Unit 1: The Age of Exploration
Essential Standards
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Overview & Vocabulary
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Unit 1 Activities:
7/11: What motivated Europeans to explore other territories? What is the geography of our globe?
1. European Exploration Overview: https://www.youtube.com/watch?v=nqaEOaYPv7c&list=PL0b3lB3rl5qLATIsV0NWn0iiPv1N3TuFL&index=15
and discuss video as a class
2. Complete continents of the World worksheet by labeling the map
3. If you finish early, watch this flip video and take notes: https://www.youtube.com/watch?v=pxf8msi0HEI
1. European Exploration Overview: https://www.youtube.com/watch?v=nqaEOaYPv7c&list=PL0b3lB3rl5qLATIsV0NWn0iiPv1N3TuFL&index=15
and discuss video as a class
2. Complete continents of the World worksheet by labeling the map
3. If you finish early, watch this flip video and take notes: https://www.youtube.com/watch?v=pxf8msi0HEI
| continent_map_activity_2017__1_.doc |
7/12: What happened during the Age of Exploration?
1. Read the following passage about European exploration (The File below). This passage will provide context for our unit and will also serve to build our reading comprehension skills. We will then read the article aloud as a class and discuss the information as we read.
2. Students will answer 1-10 on the back of the sheet.
3. As a class we will discuss what the correct answers are and how we know they are correct by citing evidence in the passage for our answers.
4. Students will watch the following flip video: https://www.youtube.com/watch?v=pxf8msi0HEI and pause to take notes on the information about this time period and the explorers who explored. (We will go over these notes next week so that students have what they need).
1. Read the following passage about European exploration (The File below). This passage will provide context for our unit and will also serve to build our reading comprehension skills. We will then read the article aloud as a class and discuss the information as we read.
2. Students will answer 1-10 on the back of the sheet.
3. As a class we will discuss what the correct answers are and how we know they are correct by citing evidence in the passage for our answers.
4. Students will watch the following flip video: https://www.youtube.com/watch?v=pxf8msi0HEI and pause to take notes on the information about this time period and the explorers who explored. (We will go over these notes next week so that students have what they need).
| activity_1_age_of_explor_2017__1_.pdf |
7/13: What is latitude and longitude? How does it apply to the age of exploration and European explorers?
1. Explorers used navigational tools to find the latitude and longitude of various locations. We will define latitude and longitude as a class.
2. Watch this BrainPop video about latitude and longitude as a class: https://www.brainpop.com/socialstudies/geography/latitudeandlongitude/
3. Research and write down on the provided sheet, the use of the listed navigational tools. https://docs.google.com/document/d/1XLuxkawXUyi7S_YGwE0PNUN1wk45jR9_4npmmIVb4ko/edit?usp=sharing Also write down another fact you learned about each tool in the provided space on the sheet.
-RESOURCE LINKS: Use the following link as a resource: http://exploration.marinersmuseum.org/type/age-of-discovery/
The link about map making is inactive on this site so I want students to use another link to research the creation of and use of maps during the Age of Exploration: http://ageofex.marinersmuseum.org/?type=webpage&id=35
1. Explorers used navigational tools to find the latitude and longitude of various locations. We will define latitude and longitude as a class.
2. Watch this BrainPop video about latitude and longitude as a class: https://www.brainpop.com/socialstudies/geography/latitudeandlongitude/
3. Research and write down on the provided sheet, the use of the listed navigational tools. https://docs.google.com/document/d/1XLuxkawXUyi7S_YGwE0PNUN1wk45jR9_4npmmIVb4ko/edit?usp=sharing Also write down another fact you learned about each tool in the provided space on the sheet.
-RESOURCE LINKS: Use the following link as a resource: http://exploration.marinersmuseum.org/type/age-of-discovery/
The link about map making is inactive on this site so I want students to use another link to research the creation of and use of maps during the Age of Exploration: http://ageofex.marinersmuseum.org/?type=webpage&id=35
7/14: How did Explorers use latitude and longitude to explore?
1. As a class we will watch this BrainPop video about latitude and longitude: https://www.brainpop.com/socialstudies/geography/latitudeandlongitude/
2. Then, we will complete the worksheet below for practice. https://docs.google.com/document/d/1XLuxkawXUyi7S_YGwE0PNUN1wk45jR9_4npmmIVb4ko/edit?usp=sharing
3. If you finish early, compete this outline about three major reasons for European Exploration: https://docs.google.com/document/d/14S-Ur6KhG6WRziMJB4nNHZct1VTsOFU424TXshKQ6vw/edit?usp=sharing
1. As a class we will watch this BrainPop video about latitude and longitude: https://www.brainpop.com/socialstudies/geography/latitudeandlongitude/
2. Then, we will complete the worksheet below for practice. https://docs.google.com/document/d/1XLuxkawXUyi7S_YGwE0PNUN1wk45jR9_4npmmIVb4ko/edit?usp=sharing
3. If you finish early, compete this outline about three major reasons for European Exploration: https://docs.google.com/document/d/14S-Ur6KhG6WRziMJB4nNHZct1VTsOFU424TXshKQ6vw/edit?usp=sharing
| activity_1_lat_long_practice_2017.pdf |
7/17: What is the Silk Road? What were the barriers to European exploration? What motivated these Explorers to find a sea route to Asia?
1. Read about a sea route to Asia
2. Period (3) Students will use their own internet based devices today to research the 7 main barriers to European Exploration and will write a short summary of each.
3. Period (8) Students will use their own internet based devices to fill in a graphic organizer on the 7 main barriers to European Exploration and write a short summary of each.
* My notes to assist with your research and graphic organizer. (This was also handed to students to place in their binders)
1. Read about a sea route to Asia
2. Period (3) Students will use their own internet based devices today to research the 7 main barriers to European Exploration and will write a short summary of each.
3. Period (8) Students will use their own internet based devices to fill in a graphic organizer on the 7 main barriers to European Exploration and write a short summary of each.
* My notes to assist with your research and graphic organizer. (This was also handed to students to place in their binders)
7/18: Who were the European explorers?
1. https://docs.google.com/document/d/1wn0baDEc9GENEOU-rIF6GD0bVjEy3NvvpEXMphFnFg0/edit Begin researching your assigned explorer. Complete your research for homework. You need to answer all 5 questions in your research.
1. https://docs.google.com/document/d/1wn0baDEc9GENEOU-rIF6GD0bVjEy3NvvpEXMphFnFg0/edit Begin researching your assigned explorer. Complete your research for homework. You need to answer all 5 questions in your research.
7/19: Who were the European explorers? What resources did they discover? Where did they travel?
1. https://docs.google.com/document/d/1wn0baDEc9GENEOU-rIF6GD0bVjEy3NvvpEXMphFnFg0/edit Trade your research with your partners in order to complete the jigsaw. You will then turn in your four-square jigsaw with your research notes.
2. https://prezi.com/riuzs3yhyc2z/gold-god-glory-reasons-for-exploration/ and complete the outline while viewing. **This will be homework tonight if you do not get to it after completing the research four square.
3. If you finish early, begin watching this BrainPop video about Christopher Columbus and take notes while watching. We will talk about Columbus and Cartier tomorrow.
1. https://docs.google.com/document/d/1wn0baDEc9GENEOU-rIF6GD0bVjEy3NvvpEXMphFnFg0/edit Trade your research with your partners in order to complete the jigsaw. You will then turn in your four-square jigsaw with your research notes.
2. https://prezi.com/riuzs3yhyc2z/gold-god-glory-reasons-for-exploration/ and complete the outline while viewing. **This will be homework tonight if you do not get to it after completing the research four square.
3. If you finish early, begin watching this BrainPop video about Christopher Columbus and take notes while watching. We will talk about Columbus and Cartier tomorrow.
7/20: The three motivating factors for exploration: Gold, God and Glory. What were the nations that influenced exploration?
1. We will first go over the Gold, God and Glory outline worksheet as a class.
2. Then, we will watch a BrainPop video about Christopher Columbus and discuss what we heard in the video as a class.
3. We will then read and excerpt about explorer Jacques Cartier and independently answer the questions that follow. Then, we will go over those as a class.
4. If time allows, we will begin to take notes from a Power Point about "Nations who Influenced Exploration." Students will make a chart on paper and write "Country," "Explorers," and "Known For." I will tell them what to write down as we walk through the Power Point. nations_who_influenced_exploration_2017__1_.ppt
1. We will first go over the Gold, God and Glory outline worksheet as a class.
2. Then, we will watch a BrainPop video about Christopher Columbus and discuss what we heard in the video as a class.
3. We will then read and excerpt about explorer Jacques Cartier and independently answer the questions that follow. Then, we will go over those as a class.
4. If time allows, we will begin to take notes from a Power Point about "Nations who Influenced Exploration." Students will make a chart on paper and write "Country," "Explorers," and "Known For." I will tell them what to write down as we walk through the Power Point. nations_who_influenced_exploration_2017__1_.ppt
7/21: Who was Prince Henry the Navigator? What did he accomplish?
1. Students will read a story about Prince Henry the Navigator and then answer questions that follow. We will review these as a class.
2. I will walk students through a PowerPoint: nations_who_influenced_exploration_2017__1_.ppt about "Nations who Influenced Exploration." Students will take notes in their charts while viewing and listening to the key details I read to them from the slides.
1. Students will read a story about Prince Henry the Navigator and then answer questions that follow. We will review these as a class.
2. I will walk students through a PowerPoint: nations_who_influenced_exploration_2017__1_.ppt about "Nations who Influenced Exploration." Students will take notes in their charts while viewing and listening to the key details I read to them from the slides.
7/24: Who were the famous European Explorers?
1. Students will begin a class Explorer Project today in which they will provide detailed research about their explorer and his travel. Students should finish their slide by the end of class today or, have it almost completed. If they have a lot to complete, they should work on their research at home tonight.
1. Students will begin a class Explorer Project today in which they will provide detailed research about their explorer and his travel. Students should finish their slide by the end of class today or, have it almost completed. If they have a lot to complete, they should work on their research at home tonight.
7/25: Who were the famous European Explorers?
1. Students will continue to work on their Explorer Project today.
1. Students will continue to work on their Explorer Project today.
7/26: What was the Columbian Exchange? What impact did this exchange have on economies? and on trade?
1.. We will discuss the Columbian Exchange today as a class. I announced to students that they will have their unit 1 test on Monday and that we will review for our test on Friday of this week. Tomorrow, I will provide them with a study guide in class that they can use to prepare for the test.
2. To begin, we watched the BrainPop video about the Columbian Exchange: https://www.brainpop.com/socialstudies/worldhistory/columbianexchange/
3. Then, we will take the quiz
4. We will then read a passage about the Exchange as a whole class.
5. I will walk students through the slides and videos provided about the Exchange on this site: https://lsintspl3.wgbh.org/en-us/lesson/midlit11-soc-splcol/1
6. We will watch a video that makes the exchange visual for students and provides a geographical context.
7. We will read a primary source document in which Christopher Columbus discusses his interactions with Native Americans, and then discuss his writing as class to decipher his words.
1.. We will discuss the Columbian Exchange today as a class. I announced to students that they will have their unit 1 test on Monday and that we will review for our test on Friday of this week. Tomorrow, I will provide them with a study guide in class that they can use to prepare for the test.
2. To begin, we watched the BrainPop video about the Columbian Exchange: https://www.brainpop.com/socialstudies/worldhistory/columbianexchange/
3. Then, we will take the quiz
4. We will then read a passage about the Exchange as a whole class.
5. I will walk students through the slides and videos provided about the Exchange on this site: https://lsintspl3.wgbh.org/en-us/lesson/midlit11-soc-splcol/1
6. We will watch a video that makes the exchange visual for students and provides a geographical context.
7. We will read a primary source document in which Christopher Columbus discusses his interactions with Native Americans, and then discuss his writing as class to decipher his words.
7/27: What was the Transatlantic slave trade?
1. Period 3: We will discuss the Transatlantic slave trade as a class and how that tied into the Colombian Exchange. Students will read a primary source document with their table groups and then we will discuss the responses to the questions that follow. I will also pass out the study guide for the unit 1 test. Students will begin working on this in class. If it is returned Monday to me completed, I will add 5 points to the student's overall test grade.
2. Period 8: I will pass out the study guide for the test. Students will begin working on this in class.
1. Period 3: We will discuss the Transatlantic slave trade as a class and how that tied into the Colombian Exchange. Students will read a primary source document with their table groups and then we will discuss the responses to the questions that follow. I will also pass out the study guide for the unit 1 test. Students will begin working on this in class. If it is returned Monday to me completed, I will add 5 points to the student's overall test grade.
2. Period 8: I will pass out the study guide for the test. Students will begin working on this in class.
7/28: Unit 1 assessment prep and review
1. We will present current events.
2. We will review for our test on Monday by playing Kahoot in teams.
3. the study guide is homework over the weekend. Students should also be studying from their notes, worksheets, and the guide.
1. We will present current events.
2. We will review for our test on Monday by playing Kahoot in teams.
3. the study guide is homework over the weekend. Students should also be studying from their notes, worksheets, and the guide.
7/31 Unit 1 assessment
1. Students took their unit 1 test today in class.
1. Students took their unit 1 test today in class.
-- End of Unit 1 --
Optional Unit Enrichment Links:
1. The age of discovery: exploration.marinersmuseum.org/type/age-of-discovery/ (Explorers, ships, voyages and tools)
2. Latitude and longitude practice sheet
2. Latitude and longitude practice sheet
