 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