Interaction of Cultures and People Lead to Conflict and Change?
MSDE Objective(s) | Students will analyze the regional origins and global consequences of overseas expansion in the 15th, 16th, and 17th centuries by:
I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)
I.B.3 | Explaining how plantation production of sugar and tobacco and the mining of silver in the Americas impacted the economies of Europe, South America, and East Asia and global labor systems (ENV, CDI, GOV, ECN, SIO)
Alternative Lesson
Day 1: Native Americans Project | Research
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)Opener: Remember to view the rubric before constructing the presentation
Lesson: Finish Research and Construct Presentation or Paper
You should finish research within the first ten minutes of the class
Each group should work on their slideshow with members focusing on slides relevant to what themes they researched
Example: student who worked on the Environment and Governance themes should do those particular slides
- Closing: Remember that the presentations will be next Wednesday through Friday
Day 2: Native Americans Project | Construct
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)Opener: Remember to view the rubric before constructing the presentation
Lesson: Finish Research and Construct Presentation or Paper
You should finish research within the first ten minutes of the class
Each group should work on their slideshow with members focusing on slides relevant to what themes they researched
Example: student who worked on the Environment and Governance themes should do those particular slides
- Closing: Remember that the presentations will be next Wednesday through Friday