Bellringer: 8-29-14: Brainstorm
Directions: List 3 Things
you know about
Christopher Columbus or
Exploration
Planner: 8-29-14
Finish Columbus
Journal Writing
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Label all Continents and
Oceans: pg. RA4 and RA5
The Age of Exploration
1500-1800
Exploration and Expansion
Exploration and Expansion
1. Began exploring because of trade.
(Spices, Precious Metals)
2. Religious Zeal (passion)-wanted to
share religion with the natives
3. Grandeur, Glory and Spirit of Adventure
3. “God, Glory and Gold”
Portugal
Portuguese Trading Empire






Leader in European Exploration
Henry the Navigator, School for Navigation,
1419
Sailing around Africa to Asia, looking for
gold
Bartholomeu Dias- Cape of Good Hope,
Africa
Vasco de Gama- India
Developed spice trading posts throughout
Asia
School of Navigation today,
Lisbon, Portugal
Voyages to the Americas

Spanish decided to sail across the
Atlantic to get to Asia, landed in the
Americas instead.
Christopher Columbus
Sailed west to get to Asia, instead of
going around Africa
 Sponsored by King Ferdinand and
Queen Isabella of Spain, he had to beg
them for $
 October, 1492, he reached Cuba
 After 4 trips, reached all major islands of
the Caribbean and Honduras in Central
America, called the Indies.

Christopher Columbus
Journal Writing: pg. 196
Christopher ColumbusDirections: Read the selection on pg. 196
Journal on your thoughts of Columbus:
Here is a starting point: Choose a side
 Was he a hero who ushered in
economic well being throughout the
world?
 Was he a prime mover in the destruction
of the people and culture of the
Americas?
Bellringer: 9-2-14
1.Explain what God, Glory and Gold
means.- pg. 190
2. What was the purpose of Navigation
Schools?
3. How did Columbus really feel about the
Natives?
Planner: 9-2-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Continent Quiz- 9/4
Treaty of Tordesillas, 1494
Spain and Portugal both exploring new
lands and competing with each other for
these lands
 Agreed to draw a line of demarcationimagery line that divided the land. The
line ran N to S
 Spain got all lands W of the line, the
Americas
 Portugal got all lands E of the line,
Africa/Asia

Henry the Navigator
Bartholomeu Dias
Vasco da Gama
Christopher Columbus
King Ferdinand
Queen Isabella
John Cabot
Amerigo Vespucci
Ferdinand Magellan
Hernan Cortes
Francisco Pizarro
Portugal
Founded School of
Navigation
Race to Americas




Others heard about
Columbus and were
racing to get to the
Americas to claim
land
John Cabot-England
Amerigo Vespucci(Italian)was named
after him
Ferdinand Magellan(Portuguese) 1st to
circle the world
The New World


These lands were
called the “New
World”
Millions of people
were already living
in the New World,
the Europeans saw
opportunities for
conquests.
The Spanish Empire
Conquistadors- Spanish conquerors
 Individuals whose guns and
determination brought them incredible
success.




Hernan Cortezoverthrew Aztec
Empire in 3 yrs.
Francisco Pizarrotook control over the
Incas
In 30 years, the
western part of Latin
America had been
taken over
Aztecs
Incas
Bellringer: 9-3-14: Vocabulary
Review
Choose an appropriate vocabulary word.
1. _____ is the difference in value
between nation imports and what it
exports over time.
2. ______Spanish Conquerors
3. ______economic thought, set of
principles
4. ______ A settlement of people living in
a new territory- linked with a parent
government control
Planner: 9-3-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Continent Quiz-Tomorrow!!!!!- Spelling Counts
Explorer Sheet:
Directions: Get out your Explorer Sheet
and use your book to fill in the rest of the
explorers, what country they came from
and what did they do.
Bartholomeu Dias- Portugal- southern tip
of Africa
Native Laborers
Queen Isabella granted the Spanish
encomienda
 Encomienda- the right use Native
Americans as laborers- (Vocab Word)
 The Spanish were suppose to protect
the Indians, but didn’t since they were
so far away.
 Indians put to work on sugar plantations
(gold, silver)

Declining Population
Forced Labor
 Starvation
 Disease- no immune

 Smallpox, measles, typhus
Economic Impact and
Competition
Colonists established plantations that
produced goods and sent them back to
Europe for economic purposes- called
the Columbian Exchange
 America products sent to Europe
 European products sent to Americas

 Exchange of plants and animals
Trade, Colonies and Mercantilism
Nations began establishing coloniessettlement of people living in a certain
area
 This time known as Commercial
Revolution
 Mercantilism-principles that dominated
economic thought in 17th century(Vocab Word)

Bellringer: 9-4-14- pg. 198
What color does the red box represent?
2. What color does the purple box
represent?
3. What ocean is located between the
Americas and Europe/Africa?
4. People going to Africa were coming
from what continent?
5. People leaving Africa were going to
what continent?
1.
Planner: 9-4-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Continent Quiz-TODAY
Continent Quiz
Directions:
Use a ½ sheet of paper
Answers: must look exactly
like this
Antarctica
2. Africa
3. Indian Ocean
4. Arctic Ocean
5. South America
6. Pacific Ocean
7. North America
8. Atlantic Ocean
9. Asia
1.
10. Australia
11. Europe
Growth of the Slave Trade

Triangular TradeNew World
Economy (Europe,
Africa, Americas)
 Europe to Africa-
goods, guns, cloth
 Africa to AmericasSlaves
 Americas to Europetobacco, sugar, cotton
The Slave Trade

Slavery had been practiced for ancient times
 India, Rome, Greece



1550’s slaves were taken to Portugal- mostly
domestic servants
1600’s – plantations for sugar cane in Brazil and
the Caribbean demanded huge laborers
Native Americans had died out, so African slaves
where shipped to Brazil and the Caribbean
Sources of Slaves




Beginning of the 15th century, African slaves were
prisoners of war
Europeans started buying these prisoners from
African merchants
African headhunters collected slaves near the
coast then moved inland
Some African slave companies complained, but
they still needed to get paid
Middle Passage


Around 10 million African Slaves were brought to
the Americas btw 1600-1900
Many died on the way to the Americas b/c of the
Middle Passage, or died from disease when they
got to the Americas
Pictures # 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Slavery Primary Document
We are going to dissect a primary
document written by a doctor who was on
board of a slave ship.
What is a Primary Document?
What is a Secondary Document?
Bellringer: 9-5-14
Directions: Draw the last 5 Vocabulary
Squares box on your paper.
1. Write the word
2. Definition
3. Make up a sentence using that word.
4. Synonyms
5. Image
PG. 198, 203, 204
Planner: 9-5-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Effects of the Slave Trade
War fare increased
 African population decreased

Group Activity:
Directions:
1. You and a partner are to read
Traditional Political Systems on pg. 199
and Foreign Influences on pg. 200
2. You need to take your own jot notes on
each.
3. We will do the first together as a group,
then you are on your own
Traditional Political Systems
Bellringer: 9-8-14: Review
Who died thinking they reached a new
way to India, but really landed in the
Americas?
2. Who is Afonso de Albuquerque?-pg.
192
3. Mercantilists believed that a nation
would proper if they had a lot of?- pg.
195
4. The African society of ____ was
changed from a brilliant society to a
active slave trading area. – pg. 200
1.
Planner: 9-8-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Southeast Asia-Spice Trade
Emerging Mainland States



1500 SE Asia stable kingdoms were being formed
European influence in Southeast Asia was
stronger in the Malay Peninsula and Indonesian
Archipelago because they had no strong central
governments
Area mostly- Islamic faith
The Arrival of Europeans- pg. 203-203

Spice Area known to Europeans as Moluccas

The Dutch came in over took the Portuguese
trading posts- mostly islands, coastal regions

The Dutch tried to dominate the clove trade by
limiting cultivation of crops to one island and
forcing others to stop the growing and trade of the
spice.
European Declining Impact in Spice
Trade:
Europeans had less impact on the mainland states of
Southeast Asia because the mainland states were
able to unite and drive Europeans out.
Post Card Activity
Directions: you are to create a postcard
about your adventures as an Explorer,
European Spice Trader.
You need:
1. A picture of what its like where you are on the
back
2. An address back to your country and a person
you are sending too
3. A description of what you did and how it looks
where you are
Bellringer: 9-9-14: Review
Originally, African slaves were brought
to the Americas to work on what type of
plantations?
2. What does bureaucracy mean? – pg.
204
3. What does mainland states mean? –
pg. 203
4. What are the Moluccas?- pg. 202
5. Who is the King and Queen of Spain
who gave money to Columbus?
1.
Planner: 9-9-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Study Guide Time
Directions: You and a partner may work on
defining, answering, or explaining items
from the Study Guide that deal with all
sections
1. Countries leading Exploration
2. African governments called?
3. Moluccas
4. African Society of Benin
Guided Reading for 6.3
Word Scrambler
You and the same partner work on the
Guided Reading for 6.3 and the Word
Scrambler
This is to be handed in for a grade
3-2-1: put in box when you
leave
3- Things you learned about
this chapter
2- Questions you might have
still
1- Your favorite thing we have
discussed
Bellringer: 9-10-14: Section
6.3 and 6.4 Review
1.
2.
3.
4.
African kingdoms showed their unity by
giving their king what? – pg. 199
Why did Europe not have a big impact
on the mainland states? – pg. 203
What was dominant religion in Asia
from 1500-1800?- pg. 202
Why did European rulers and
merchants want control of SE Asia? –
pg. 201
Planner: 9-10-14
Ch. 6 Test 9/12
Ch. 6 Quiz 9/11
Bio Day:
Directions: You and a partner are to select
an additional info. Packet on one of the
following topics: You need to read it and
create a instructional aid in order to
present this information: Some of you will
be pulled to show the class:
1. Columbus
4. Hernan Cortes
2. Elmina’s Castle
5. Amistead
3. Pirates
6. Native Americas
Bellringer: 9-11-14:
Vocabulary
1. __________large agricultural estates
(farms)
2. _______the journey the African slaves took
to get to the Amercias
3. ________area that is connected to the
mass continent, not a peninsula or island
4. ______a body of nonelective government
officials
5. ________3 continent route between
Europe, Africa and the Americas Exchange
Planner: 9-11-14
Ch. 6 Test Tomorrow!!!!
911 News Day
CNN STUDENT NEWS
CHANNEL ONE NEWS
Age of
Exploration
Jeopardy Review
Bellringer: 9-12-14: Use study
guide
1. Spanish conquerors of the Americas
2. the right to use Native Americans as
slaves
3. settlement in a new territory linked to a
parent country by trade
4. economic theory of the 17th century, set
of princples
5. difference in value between exports and
imports over time
Planner : 9-12-14
Ch. 7.1 Vocab Squares