Exploration Unit Overview
Unit Overview: This unit is centered on the idea of European exploration around the
world. We cover both the empires they traveled to as they were before the Europeans
came, and the worldwide impact of European exploration. The class is a 9th grade World
History II class. Since this is a semester class, we have only a week and a half of class (7
class periods) to finish this unit. This unit includes a modified mini Socratic Seminar and
a Structured Academic Controversy.
Rationale: When talking about the 1500-1600s students need to have the background of
where Europe is exploring and why. By starting with the Scientific Revolution, I will be
setting up the Age of Exploration for my students. The rest of the lessons deal with the
places the Europeans explored and the impact that cultures had on each other.
SOL:
WHII.4
The student will demonstrate knowledge of the European Age of Discovery and
expansion into the Americas, Africa, and Asia by
C) Explaining migration, settlement patterns, cultural diffusion, and social
classes in the colonized areas
D) Describing the Columbian Exchange, including its impact on native
populations
E) Mapping and explaining the triangular trade
F) Describing the impact of precious metal exports from the Americas
WHII.5
The student will demonstrate knowledge of the status and impact of global trade on
regional civilizations of the world after 1500 AD by
A) Describing the location and development of the Ottoman Empire
B) Describing India, including the Mughal Empire and coastal trade
C) Describing East Asia, including China and the Japanese shogunate
D) Describing Africa and its increasing involvement in global trade
E) Describing the growth of European nations, including the Commercial
Revolution and mercantilism
WHII.6
The student will demonstrate knowledge of scientific, political, economic, and religious
changes during the sixteenth, seventeenth, and eighteenth centuries by
A. Describing the Scientific Revolution and its effects
Essential Question:
What are the essential elements that encouraged cultures and societies to explore?
Objectives:
1. TSW explore the ways the Scientific Revolution in Europe led to European
Exploration
2. TSW compare/contrast the development of the Ottoman Empire to the
development of the Mughal Empire
3. TSW evaluate the advantages and disadvantages of the Columbian Exchange
and triangular trade for both Europeans and native populations
4. TSW identify and connect the major civilizations of the world after 1500 AD
5. TSW argue the impacts of 16th century globalization
Content:
Scientific Revolution
 Key scientists and their discoveries
o Ptolemy and ancient astronomy
 Geocentric
o Copernicus
 Heliocentric
o Kepler
 Elliptical orbits
o Galileo
 Work with telescope
o Newton
 Universal law of gravitation
o William Harvey
 Blood circulation
o Margaret Cavendish
 Humans masters over nature
o Maria Winkelmann
 Woman astronomer
o Descartes
 Separation of mind and body
o Frances Bacon
 Inductive reasoning
 What makes the Scientific Revolution important
Aztec, Maya, and Inca
 Culture
o The ballgame in Mesoamerica
 Situation in time and place
 Spanish Conquistadors
Columbian Exchange
 Disease, agriculture, technology
 Impacts economic system of Americas (plantations, slavery)
Triangle Trade/slavery
 Trade routes around the world in 1500-1600
 Changing nature of slavery
 Who gets/gives what
 African empires
Japan and China
 Culture
o Confucianism/shintoism
o Imperial policies regarding foreign trade and enclaves
o Shogunate
 Isolationism (why?)
 Missionaries and Dutch traders
 Situation in time and place
Ottoman and Mughal
 Culture
o Trade with Europe
 Coffee, tea, textiles, spices, silks, gems
o Islam
o Architecture/art
 Situation in Time and Place
Assessment


Daily Work (Formative)
o Map Book work (5 Days)
o Scientist Chart
o Socratic Seminar on Scientific Revolution
o Short Write-Up on Columbian Exchange
Summative
o End of Unit Test
 Multiple Choice, Matching, Map, and Short Answer.
Materials and Resources
 Copies of Worksheets for every lesson
 Copies of Map Book Worksheets
 PPTs for Japan/China, and Ottoman/Mughal Empire Lessons
 PPTs for Journal Entries
 Projector
 Computers
 Copies of Readings for Aztec/Maya/Inca, Columbian Exchange, and Scientific
Revolution
Day 1 –
Scientific
Revolution
Activities:
Philosophers
vs. Scientists,
Scientific
Discussion
Day 6 –
Ottoman and
Mughal
Empires
Day 2- Aztec,
Maya, Inca
Activities: Inca
Reading and
Questions,
Mesoamerican
Webquest,
Mesoamerican
map workbook
Day 7- Test
Day 3Columbian
Exchange
Activities:
Native
Americans vs.
European SAC
Day 4- Triangle Day 5- Ming
Trade/Slavery
China/Tokugawa
Japan
Activities:
Video
Activities: Map
questions,
Workbook,
lecture and
Lecture and
notes.
Notes
Activities: Map
Workbook,
Lecture and
Notes
Differentiation – Lecture always has both visuals and audio. Students will occasionally
get to pace themselves while doing work.
Accommodations – All instructions are both written and said aloud.
Unit Reflection Looking back on this unit, I think that there was too much reading and not enough
other activities, including writing. The little bit of writing the students did complete,
showed that I needed to go back and scaffold writing activities more. The students
should have had more direct instruction every day, in order to ensure that they are
adequately getting the material. On the days with lectures, there should have been more
variety.
The students were most engaged on the days with either lectures or a wide range
of activities. The discussions did not go well. The students needed more teacher
directives on the discussions. On the other hand, even with the large amount of reading,
the students did well with the readings. As a class, they did well on the test, with about
half the class getting either an A or a B. (For more specific reflection on each lesson,
refer to the lesson plans.)