Chapter 15: The
Maritime Revolution
Day One:
 AIM: Did China’s worldview cause an abrupt end to its
voyages of exploration?
 DO NOW: Think/Pair/Share: How do you think the
people in the places that Zheng He visited felt about his
visits? Do you think they were happy to see the large
fleet of Chinese ships showing up with presents, or do
you think they were frightened by such a large display of
Chinese naval power?”
Annotated Map
 Using the blank maps distributed, create an “annotated map”
using your notes from the reading last night to show Global
Maritime Expansion before 1450.
 Assignment Description: Take note of the large event or
process assigned for the annotated map (for example Global
Maritime Expansion Before 1450). Find 10 events related to
that larger process or event and place them on the map. The
annotations should go near the location on the map and
explain why the event was important. Write a summary at the
bottom or on the back of the map on how the process or event
shows continuity and change over time. Remember to title the
map.
Tips for Annotation
 Draw a picture when a visual connection is appropriate
 Re-write, paraphrase, or summarize the most important
sections of the text
 Describe a new perspective you have
 Explain the historical context that connect to the map
 Offer analysis or interpretation of the content
Taking Sides: China’s Worldview
 HOMEWORK: Read your half of the “Taking Sides”
article. As you read, take detailed Cornell Notes.
Generate at least 5 questions EACH from the reading.
Day Two: China’s Worldview
 AIM: Did China’s worldview cause an abrupt end to its
voyages of exploration?
 DO NOW: What kinds of evidence did the author of
your article use? What were the major
themes/arguments? What was his thesis?
Prepare for Debate
 ACTIVITY ONE: With your partner, using the
questions you generated from last night’s readings,
discuss your side (15 minutes).
 ACTIVITY TWO: Switch your reading with someone
from the opposing side, and read their article to prepare
yourself for tomorrow’s debate. You can also find this on
the website. Anticipate what questions they may ask you,
and think of how you might respond.
 CLOSURE: What is the difference between a Socratic
seminar and a debate?
Day Three:
 AIM: Did China’s worldview cause an abrupt end to its
voyages of exploration?
 DO NOW: What are some words or phrases you should
use in a debate? What is the difference between a debate
and a dialogue?
Fishbowl
 FISHBOWL ACTIVITY 1: Students place desks in one
smaller “inner circle” or “the fishbowl” and the “outer
circle.” Students in the fishbowl are expected to engage
in debate, as students in the outer circle take detailed
notes.
 FISHBOWL ACTIVITY 2: Inner circle and outer circles
switch and repeat.
CLOSURE
 Answer the AIM: Did China’s worldview cause an
abrupt end to its voyages of exploration?
Day Four (Tuesday 10/15):
The Americas
 AIM: How did the Incan leadership consolidate and
maintain power?
 DO NOW: Who were the Arawaks? How were the
Arawaks similar to or different from other people that
encountered Europeans?
Video
 Watch “Mankind—The Story of All of Us” (Plague 10
min left)
 Video Placemat—make a list of the top ten most
significant people, places, events, and ideas discussed in
the video.
 What are the major changes that took place during the
video? What continued, or stayed the same?
Primary Source
Pedro de Cieza de León left Spain at the age of thirteen for a life
of uncertain adventure, first in Hispaniola and then as a soldier in
Colombia and Peru. He was also involved in the re-conquest of
Peru from Spanish rebel forces. With government permission,
Cieza de León began interviewing local officials, Inca lords, and
high officials about the Inca realm and its past. From these
interviews and his own research, he produced the first European
chronicle of Peru, which includes natural history, ethnography,
and the history of pre-Inca and Inca civilizations.
As you read his account, annotate the margins. Then answer the
questions using evidence from the text to support your
conclusions.
CLOSURE and HW
 Answer the AIM using evidence from the text and video
 HW: Complete the webquest on www.mrscompton.com
Day Five (Wednesday 10/15):
Discipline Codes
 Quiz
 Assignment of Project. Due on Tuesday.
 HW: Watch and take notes on the Prezi on
www.mrscompton.com. Begin working on your project.
Day Six (Thursday 10/16):
The Americas
 AIM: To what extent were the civilizations of the
Americas highly advanced?
 DO NOW: What are the characteristics of highly
advanced civilizations?
Video:
 New World: Begin at (7:46-17:33)
 As you watch, complete the Aztecs section of the graphic
organizer. Take notes on significant people, places,
events, and ideas.
Read
 Achievements of the Mayas, Incas, Aztecs. Create a
Venn Diagram comparing the three civilizations based
on the reading and your prior knowledge.
Closure
 To what extent were Aztecs, Incas, and Mayans highly
advanced?
 HOMEWORK: Watch, take detailed notes, and
complete the quiz for 600 to 1450 CE: The Americas &
Oceania . Continue working on project.
Day Seven (Friday
10/17): Conquest
 AIM: How were the
conquistadors able
to effectively
conquer the empires
of South and
Central America?
 DO NOW:
SOAPSTone this
image
Mankind
 Watch Mankind: The Story of all of Us (17.33-end)
 Complete the graphic organizer using evidence from the
video and your reading.
CLOSURE
 Answer the AIM question.
 HOMEWORK: Watch, take detailed notes, and take the
quiz for: 1450 to 1750 CE: European Exploration Begin
studying for your test on chapters 14 and 15 on
Thursday. Continue working on project.
Day Eight (Monday, 10/21):
 AIM: Why did the voyages of Magellan and other
Iberians mark a turning point in world history?
 DO NOW: Take out blank note-book paper for a quiz
DO NOW:
 Portugal and Spain initiated oversees explorations to
expand __________ and gain ____________.
 Portugal, aided by_____________ (person) and the
_________ (a technology) created a trading empire in
__________ (place) and the _____________ (place).
 _____________ first revealed the Americas to Europe,
and other Spanish explorers reached Asia by crossing the
Pacific.
 Christianity, new markets
 Prince Henry the Navigator
 Caravel
 Africa, Indian Ocean
 Columbus
Activity One: Graphic
Organizer
 Think/Pair/Share: On your own, complete as much of
the graphic organizer as you can. Then, share your
information with your partner. Share out to the class.
Activity Two:
Primary Source Document
from the Journal of Christopher
Columbus
Thursday October 11, 1492
FIRST REACTIONS
As I saw that they were very friendly to us, and
perceived that they could be much more easily
converted to our holy faith by gentle means than by
force, I presented them with some red caps, and strings
of beads to wear upon the neck, and many other trifles
of small value, wherewith they were much delighted,
and became wonderfully attached to us.
DESCRIPTIONS
They seemed on the whole to me, to be a very poor people.
They all go completely naked, even the women, though I saw
but one girl. All whom I saw were young, not above thirty
years of age, well made, with fine shapes and faces; their hair
short, and coarse like that of a horse's tail, combed toward the
forehead, except a small portion which they suffer to hang
down behind, and never cut. Some paint the face, and some
the whole body; others only the eyes, and others the nose.
WEAPONRY
Weapons they have none, nor are acquainted with them, for I
showed them swords which they grasped by the blades, and cut
themselves through ignorance. They have no iron, their javelins
being without it, and nothing more than sticks, though some
have fish-bones or other things at the ends. They are all of a good
size and stature, and handsomely formed. I saw some with scars
of wounds upon their bodies, and demanded by signs the of
them; they answered me in the same way, that there came people
from the other islands in the neighborhood who endeavored to
make prisoners of them, and they defended themselves.
USEFULNESS
It appears to me, that the people are ingenious, and would be
good servants and I am of opinion that they would very
readily become Christians, as they appear to have no religion.
They very quickly learn such words as are spoken to them. If it
please our Lord, I intend at my return to carry home six of
them to your Highnesses, that they may learn our language.
Day Nine (10/22): Global Trade
 AIM: To what extent did the exchange between the New and
Old Worlds impact global economics?
 Objectives: SWBAT analyze the social and economic effects
of the global flow of silver from the mid-sixteenth century to
the early eighteenth century; explain how another type of
document would help you analyze the effects of the flow of
silver bullion in this period.
 DO NOW/Motivation: What are the steps to analyzing a
document? What kind of information are you looking for?
Step One: Group Work:
 In your groups of 4, share your analysis of your assigned documents.
Consider the following:
 Summarize the document. What does it/the author say?
 WHO produced the document? Discuss the author’s gender, age, social
status, religion, intellectual or political philosophy, educational level, etc.
 WHEN was it produced? Can it be connected with a historical event?
 Who was the intended AUDIENCE? Was the document written privately,
written to be read or heard by others (who?), an official document for a
ruler to read, commissioned painting, etc.
 WHY was this document produced? What was the purpose or motivation
of the writer/producer of the document, based on what you can surmise
about them?
 What is the TONE or “Voice” of the document like? Is it filled with any
apparent emotion (e.g. anger, disdain, admiration, satire, etc.)
Step Two: On a piece of chart
paper…(ignore “Additional Document
for now)
Document #
CLOSURE
 What is the “additional document” and how can we
determine it?
Day Ten:
 AIM: To what extent did the exchange between the New
and Old Worlds impact global economics?
 Objectives: SWBAT analyze the social and economic
effects of the global flow of silver from the mid-sixteenth
century to the early eighteenth century; explain how
another type of document would help you analyze the
effects of the flow of silver bullion in this period.
 DO NOW: Why are primary source documents
essential to historical discovery? What other careers
could this skill be useful in? Give specific examples in
your response.
Step Three
 Sit with your groups from yesterday. Complete your
chart paper document analysis if needed.
 Place your documents in historical order in the
classroom.
 In your groups, walk around to each document.
Examine the major characteristics—the “groupings”.
Take notes on commonalities you observe.
 Sit down and discuss which documents have some
similarities. Create 3-4 groups based on the major
characteristics shared by the documents.
Step Four:
 With your group members, come up to the SmartBoard
and write down your grouping, and the documents
associated with it.
Think/Pair/Share
 What is missing from the documents? What perspective
would give you necessary information to give you a
better understanding of the topic?
CLOSURE
 Write a paragraph answering the prompt below, using
evidence from the documents in your response:
Discuss the social and economic effects of the global flow of
silver from the mid-sixteenth century to the early eighteenth
century.