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Students will: Gain background information about explorers during the Renaissance Describe what characteristics are important for an explorer
Assessment
Summative assessment: grading Section Review
Resource
Prentice Halls World Explorer: Medieval Times to Today Textbook: Section The Age of Exploration
TIME
5-10 min BELL RINGER 10-20 min
LEARNING ACTIVITY
Journal entry: Describe a time you used a map. Did you use a digital or paper map? Did you make it to your destination? Hand out The Age of Exploration Reading to the class. Go over the pictures and maps in the packet as a class. Complete the map study as a class. Students read the section in pairs and complete the questions 1-5 at the end. Block 2: Read together as a class and point students in the right direction to answer questions.
5-10 min
Pretend you are a member of Magellans crew. Write a journal about sailing on the seven seas.
CLOSURE
Assessment
Analysis Basic Student struggles analyze the reading and pull information out to answer the question. Proficient Student may need a point in the right direction, but for the most part can analyze the reading and pull information out to answer the question. Student answers most questions and/or struggles to completely evaluate what is being asked on their own. They include information from the reading. Accomplished Student has no problem analyzing the reading and pull information out to answer the question.
Evaluation
Student does not answer all questions and/or struggles to really evaluate what is being asked. They do not include any information from the reading.
Student answers all questions and evaluates what is being asked. They include information from the reading.
Resources
Primary Sources: Exploration How America got its Name History of Our World: The Early Ages Textbook
TIME
10-15 min BELL RINGER
LEARNING ACTIVITY
Journal entry: Identify: Christopher Columbus. (Who is he? What did he do? Where is he from? When did he live/die?) Identify: Amerigo Vespucci. (Who is he? What did he do? Where is he from? When did he live/die?) Discuss who both of these men are (briefly explain who Vespucci is if no one knows). Read How America Got its Name out loud as a class. Discuss who Vespucci is now.
15-20 min
INSTRUCTION/ REVIEW 15-20 min CONTENT ACTIVTY Hand out Amerigo Vespucci primary source picture and Analyzing history sheet. Have students Comprehend: Why is South and North America rather than a North and South Columbus? Analyze: Tell why you think Vespucci was able to determine that he was exploring a new continent while Christopher Columbus was unable to make that determination. Evaluate: Schools primarily study Columbus as the founder of the Americas. Why might Vespucci has been overlooked in schools? Why might researchers have different opinions about him? What is your opinion of Vespucci? Collect papers and hand out textbooks. Open to page 464: Recognizing Authors Bias. Read the paragraph on Christopher Columbus and go over the Learn the Skill section. Complete Practice the Skill on Author Bias.
5-10 min
INSTRUCTION
CLOSURE
Assessment
Behavior Basic Student is a constant disruption during the discussion Proficient Student has to be reminded no more than twice to stop talking or pay attention during discussion Student makes at least one comment during class discussion Accomplished Student takes the simulation seriously and does not fool around during the discussion Student contributes multiple times with insightful answers during the class discussion
Participation
Resource
Primary Sources: Exploration
TIME
5-10 min BELL RINGER
LEARNING ACTIVITY
Show a picture of a three mast trading ship on the Smart board. Have students respond to the following statements in their journals. Describe what you feel would be the best thing about traveling on a ship like this. Describe what you feel would be the worst thing about traveling on a ship like this. Share responses. Talk about the make-up of the ship Read The Ship Community background information and discuss the ships community. Discussion Questions: Describe ways a ship is a self-contained community. How does this present challenges for the crew and captain? Why would a ship full of workers or pirates need a governing system? For what reasons is mutiny so serious? Why would it be essential to know the correct terms on a ship? Have students work in pairs to complete a ship vocabulary list. They need to label the parts of the ship on their own ship picture.
20-30 min
INSTRUCTION/ REVIEW
20-30 min
Hand out A Pirates Journal. Have students complete the activity where they pretend they are a pirate captain and they describe the key elements of their pirate ship, including their crew, governing rules and capture strategy of another ship.
WRITING ACTIVITY 5-10 min Have students share their work in small groups.
CLOSURE
Assessment
Behavior Basic Student is a constant disruption during the discussion Proficient Student has to be reminded no more than twice to stop talking or pay attention during discussion Student makes at least one comment during class discussion Accomplished Student takes the simulation seriously and does not fool around during the discussion Student contributes multiple times with insightful answers during the class discussion
Participation
Resources
http://www.learner.org/interactives/renaissance/spicetrade/ http://www.wordle.net/
TIME
5-10 min BELL RINGER 30-40 min
LEARNING ACTIVITY
Journal Entry: What problems might a ship captain run into? Share Responses Spice trade activity: Students will go online and follow the trading interactive. They will make decisions like a true captain would in the Renaissance. Hand out computers and have students get started Students will use all of the knowledge they have learned about the Renaissance and Exploration to write a 15 line poem. They can choose free verse, rhyming or acrostic.
20-30 min
Students write their poems in Wordle and print out their design. They can color the picture once it prints. Glue hand written poem and Wordle sheet on a large sheet of construction paper. Discuss Spice Trade Activity: Why do you want a revenue?
CLOSURE