Unit 4: Age of European Exploration

Unit Homework & Assessments:

  • Due 10/23:  Annotate the Eve of Adventure (Handout) - Pages 11-16.  (1) Underline and highlight key, powerful statements in the reading. (2) Outline the reading in your notes. (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant.
  • ​Due 10/25: Galileo Writing Project Due to www.turnitin.com by the start of class.​​ See Infinite Campus for a message with your specific class id and key to access www.turnitin.com 
  • ​Due 10/28: Read Ch 3.1 (Ellis) p.110-114 "Conquest of the Americas" Be able to tell the story of Hernan Cortes using the terms on your study guide.
  • ​Due 10/30: Read An Excerpt from Charles Mann, "1491: Rewriting the History of the Americas Before Columbus", 2006. (Handout in class) (1) Underline and highlight key, powerful statements in the reading. (2) How does the author assign blame? What evidence does he give us? (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant. 
  • ​On 10/31: Quiz on Unit 4 Terms (Chapter 2.1, 2.2, 3.1, 3.2 Only)
  • On 11/06: Essay on Unit 4.  General Essay Topics: Motives of European Exploration or Consequences of European Exploration.
Class Calendar

Monday, October 21: 
  • Focus: Introduce the Age of Discovery.
  • Unit 4 European Exploration Overview Sheet ​ (Use to study for your quizzes and tests; build connections between the terms and the overall big picture of the unit.
  • Introduction to Prince Henry of Portugal and his school of Navigation
  • Understanding the motives for European Exploration. We will read and discuss "The Chronicle of Discovery..." p. 188-189 (Sherman Text) How does the reader explain the motives for Prince Henry's obsession with exploration at the time? What are some key examples from the text? How does this narrative demonstrate a history of conflict between the Moors and Portuguese?
  • Hand back and discuss answers to the Scientific Revolution Quiz
  • Ticket to Exit: Without looking at notes or the reading, who was Prince Henry? What are 3 things we should remember from today's reading?
  • Assignment: Read and annotate Age of Man - The Eve of Adventure (Handout) - Pages 11-16.  (1) Underline and highlight key, powerful statements in the reading. (2) Outline the reading in your notes. (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant. Due 10/23

Tuesday, October 22:
  • Focus: Motives and Means for Exploration
  • Quick Check: "The Chronicle for Discovery" What are three reasons for Prince Henry's obsession with exploration? How does the text demonstrate a history of conflict between the Moors and Portuguese?
  • Notes: Early beginnings of the Age of Discovery. Portuguese Discoveries
  • Discuss and compare Prince Henry's motives to those viewed by King Affonso. "King Affonso I: Letter to King John III of Portugal".  (Ellis & Esler: WH) p. 94  What motives are revealed in this primary source account? What is King Affonso critical of in the article? How does this relate back to what we have learned about Prince Henry?
  • Ticket to Exit: Who was King Affonso? What were two points he made in his Letter to King John III?
  • Assignment: Read and annotate Age of Man - The Eve of Adventure (Handout) - Pages 11-16.  (1) Underline and highlight key, powerful statements in the reading. (2) Outline the reading in your notes. (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant. Due 10/23

Wednesday, October 23:
  • Focus: Motives and Means for Exploration
  • Quick Check: "King Affonso I: Letter to King John III of Portugal".  (Ellis & Esler: WH) p. 94 (1) Who is King Affonso? What is King Affonso critical of in his letter to King John III?  (2) Name one Portuguese explorer we studied yesterday and their chief accomplishment.
  • Seminar: The Eve of Adventure (Hand Out)
  • Ticket to Exit: 1.What was special about the needs, the skills, and the imagination of Europeans in this age that sent them searching the globe? Give an example of each.
  • Assignment: Work on your Galileo Writing for Friday, 10/25

Thursday, October 24:
  • Focus: Motives and Means for Exploration
  • Quick Check:  Why were Europeans seeking new routes to Asia at this point in history? What was the role of Renaissance Italy in era of Exploration? 
  • Perform the One-Act Play (In Class): "Isabella and Ferdinand" What did these monarchs do to consolidate power? How did the unification of Spain under Isabella and Ferdinand usher in an era of Spanish exploration and colonization? Why are the monarchs supportive of exploration?
  • Ticket to Exit: 1. What did Isabella and Ferdinand do to unify Spain? List at least 3 ways.
  • Assignment: Work on your Galileo Writing for Friday, 10/25

Friday, October 25:
  • Main Focus: Motives of Early Explorers
  • Quick Check: 1. What role did Isabella and Ferdinand play in the unification of Spain? According to the play, why did Isabella sponsor exploration? How does this relate to what we have read this week?
  • Notes: Columbus and other Spanish Explorers
  • Read and Discuss:  Columbus, “Letter to Lord Sanchez” p. 189-190. How did Columbus view the natives? What does Columbus seem most concerned with? How does this letter reflect his motives?
  • Ticket to Exit: 1. How would you summarize Columbus's "Letter to Lord Sanchez" in 3 points?
  • Share "Galileo Writings"
  • Assignment: Read Ch 3.1 (Ellis) p.110-114 "Conquest of the Americas" Be able to tell the story of Hernan Cortes using the terms on your study guide.. Due 10/28


Monday, October 28:
  • Main Focus: The Spanish Explorers and their conquest of the Americas.
  • Discussion: Visual Source: “The Conquest of Mexico as Seen by the Aztecs”, p. 193. ( Sherman Ch 14)
    • Note the symbols of conquest and destruction shown in the illustration
  • Discussion of Chapter 3.1  (Time permitting a video clip): Hernan Cortes
  • Read and Discuss:  Bernal Diaz del Castillo, "Memoirs: The Aztecs" p. 190-191 (Sherman Text) 
  • Ticket-to-Exit: What doe these primary sources reveal about the motivations of European explorers?
  • Assignment: Read An Excerpt from Charles Mann, "1491: Rewriting the History of the Americas Before Columbus", 2006. (Handout in class) (1) Underline and highlight key, powerful statements in the reading. (2) How does the author assign blame? What evidence does he give us? (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant.  Homework: DUE 10/30

Tuesday, October 29
  • Main Focus: Comparison of Spanish and Portuguese Empires
  • Quick Check: Write a sentence (or two) with the following terms: Hernan Cortes, Tenochtitlan, Malinche, Moctezuma. 
  • Jigsaw Activity: Spain / Portugal
    • Chapter 3.2 p. 115-119
    • M.L. Bush, “The Effects of Expansion on the Non-European World.” p. 196-197 (Sherman Ch 14)
    • Economic Activities (How did they profit from their empires?)
    • Spreading of European Culture
    • Effect on Native populations
  • Ticket to Exit: Which empire had the greatest impact on non-Western peoples? why?
  • Assignment: Read An Excerpt from Charles Mann, "1491: Rewriting the History of the Americas Before Columbus", 2006. (Handout in class) (1) Underline and highlight key, powerful statements in the reading. (2) How does the author assign blame? What evidence does he give us? (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant.  Homework: DUE 10/30

Wednesday, October 30:
  • Main Focus: The global impacts of exploration.
  • Quick Check: What is encomiendas? Who was a voice against the mistreatment of natives in America?
  • Seminar: Charles Mann, "1491: Rewriting the History of the Americas Before Columbus", 2006. (Handout in class) (1) Underline and highlight key, powerful statements in the reading. (2) How does the author assign blame? What evidence does he give us? (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant.
  • Ticket to Exit:  How does the author support his conclusion that the Europeans (Spanish) were “responsible but not guilty” (p147) of the deaths associated with the conquest of Mexica?  List his examples/reasons.

Thursday, October 31: (No School 11/1)
  • Main Focus:  Differences in Worldviews and the effect of European exploration on non-Western societies in Africa
  • Quiz on the Terms of Unit 4 (20 pts)
  • Notes/Discussion: Triangular Trade, the Middle Passage, Olaudah Equiano
  • Review of major unit concepts
  • Essay Test on Wednesday, November 6th

Monday, November 4:
  • Main Focus: Introduction of Unit 5: Absolute Rulers in Spain
  • Quick Check: Review of motives and consequences of European exploration
  • Introduction to Spanish Absolutism: Notes on Charles I and Philip II (Completion Notes) See also:  Chapter 4.1 (142-146) "Spanish Absolutism" 
  • Ticket-to-Exit: How did Philip II attempt to increase the power and prestige of Spain in the 16th century? Name at least three ways.
  • Last day for taking the Online Quiz in Infinite Campus

Tuesday, November 5: 
  • Main Focus: The Spanish Armada and Queen Elizabeth
  • Quick Check:  Fill in the blank exercise using the following terms
    • ​Dutch Revolt, William the Silent, Treaty of Nonsuch, Philip II, Sir Francis Drake, El Greco, Miguel Cervantes, Siglo de Oro
  • Spanish Armada Video Clip
  • Visual Analysis / Discussion: Elizabeth I, Armada Portrait
  • Jigsaw: Queen Elizabeth I's Speech to the Troops at Tilbury and Queen Elizabeth I's Spy Network.
  • Ticket to Exit: What do you see as most important about Elizabeth I's leadership and character? 
  • Homework: Joannie Fischer, “Cardinal Knowledge: A Network of Spies …” U.S. News & Report, Feb. 2003. p. 51.  Annotate and margin notes. Who was Cardinal Richelieu? How did he strengthen the French Monarchy? Due 11/7


Wednesday, November 6:
  • Essay Test: Write an essay about exploration, 40 points.
Unit Resources

KEY NOTES:  Password Required
HAND OUTS:
READINGS:
​Ellis and Esler. World History: The Modern Era. Chapter 2-3 (Pages 82-136.)
 
Gomes Eannes de Azurara, “The Chronicle of Discovery and Conquest of Guinea.” p. 188-9 (Sherman Ch 14)
How does the reader explain the motives for Prince Henry's obsession with exploration at the time? What are some key examples from the text? How does this narrative demonstrate a history of conflict between the Moors and Portuguese?
 
King Affonso I: Letter to King John III of Portugal.  (Ellis & Esler: WH) p. 94
What motives are revealed in this primary source account? What is King Affonso critical of in the article? How does this relate back to what we have learned about Prince Henry?
 
Columbus, “Letter to Lord Sanchez” p. 189-190 (Sherman Ch 14)
How did Columbus view the natives? What does Columbus seem most concerned with? How does this letter reflect his motives?
 
Bernal Diaz, “Memoirs: The Aztecs.” p. 190-191 (Sherman Ch 14)
What impressed Diaz? Why was Diaz astonished at the wealth of this civilization? How does this account compare with that of Columbus’s Letter to Lord Sanchez (Reading D)?
 
GAoM – “The Eve of Adventure.” (Hand Out)
See Essential Questions #1 and #2
 
Charles Mann, "1491: Rewriting the History of the Americas Before Columbus", 2006. (Handout in class)
How does the author support his conclusion that the Europeans (Spanish) were “responsible but not guilty” (p147) of the deaths associated with the conquest of Mexica?  List his examples/reasons.
Compare the worldviews of the Spanish and Mexica.
 
M.L. Bush, “The Effects of Expansion on the Non-European World.” p. 196-197 (Sherman Ch 14)
See Essential Question #3
 
Visual Source: “The Conquest of Mexico as Seen by the Aztecs”, p. 193. ( Sherman Ch 14)
Note the symbols of conquest and destruction shown in the illustration and compare to the writing of Bernal Diaz (Reading E).
 
LINKS: External Resources
Spanish Inquisition - Ferdinand and Isabella Music Video (external site)


KEY TERMS:
Ch 2.1 “Ellis” p84-89
Prince Henry the Navigator
Cartographer
Bartholomeu Dias
Vasco da Gama
Cape of Good Hope
Christopher Columbus
Isabella of Castile
Ferdinand of Aragon
Treaty of Tordesillas
Line of Demarcation
Ferdinand Magellan

Ch 2.2 “Ellis” p90-94
Affonso I
 
Ch 3.1 “Ellis” p110-114
Tainos
Conquistadors
Hernan Cortes
Tenochtitlan
Malinche (Dona Marina)
Moctezuma
Francisco Pizzaro
Atahualpa

Ch 3.2 “Ellis” p.115-119
encomienda
Bartolome de Las Casas
Peons
 
Ch 3.4 “Ellis” p125-128
Triangular Trade
Middle Passage
Olaudah Equiano
 
Ch 3.5 “Ellis” p.129-130
Columbian Exchange



ESSENTIAL QUESTIONS:
  1. What motivated Europeans to search the globe at this time in history? (Think three G’s) Give specific examples for each motive. What motivated them the most?  [Ellis Ch 2.1 p.84-89 and Reading F; Supported by Readings C, D, E, G, J]  
  2. How did the Renaissance, the Protestant Reformation, and Scientific Revolutions each contribute to and support an Age of Exploration? [Ellis Ch 2.1 p.84-89 and Reading F; See also Clark, “Early Modern Europe: Motives for the Scientific Rev.” p 231 Sherman]  
  3. In what ways were the Spanish (Castilian) and Portuguese empires similar? In what ways were they different? What were the different consequences for non-Western societies in those respective empires? [Ellis Chapter 3.2 p.115-119; Reading H] 
  4. Identify and discuss differences between the Native American and European worldviews. What has been the impact of these differing worldviews? [Reading I, supported by readings D, E, G]  
  5. What effects did European exploration have on non-Western societies in Africa? How did Europeans change the nature of African slavery? [Ch 3.4 p.125-128]

PROJECT / SKILLS / DEBATE / DISCUSSION:
  • Seminars: Read Age of Man - The Eve of Adventure (Handout) - Pages 11-16. (1) Underline and highlight key, powerful statements in the reading. Write margin notes. What were the main reasons for exploration? (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant. Due 9/13
  • Seminars: Read An Excerpt from Charles Mann, "1491: Rewriting the History of the Americas Before Columbus", 2006. (Handout in class) (1) Underline and highlight key, powerful statements in the reading. (2) Outline the reading in your notes---create a chronology of events/steps in the conquest of Mexico. (3) Write 3-5 questions, connections (to other readings, to your life, etc), and other thoughts that make this reading significant.  DUE 9/18​