Student Applications: Activities 1-7
Each student/ group will complete the following 7 activities. These activities will structure our investigations of the European people and nations and their exploration of the New World. Please keep this sheet in your Google drive, because we will make reference to it often during our work together.
1. 30-minute Video: The Great Age of Exploration ed puzzle or, followed by the google docs response questions on your Classroom attachment. Unit 1 Reading 1 (1 day)
2. Research Timeline: Research Timeline: Students will use the timeline ppt and the attached links to complete the guided reading notes attached with the google slides presentation. When completed students will use the remaining class time to read Unit 1 Reading 2 PDF.
-on the last day I will also post the Unit 1 Terms for students to study.(4 days)
3. Activity 3: Ships and new technologies: Part 1 Ships and new technologies: Each student will watch 6 creative ways people learned to navigate the seas from History A videos folder. Next, each will assemble a brief (10 slides, including a title screen) google slides presentation that informs (use images and text) the audience about each advancement in navigating by ship: Caravels, Lateen Sails, Beating/ Tacking, Privateers/Pirates, Astrolabe, Cross Staff, Compass, Axial Rudder, your final slide should be an approximately 100 word comparison between the aforementioned technologies of old with how ships move and navigate the seas today. You may "Google" references (link your reference URL), but be sure to put that last slide in your own words. (2 days)
Part 2 students will complete the slides from part 1. Each student will also use the extra time to study the quizlet terms attached prior and also form a 2 or 3 person group (and choose a group leader) with whom he/she will work on the Activity 4 Effects on Native Peoples presentations (2 days)
4. Effects on native peoples: Watch the video Disease, Native Peoples, and the Spanish as a class and complete the Ed Puzzle.
Then (with a partner or on your own) using google presentations create a presentation of 8 slides including a title screen, that demonstrates the horrific effects of disease and mistreatment of native peoples. You are encouraged to include 1) Title Screen 2) your general thoughts from the Crash Course video, 3) a slide on the Encomienda System, 4) 2 slides on any or all of the infamous Conquistadors. 6-8) Then 3 more slides about how disease, malnutrition, or other negative occurrences like cultural and religious oppression, affected the future of a native group of your choosing. Be sure the tribe you choose, did in fact suffer from European bacteria/virus-like smallpox or other infectious diseases. If you choose to work alone you only need to do a slide on 1 conquistador, and 1 slide on disease, malnutrition, and other negative consequences affecting your native group.
Possible Native Groups to Study: The Aztecs, The Mayans, The Incas, or any other tribe located in the Southeastern United States, Mexico, Central America, or South America, but you do not need to be specific to any one Native Group.
Include images on most slides and use bullets or text boxes to describe your slides. Do NOT USE copied text. Put things in brief concise thoughts (your thoughts) into a text box. (2 days)
5. Spanish influence: on the American Southwest, the American Southeast, Mexico, Central, and South America. Primary sources are things like paintings, murals, tapestries, writings, and other art or cultural works. Your assignment today is to utilize the attached primary source worksheet to explain why the images you see are examples of Old World Spanish Culture, Native Culture, or New World Spanish Culture. Remember the distinction isn’t location or time so much as it is whether the object you are observing blends aspects of both Native and Spanish Culture or if it simply represents Spain or Native Culture.. (1 day)
6. Class will watch the Spanish conquest of the Aztecs (5 min.) and the video clip on Pizarro and his conquest of the Incas. Next we will watch the Sinking of the Spanish Armada, England enters the quest for North America: Use the video Unit 1 the sinking of the Spanish Armada. Next, students will read the attached paper on the English sinking of the Spanish Armada. Then each student will journal to explain how the English were able to win and the lasting implications on North America. The question to be answered is attached to the bottom of the reading. You should use that space to complete your assignment. (1 day)
7. Video: Mankind the Story of All of Us: Episode 7 (44 minutes)
8. Review Day: Students will begin by playing 3 rounds of individual quizlet live (horse race). Next, we will take the Socrative Review # SOC-17533222 Finally, we will engage in a Kahoot Review. (1 or 2 days)
9. Test Day: (1 day) Socrative # SOC-14904404
Unit Duration 13-14 days
Unit Concepts:
a. Place
b. Movement
c. Human/ Environment Interaction
d. Exploration
e. Conquest
f. Colonialism
g. imperialism
Generalization: Conflict and competition between nations leads to Mercantilism. Mercantilism leads to imperialism and out of imperialism some good may come. As new trade relations are established, shared ideas and a blending of cultures are realized.