Week 8:

America after European Arrival

Unit Era: 1415 to 1796

Unit II

Essential Question(s): How is power lost and gained?
I.A. Students will evaluate the regional reactions to the collapse of the interregional stability by:

I.A.3: Explaining the causes and effects of Islamic expansion and Eurasian trade routes on political and cultural life in West African Kingdoms.
I.A.4: Examining the factors that led to the rise and collapse of Ming China.
I.A.5: Assessing the causes and effects of the Mughal Empire on India.

Essential Question: How does the interaction of cultures and people lead to conflict and change?

II.A Students will analyze the regional origins and global consequences of overseas expansion in the 15th, 16th, and 17th centuries by:

II.A.1: Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas.
II.A.2: Assessing the ways in which the Columbian Exchange and the trans‐Atlantic African slave trade affected Europe, Asia, Africa, and the indigenous peoples of the Americas.
II.A.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.

I. MW08 [ Notes ] America after European Arrival Notes

MW08 | America after European Arrival

Assigned Readings

Read: Pages 121-134, World History: The Modern Era
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.

Taino
Conquistador
Tenochtitlan
Malinche
Encomienda
Creole
Mestizo; Mulatto
Privateer
New France
Treaty of Paris

Uncancelled History | Age of Explorers

Monday: European Conquest in the Americas

Learning Goals II.3.1-II.3.5 | MSDE I.B.3

Opener: Map Analysis | Spanish Conquest in the North America in the 16th Century

Why do you think the Spanish were so successful in their conquest of the Americas?
What factors aided their conquest?

Lesson: European Conquest in the Americas

I. Notes: European Conquest in the Americas
II. (Extension) YouTube Video | Tenochtitlan - The Venice of Mesoamerica by Invicta

Closing: Art Gallery | Pirate Ships

Display all of the collected pirate ships and allow students to vote on the best one(s)
Winner gets to choose a powerup for the Thematic Chart

Spain in America c. 1500s

Tenochtitlan by Invicta

Tuesday: European Colonies in the Americas

Learning Goals II.3.1-II.3.5 | MSDE I.B.3

Opener: Great Race | The North American Fur Trade

Identify the historical figure who appreciated the fashion trend of a good beaver pelt hat.

Lesson: European Colonies in the Americas

I. Notes: European Colonies in the Americas

Closing: Great Race | Famous Pirate Flags

Identify the flags of each of the famous pirates including Blackbeard and Calico Jack

III. MW08 [ Classwork ] The Sugar Trade - Image Analysis

CW | The Sugar Trade

Wednesday: The Sugar Trade (Image Analysis)

Learning Goals MSDE I.B.3 | Explain 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 (1, 2, 3, 4 and 5).

Opener: Making Connections | Global Consumerism

What are some items that are global in their appeal to buyers?
Where and how do you think they are produced?

Lesson: How was the World Tried Together Through the Sugar Trade?

I. Worksheet: How was the World Tried Together Through the Sugar Trade (Image Analysis)

Closing: Discussion | The Sugar Trade

Based on the images, how was the world tied together through the sugar trade?
Class may be divided into three parts representing (1) Europe, (2) Africa, and (3) the Americas

MW08 [ Document Reader ] The Golden Age of Piracy

MW08 | Golden Age of Piracy

Thursday: 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: Opener: Vocabulary Quiz | America after European Arrival

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).

(Extension) Discussion | America the Beautiful
- Do you think America was a pristine wilderness before the arrival of Europeans?

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

The Florentine Codex (1585)

Friday: America before Columbus Pt. 2

Opener: Discussion | The Legacy of America

What do you think is the greatest legacy of Native Americans before Columbus?

Lesson: America before Columbus Part 2

Watch: the first section of the National Geographic documentary, America before Columbus (2009)
Viewing Guide: As you watch, complete the America before Columbus viewing guide for credit
- If you are not paying attention during the documentary you will not earn credit for the viewing guide

Closing: Collection | America before Columbus Viewing Guides

- Turn in your completed viewing guide for grading

[ YouTube ] CCWH 1.25 - The Spanish Empire

[ YouTube ] Biographics - Montezuma II

[ Podcast ] In Our Time - Pocahontas

[ Podcast ] Myths and Legends - Wendigo

Essential Question(s) 1300 to 1750

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)

World History: The Modern Era | Learning Goals

Unit II

Lesson 3: European Conquests in the Americas

- L.G.1: I can analyze the results of the first encounters between the Spanish and Native Americans.
- L.G.2: I can explain how the Aztec and Inca empires were impacted by Spanish conquistadors and European colonization.
- L.G.3: I can describe how Portugal and other European nations challenged Spanish power.
- L.G.4: I can analyze the major features of Spanish colonial government, society, and culture.
- L.G.5: I can describe the impact of Spanish colonization on the Americas.

Lesson 4: European Colonies in North America

- L.G.1: I can explain why the colony of New France grew slowly.
- L.G.2: I can analyze the establishment and growth of the English colonies.
- L.G.3: I understand why Europeans competed for power in North America and how their struggle affected Native Americans.

III. MW07 [ Thematic Research Project ] Native American Cultures c. 1500 ( II.3.1 and II.4.3 )

Docs | Native Americans Project

Alternative Lesson

Thursday: Native Americans Project | Present

Learning Goal: Varies Based on Learning Task

Present: Your Native American Culture c. 1500 projects
- The order of the projects is based on which culture you chose:
  - 1st: Arctic and Subarctic Cultures
  - 2nd: Eastern Woodlands and Southeast
  - 3rd: The Great Plains
  - 4th: Californian, Great Basin, and Southwest
  - 5th: Mesoamerican and the Caribbean
Rubrics: The rubric(s) are available on page 2 in the MW07 [ Thematic Research Project ] Native American Cultures c. 1500
- <--- See the column on the left for the rubrics mentioned above
Grading: I will use the rubrics during your presentation to grade your work.
- In the event that you chose to write an essay instead of present, see the [Research Paper] rubric, also in the handout

Friday: Native Americans Project | Present

Learning Goal: Varies Based on Learning Task

Present: Your Native American Culture c. 1500 projects
- The order of the projects is based on which culture you chose:
  - 1st: Arctic and Subarctic Cultures
  - 2nd: Eastern Woodlands and Southeast
  - 3rd: The Great Plains
  - 4th: Californian, Great Basin, and Southwest
  - 5th: Mesoamerican and the Caribbean
Rubrics: The rubric(s) are available on page 2 in the MW07 [ Thematic Research Project ] Native American Cultures c. 1500
- <--- See the column on the left for the rubrics mentioned above
Grading: I will use the rubrics during your presentation to grade your work.
- In the event that you chose to write an essay instead of present, see the [Research Paper] rubric, also in the handout

Wednesday: PSAT

Opener: Report to Your Testing Location

Byrnes is proctoring in F19
Testing should start no later than 8:45 AM
No bells

Lesson: Take Your PSAT

That is all.

Closing: After the PSAT | Continue Your Day

Follow the PSAT Day schedule for the remainder of your day.

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