 After
coming into class quietly and taking
your seat, turn to the Hey History! Section in
your binder.
 Topic:
After the Italian Renaissance
 Reflect
upon and answer the following
questions
1)
2)
How might the Italian Renaissance and the
Protestant Reformation changed the way
people thought about the natural world?
What changes in technology and society
might have encouraged the quest for new
knowledge?
 For
each term, rate how familiar/unfamiliar
you are with each one (check for very
familiar, question mark for somewhat
familiar, and a minus for never heard of it)
 For the words you are familiar with, work on
filling in the example and definition portion
of the activity
 Follow
the directions at the top of the page
to complete the assignment for the BEFORE
portion.
 Can
you relate any of the statements to word
or phrase from the Vocabulary SelfAwareness Chart?
 Work
with your group to come up with a
possible definition of what you believe the
Scientific Revolution was…
 Possible
things that may have happened
during the revolution (specific and nonspecific ideas)
 The
spirit of the Renaissance encouraged
curiosity, investigation, discovery, and the
practical application of knowledge in
everyday life
 People were more open to using new
approaches to answer questions about the
natural world
 During this era known as the Scientific
Revolution, people began to use new
approaches to answer these questions about
the natural world!
 Copernicus
 Galileo
 Boyle
 Kepler
 Vesalius
 1)
Personality, 2) Native Origin, 3) Area of
Contribution, 4) Scientific Discoveries, 5)
Published Works.
 Give
an explanation for what you believe to
be the greatest accomplishment/contribution
to the world during the Scientific Revolution?
 Read
Chapter 7, Sections 1-2 from the
Textbook
 After
coming into class quietly and taking
your seat, turn to the Hey History! Section in
your binder.
 Topic:
 Divide
Going on a trip…
your HEY HISTORY! box into three
sections
 C1: Imagine you are going to go on a trip
across country tomorrow; make a list of all
the things you will need to get to your final
destination…
 C2: Now, it is 1990, what does your list look
like now?...
 C3: Now, it is 1900, what does your list look
like now?...
 Graphic
Organizer…
Imagine you and your group members have just
formed a joint-stock company, a business
organization who raises large amounts of money to
finance exploration
 As a new company, you have decided you would
like to have me, Mr. Glueck, invest in your
company
 Your group will write a sales pitch to convince me
why I should invest in your company!
 Each group member should play a role in the pitch
 You should include what you know about new
advancements, the Commercial Revolution, and
the trend of exploration to convince me.

 European
Explorers Chart
 Use
pages 204 and 205 from your textbook to
outline the routes of the European explorers
from your chart… (Except Prince Henry)
 What
were some of the reasons why the
explorers chose to embark on their quests,
and what do you believe was the most
important reason for exploration?
 Use
pages 204 and 205 from your textbook to
outline the routes of the European explorers
from your chart… (Except Prince Henry)
 Read
Chapter 7, secs. 3-4
 After
coming into class and quietly taking
your seat, take out your World History!
Materials
 Use
your smart devices to fill in your charts
for the remaining explorers we will be
talking about…
 Use
the map on Page 204-205 of your
textbook to draw conclusions about the
major groups of European Explorers
 For each one (5 total), are there any trends
you can gather from the routes? Any
conclusions you might be able to draw?

Portuguese
Interest in South America
 Interest in finding route to India


Spanish
Interest in North America (colonization)
 Interest in S. America (going around S. America)
 Navigating around the globe


French


Interest in colonizing North America, exploring center
of N. America
English
Interest in exploring routes to and from N. America
 Interest in navigating the globe


Dutch
Interest in settling in N. America
 Australia/Oceania exploration and settlement











Bartolomeau Dias sails to the southern tip of Africa.
Christopher Columbus claims the Americas for Spain.
Treaty of Tordesillas is signed between Spain and
Portugal.
Hernán Cortés conquers the Aztec Empire.
Ferdinand Magellan and his crew sail around the
world.
Francisco Pizarro conquers the Inca Empire.
Spanish Armada is defeated by the English navy.
Jamestown settlement is established.
The compass is first used for expeditions
The caravel is developed by Prince Henry
 For
Each Pair Of Explorers, your group will
discuss their accomplishments and decide
which explorers had the greatest impact on
World History…
 Winner advances, last man standing!
 John
Cabot v. Bartholomeu Dias
 Christopher Columbus v. Vasco de Balboa
 Hernan Cortes v. Amerigo Vespucci
 Giovanni de Verrazano v. Vasco de Gama
 Juan Ponce de Leon v. Jacques Cartier
 Hernando DeSoto v. Ferdinand Magellan
 Francisco Pizarro v. Francisco Coronado
 Robert LaSalle v. Henry Hudson
 Explanation
for who you personally believe
to be the most significant explorer to World
History. Why do you say so? Accomplishments
to support your conclusions
 After
coming into class quietly, take your
seat and get out your World History
materials…
 For
Each Pair Of Explorers, your group will
discuss their accomplishments and decide
which explorers had the greatest impact on
World History…
 Winner advances, last man standing!
 Bartholomeu
Dias
 Christopher Columbus
 Amerigo Vespucci
 Vasco de Gama
 Juan Ponce de Leon
 Ferdinand Magellan
 Francisco Pizarro
 Robert LaSalle
 Topic:
If you were a missionary…
 Imagine
you are a missionary traveling to
the New World in the 1600s. Write a
journal entry in which you explain why is it
important for you to convert Native
Americans, and how do you plan to
communicate with people who speak a
different language? Does it make a
difference if you are a Spanish or English
missionary?
 Each
group will get a group/culture
 Record the Information
 Information Share/Walk
 Why
did Europeans assume that Native
Americans should live like Europeans?
 Did Europeans have a right to attempt the
destruction of the Native American culture?
 Did Europeans have a right to claim lands in
the New World?
 Using
your smart devices and notes,
determine Positive vs. Negative Implications
of European exploration on the Americas…
 Graphic
Organizer!
R – Role: Native American perspective
 A – Audience: king of a European country
 F – Form: speech to the king
 T – Topic: propose and defend an alternative
course of action to colonization, evaluating the
positive and negative implications.


May be counted as a quiz grade based on your
use of info and how well you followed the
directions
 Finish
Graphic organizer
 Speech to a King
 After
coming into class and taking your seat
QUIETLY, take out your World History
materials and turn to the Hey History!
Section
 Take
out your homework to turn in to the
Turn-In Box
 Look
over questions you missed
 Look over comments on your essay
 Explanations to follow…
 Origin



of the Renaissance
Rediscovery of the Greek and Roman Classics
Wealthy Italian Cities
Scholars started to take a more critical approach
to learning; search for authentic material
 Successful
achievements during the time
period



Expansion of Greek and Roman Culture
New innovations in art, architecture, and
education
Printing Press
 Lasting


Impact on History
Innovations led to creations of art/literature
that are still popular today
Printing press led to the spread of ideas and
materials
 Topic:
Controlling trade…
 Imagine
you are the king/queen of Spain!
Your explorers have found a route to and
from the Americas, and now you have started
to colonize! Unfortunately, your country is
losing money because the colonists have
taken it upon themselves to trade with the
natives and neighboring colonies… how would
you address this problem?
 Mercantilism:



A


A
new economic theory in the 1500s
stated a country should do all it could to increase
its wealth
wealth measured by  amount of gold and silver
the country had.
country could gain wealth in two ways
Mine gold or silver at home or in colonies
Sell more goods than it bought from other countries
colony’s country would provide a strong
market for manufactured goods, therefore
colonies were forbade from buying
manufactured goods from other countries
 Work
with your shoulder partners to answer
the following questions:


Why were the English and French so insistent
upon limiting products made in the colonies?
What might have been the result had
mercantilism been successful and the English
had acquired all the gold?
 Record
your answers on loose leaf. Discussion
to follow…
 By
the 1500s, Europeans began using slaves
in their own overseas empires.
 Enslaving Native Americans was not
economically viable, so they started relying
on enslaved Africans
 Slave trade grew rapidly; by 1600s, slave
trade was the chief focus in Euro. relations
with Africa
 Consider
the economic merits of the
following topics:



slave labor
cheap skilled labor
indentured servitude
 Tables
2-4, you believe these are positive
 Tables 5-7, you believe these are negative
 Form
a group statement explaining why you
are for or against these practices. Debate to
follow…
 Who
Benefits from the Slave Trade?
 Who Hurts from the Slave Trade?
 The
slave trade in the Atlantic was part of a
system known as triangular trade
 First stage: merchants shipped goods to
Africa in exchange for gold or slaves
 Second stage: the shipment of slaves across
the Atlantic to Americas – known as the
Middle Passage
 Third stage: merchants sent plantation
products to Europe
 Use
the map on Page 206.
 On your map, outline the primary slave trade
routes, other trade routes, and the specific
items that were moved from place to place.
 COMPLETE
FOR HOMEWORK
 After
coming into class and taking your seat
quietly, take out your World History materials
and turn to your Hey History! Section
 Take
out your homework from over the
weekend (Triangular Trade Map) and place it
in the Turn-In Box
 Topic:
The Good, The Bad, The Ugly
 Take
a minute to reflect on the effects of
colonization on the rest of the world…
obviously, some effects were positive in
nature while others were quite bad, or even
ugly.
 List
as many effects of colonization in the
new world you can come up with,
categorizing them by GOOD, BAD, and UGLY
 Using
your textbooks, class notes, and smart
devices, students complete the graphic
organizer indicating the areas colonized by
Spain, France, England, Portugal, and
Amsterdam and the purpose and
consequences of colonization.
 Spain
 Area:
North/South America, Caribbean
 Purpose: Self-sustaining colonies, Convert
natives to Christianity, Expand absolute
power of the monarchy, Acquire gold and
precious metals
 Consequences:



Political: continued dominance of church
inquisition
Social: no development of the middle class; rigid
social structures
Economic: gold kept coming into Spain
France
 Area: Louisiana, Haiti, Canada
 Purpose: Agricultural wealth made colonization
less attractive to French citizens. Controlled
territory for raw materials supplied by native
peoples. Tropical areas developed a plantation
economy in sugar and cotton.
 Consequences:

Political: interested in politics at home, wars in
Americas cost them most of their colonies
 Social: French respected the Native Americans
 Economic: established settlements based on fishing
industry, fur trade

England
 Area: North America, India, Indonesia, Australia
 Purpose: Enclosure movement made it easy to
attract settlers to the New World. Joint-stock
companies combined adventurers, settlers and
profits. Colonies supplied raw materials for
emerging factory systems
 Consequences:

Political: rights of Englishmen made colonists more
independent
 Social: mobility of classes based on wealth, not birth
 Economic: important source of trade; competed with
mother country and opposed Mercantilism

 Amsterdam
 Area:
North/South America, Southeast Asia,
Caribbean
 Purpose: During the 17th century Amsterdam
emerged as the center of European
commerce and banking. Exploration was for
the purpose of trade and financial growth.
 Consequences:



Political: govt. defined by charter of East India
Trading Company
Social: slave societies
Economic: joint-stock company
 Portugal
 Area:
Africa, India, Indonesia, South America
 Purpose: Searching for a faster route to India
and Indonesia to profit from the spice trade.
Prince Henry the Navigator promoted
exploration.
 Consequences:



Political: first global empire where natives were
rules by appointed officials
Social: slave societies
Economic: first to reach India allowed country to
become one of the richest in Europe
 Use
the linguistic map of the world today and
the map of world religions today.
 Consider how colonization is linked to the
spread of religion and languages…
 Work in your partner groups to explain how
particular patterns of language were
created. Also, explain why religious change
occurred in some areas and not in others

(e.g., South American colonies versus India)
Work in your groups to complete the following
assignment…
 Create a two column chart, labeling the columns
with the following titles – EUROPEAN COLONIZERS
and NATIVE PEOPLE BEING COLONIZED.
 In the columns, you will record how you believe
each of these groups would feel about the following
topics:
 spread of technology
 commercialization of agriculture (plantations)
 disease
 proselytizing religion (religious conversion)
 political traditions
 slavery
 loss of culture and traditions
 Columbian Exchange

 3-2-1
3
Exit Ticket
things I have learned about the Age of
Discovery, Exploration, and Expansion
 2 things I have found quite interesting
 1 thing I still have a question about…
 Start
Looking over notes from Age of
Discovery, Exploration, and Expansion…
 Test
on Thursday
 After
coming into class and taking your seat
quietly, take out your World History materials
 Homework
 Pick
from last night, we’ll talk…
up papers from Pick Up box
 Finish
activities from Monday’s class
(directions in previous slides)
 Start
Looking over notes from Age of
Discovery, Exploration, and Expansion…
 Test
on Thursday