Daily Lesson Planning Template

Name: Anna Barr Lesson Topic: Effects of Colonization Commented [MOU1]: MUCH of this lesson had to be
changed in light of the new learning goals. The old
Content Area: Adv World 2 Grade Level(s): 10 gradeth version had students practicing the skill of taking good
notes, which is a worthy skill, but not the point here.
You’ll see as you scroll that a lot has been deleted and
rewritten.
Lesson Content Deleted: and Cornell Notes Redux

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and
expansion into the Americas, Africa, and Asia by
b) describing the influence of religion;
c) explaining migration, settlement patterns, cultural diffusion, and social classes in the
colonized areas;
Deleted: When technology, ideas, and people move
Learning Targets -- Please reference these learning targets throughout your lesson plan. between societies, it creates change in those societies,
the degree to which is defined as the place responds.
As a result of this lesson, students will…
Deleted: D7: Summarize historical people or events into
U1:A perosn’s perspective is shaped by their context and biases. their main ideas and significance ¶
Deleted: Diagnostic – the discussion as we debrief last
K3 Europeans were motivated by the both the pursuit of wealth through trade, and the desire to spread of class and look at the Cornell Notes examples. In these
Christianity to the rest of the world. debriefs, I’ll be asking students to identify what’s good
about positive examples of writing that includes specific
K4: As Europeans migrated to new colonies all over the world, they established trading posts and brought new details, and that’s what I’ll be looking for in the Cornell
cultural and social patterns. Notes – if students can identify that in the examples,
then hopefully they will be able to mimic that in their
own work. And if not, I can guide them to it and make
D7: Apply contextual details to a historical event those examples explicit¶
¶
D8: Evaluate the content of a historical source in light of its context. Formative – as students work on the structured Cornell
Notes, I will circulate, take questions, and see how
Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are students are moving along. I’ll try to personally check in
integrated throughout the procedures and steps in the lesson outlined below. Think Diagnostic, Formative, and Summative! with individual students who seem to need guidance or
individual support to stay on task. ¶
Diagnostic: The warm up is useful because it reviews material from last time and practices skills of historical source ¶
interpretation – that is, applying details from context to understand what we see in the picture. Students will Summative – I will check students 16.2 notes as they
complete the warm up individually and then we will go over it as a class, and debrief some of the other content from finish and encourage them to start on 16.3 – I’ll be
last time based on what I saw in the exit tickets from last time (Principle Four). looking for use of specific examples, and have students
Procedures/Steps in the Lesson: -- Bullet Points or Numbered List go back and layer in details if they need them. ¶
Commented [MOU2]: Principle Four
Step One: Warm Up
We’re going to do a SWT about an image that compares the treasure ship of Zheng He to Columbus’ Santa Commented [MOU3]: D8
Maria – the point is to review the way that way that we discuss visual sources and connect this source to Deleted: Step Three: Cornell Notes Review ¶
our discussion from last class, about how China was a wealthy nation who thought of itself as complete and Commented [MOU4]: Breaking it out like this makes
superior to nations around it. This treasure ship is a good metaphor for that superiority and wealth. sense because of the textbook – the textbook is the most
detailed about the first two groups, and so the wealth of
Step Two: Debrief of Last Class details gives me a lot of options for pointing them in the
Their formative assessments from last time were a little shaky – there were some misconceptions I saw in right direction as they work. The other groups, based on
the exit ticket from last time that we are going to be reviewing, like whether or not the Aztecs thought the formative assessment data, may not need that help,
Cortez was a god. I’ll be connecting that to historical souring (i.e. probably not because the sources that and will infact enjoy the challenge of extrapolating what
say so were done by Spanish who had an incentive to make themselves look prophesied and welcomed). the perspective of these groups may be or doing outside
research (the textbook has some, but not a lot).
Step Three: Historical Heads and Context Deleted: We will review what the purpose of Cornell
I will put students into five groups to represent five major social classes in new colonial society – there will Notes is and the steps in completing them. We will
be Peninsulares, Spanish Priests, American colonizers, French fur traders, and Native peoples. They will look at my Cornell Notes skeleton structure and
be put into these groups based on the formative data I collected last time – students that seemed to be students will identify what’s good about them –
struggling with D7 and D8 will be grouped into the Peninsulares and Priests groups. namely, that they are specific, that they give specific
examples and definitions, that they are structured
around the structure of the text, etc¶

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 Daily Lesson Planning Template

The task at hand is for students, in their groups, to use their textbook chapters on this and any reliable
historical sources they can find online or elsewhere in the classroom to create a Historical Head that
represents that group during the time of colonization. This is a way to visually represent the perspectives Commented [MOU5]: This too is a form of differentiation
and interests of each group. In addition, students in their groups will write me up a little context piece that – by putting students in groups and giving them tasks
explains the choices they made in their historical head poster. with more than one focus (i.e. both visual representation
This assignment is aligned with what they have to do on their summative assessment. To complete and writing) then students who maybe struggle in one of
it, students will need to work together to determine the most relevant historical details about the those areas can get support from those who don’t so
experience of colonization for their group and then explain how colonization shaped that much.
perspective in the context paragraph. It’s only different from the summative assessment because in
the summative assessment, students are given the source – here they are creating it, and they are
doing it in groups.

Step Four: Gallery Walk

When each group is done, we’ll do a gallery walk – students will walk around the room and read their
classmate’s work in order to learn about that group and take notes on their own. This public aspect will help
ensure that students will work in earnest so that their classmates all learn the critical information, too.

Step Five: Exit Ticket

Students will complete a “SIT” reflection – one thing that they learned today that surprised them, one thing Formatted: Indent: Left: 0.5"
that interested them, and one thing that was troubling to them. This is a non-specific assessment, but it’s
generic format lets me get a generic sense of how the room is doing. I’m letting students tell me what’s
coming across as important or relevant, and again, I can look for patterns. If students are only surprised by
one thing, then maybe that’s a sign I need to review more of today’s content at the beginning of next class
(Principle Four).
Formatted: Indent: Left: 0"
Deleted: ¶
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – What do you Step Four: Cornell Notes Practice ¶
need to make sure you’re prepared?
Students will individually complete the Cornell Notes
Structure that I created for 16.2. I will circulate to give
• Slides guidance and feedback, and students will complete
• Warm Up 16.3 Cornell Notes, off my model, for homework. ¶
• Posters and markers Formatted: Indent: Left: 0.5"
• Textbooks
Deleted: Cornell Notes Structure
• Pens and Loose Leaf
• Graphic organizer notes sheet for the gallery walk Formatted: Font: (Default) Arial, 10 pt

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 Name________________________
Date_____________ Period____
Oct 11: Warm Up

What do you SEE in this image?

What do you WONDER about this image?

What do you THINK this image might be showing?

After we’ve discussed what this image shows, reflect: What do you know about the
context of these ships that may explain what we see in the image?
Deleted: How does this image relate to what we
discussed last class?…
Commented [MOU6]: Aligned the phrasing of this
question so that it’s more like our learning goals – it’s
building off the context language.

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 Name________________________
Date_____________ Period____
How do I take good Cornell Notes? Commented [MOU7]: This whole page is no longer
necessary

1. Prep your paper -- fold it so that there are two columns, with the left hand
column about ⅓ of the page, and the right hand column about ⅔

2. Get the reading out in front of you, and put your Study Guide next to it.

3. Read the text once without ever picking up your pencil in order to get a
sense of what’s going on in the reading and what’s important.

4. Look at the essential questions from the Study Guide and the Reading Focus
and Vocabulary at the beginning of the Chapter.

5. Decide which essential content and knowledge from the Study Guide you
will focus your notes on

6. Begin the notes -- put your name, the date, and the chapter name at the top

7. As you read again, write notes about the content in the Right Hand Column

a. Use the section headings to guide your reading

b. Make sure you’re including the content from the Study Guide!
c. Give yourself SPACE

8. When you’re done with the full chapter’s RHC notes, go back and come up
with the organizing questions

9. At the very end, write a summary of the WHOLE CHAPTER that includes the
most important details and puts what you learned in your own words

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 Name________________________
Date_____________ Period____
Guide for 16.4 Cornell Notes (the homework for Oct 17) Commented [MOU8]: This is their homework – still will
be assigned

Did you define and use the following words?

– Triangular Trade
– Repeal
– Monopoly
– Trans-Atlantic Slave Trade
– Outpost
– Middle Passage

Could you use your notes to answer the following questions?

– Why did the Trans-Atlantic Slave Trade begin?

– Who traded in slaves, and what were slaves traded for?
– Where did slaves go in in the Americas?
– What was the impact of the slave trade in Africa?

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 Name________________________
Date_____________ Period____

16.2 Cornell Notes: Spanish and Portuguese Colonies in the Americas

By Ms. Barr
Oct 11, 2018 Commented [MOU9]: None of this will be used.
Vocab: viceroy, plantation, encomienda, peon, peninsular, creole, mestizo, mulatto, privateer,
gold/silver, missionaries, corn, sugarcane, rum, horses

Study Guide Questions:

1. How was the expansion of European empires into Asia, the Americas, and Africa a
religious movement?
2. What is colonization?
3. What were the effects of European migration and settlement on the Americas, Africa,
and Asia?
4. Which empires established colonies in which places? What was unique about each
colony?
5. What is a plantation?

Setting the Scene

What generalizations • By 1540s, Spanish Peru is known for silver haul
can we make about • Thousands of Natives are dying working in the mines
the new Spanish • Missionaries and settlers followed conquistadors to claim
colonies? land and convert natives
• Creates new culture
Ruling the Spanish Empire
Where were the • Five provinces of Spanish land, from California through South
Spanish Colonies? America
• Most important were New Spain (Mexico) and Peru
Who was in charge of • Viceroys are King-appointed leaders who rule in his name
the Spanish • Advisory councils help viceroy rule governors
Colonies? • Council of the Indies in Spain monitored them to keep power
What was the role of • Conversion was super important to the Catholic Spanish
the Church in the • Church officials doubled as gov’t officials, helped regulate
Spanish colonies? activity, authority grew
• Franciscan, Jesuit, and other missionaries baptized Natives,
built churches, imposed Spanish culture by teaching Spanish,
giving Spanish clothing, introducing new crafts
What is the Spanish • Spain controlled economy
colonial economy like, • Colonists could only export to Spain, and could only import
and what’s being from Spain
produced? • Most valuable was gold and silver
• Plantations – large agricultural estates run by owners and
overseers
• Sugar plantations become very profitable – made into rum,
sugar, molasses, needs a lot of labor
What is an • Encomiendas – the right to demand and force labor from
encomienda? Native Americans in a particular area

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 Name________________________
Date_____________ Period____
• Encomiendas force natives to work in brutal conditions, killed
those who resisted, disease and starvation killed many more
Who was Bartolome • de las Casas was a priest who spoke out against
de las Casa, and what encomiendas
law did he help bring o reported the horrors of them to Spain
about? • New Law of the Indies (1542) – no more enslavement of
Natives, instead natives become debt peons (forced to go
into debt by land owners) bc cannot be enforced
What was the role of • 1530s – African slave trade begins in Peru to replace Native
slavery in Spanish labor
Colonies? • demand for sugar was going up, so African slaves brought in
to work the plantation as field hands, or as miners, or
servants, some became skilled
• Soon Africans outnumbered the Europeans
• Resistance of slavery – some rebellions, refusal to do work,
buy own freedom
Colonial Society and Culture
What categories • Peninsulares – people born in Spain, fill highest gov’t and
defined the social church roles
structure of the • Creoles – descendants of Spanish, born in America, owners
Spanish Colonies? of land, plantations, mines
• Mestizos – mixed Native/Spanish descent
• Mulattoes – mixed Spanish/African
• Bottom: natives and Africans
What were Spanish • by 1550, Mexico City is largest Spanish speaking city in world
colonial cities like? • Colonial cities are center of European culture, government,
commerce, intellectual life
• Central plaza, churches, public monuments, wide streets,
What about education • University of Mexico, est 1551
in Spanish colonies? • educate future priests at first
• women denied education, but could be educated at convents
like Sor Juana Ines de la Cruz who became a famous
Spanish poet
What kind of cultural • Cultures blended, with Spanish mostly dominate
blending took place? • Settlers learned Native building styles, ate Native foods,
traveled in canoes, used art styles
• Settlers taught religion, introduced the horse
• Africans brought dance, blends of African religions,
foods/style of cooking, drama
The Portuguese Colony in Brazil
What generalizations • 1494 – Portugal claimed Brazil
can we make about • ruled by nobles who agreed to develop land and share profits
Portuguese Brazil? with crown
• settlers built towns, plantations, and churches
Which natural • Brazil had no gold/silver
resources of Brazil did • Settlers cut brazilwood for dyes
settlers exploit? • plantations and cattle raising, roced Indians to clear land,
imported African slaves
• pushed into the rainforest

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 Name________________________
Date_____________ Period____
• Just like elsewhere, Brazilian culture was mixed between a
dominate European force but influence from native and
African powers
Southwestern Architecture: A Blending of Cultures (pg 392)
How did Native • Spanish adopted Indian building styles
building styles • Adobe houses
influence Spanish • like Taos Pueblo, built in 1350 in modern NM, it’s apartment
colonization? style houses with flat roofs formed by poles with small
windows
• Spanish missions and churches use the style but include bell
powers and elaborate decoration
Challenging Spanish Power
Why did other • by 1500, South American wealth made Spain most powerful
European countries in Europe
want to challenge • Europeans were jealous and often challenged Spanish power
Spanish power, and • Smugglers traded illegally with Spanish settlers
how did they do it? • Privateers, legal pirates from England, France, and the
Netherlands, harassed treasure ships
o Ex: Francis Drake was knighted for raids on Spanish
shits and towns
• Other European countries go north, looking for the Northwest
passage

16.3 Cornell Notes: Struggle for North America

By Ms. Barr
Oct 11, 2018
Vocab: missionaries, revenue, compact, disease/smallpox, corn, sugarcane, rum, horses

Study Guide Questions:

6. How was the expansion of European empires into Asia, the Americas, and Africa a
religious movement?
7. What is colonization?
8. What were the effects of European migration and settlement on the Americas, Africa,
and Asia?
9. Which empires established colonies in which places? What was unique about each
colony?

Setting the Scene

Why did Europeans • 1600 – North American colonization begins
go to North America • no wealth or northwest passage immediately obvious
and what industries • Eventually tobacco, fishing, and fur
did they establish
there?
Building New France
• French fish for cod in Newfoundland, but don’t go there
permanently until 1608
• First settlement is by Samuel de Champlain in Quebec

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 Name________________________
Date_____________ Period____
• Mostly missionaries, like Jesuits, hoping to convert natives
• From Quebec, French explorers start pushing out into the
woods
• Mostly they are fur traders
• stretched from Quebec to Great Lakes down the Mississippi
• Climate was bad for farming up North and made life hard but
fishing and fur trading was profitable
• King Louis XIV, seeking to expand French power, demanded
revenues (taxes) from colonies, appointed officials to oversee
it, and sent more settles (but no protestants)
• Population remained small, spread out over missions, forts,
and trading posts
The 13 English Colonies
What were the first • 1607 – first permanent colony at Jamestown, VA
few English colonies • most early settlers died, ones who survived did so with help
in North America, and of Natives
how did they survive? • Tobacco supported later colonies
• 1620 – Pilgrims/puritans settled in Plymouth, Mass. seeking
religious freedom
• Signed the Mayflower Compact – an early government
outline passed on self-government
What accounts for the • New York/Virginia – est. as commercial ventures
differences in the first • Mass. Penn, Maryland – religious freedom
13 Colonies • Differences in colonies shaped by geography
o New England is about villages
o South is about plantations for tobacco, rice, and other
crops
• Need for labor means African slavery grows and in some
southern colonies, slaves outnumbered settlers
How were the English • English monarch wanted power in colonies, appointed royal
Colonies governed? governors to oversee stuff
• Comparatively to other colonies, English had a good degree
of self-government with representative assemblies of property
owning men
• Why? Because since the 1200s, Parliament was becoming
more important in the mother country’s government and the
concepts of legal and political rights developed
Competing for Power
Why was there • By 1600s, Europeans are competing for colonies, and often
competition for fought in America where they collided
colonies in North • English-Dutch Navel wars lead to England getting New York
America? in 1664
• Competition was fierce in Caribbean because of the lucrative
sugar plantations – French got Haiti, Guadeloupe and
Martinique, England got Barbados and Jamaica
• West Indies sent more exports of sugar to Europe than any
other
• African slavery is huge in Caribbean

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 Name________________________
Date_____________ Period____
What was the Seven • French-Indian War/Seven Years War in 1754-1763: fighting
Years War and what over colonies in North America, Africa, and Asia
was the outcome of o British had bigger population and was spreading West
it? into French lands
o French and Indians fight the invadors
• 1759 – British invasion of Canada and capture Quebec so
British will win
• Treaty of Paris (1763) – ensured British dominance of North
America, French ceded Canada and lands East of Mississippi
River. Brits force French out of India, France regains
Caribbean sugar producers and African slave outposts
Impact on Native Americans
How did settlers and • Some Natives traded or formed alliances with North
Indians get along as Americans
colonies grew? • Horses will change the lifestyle of Plains Indians forever
• Natives resisted the settler’s claims for land, resulting in bitter
warfare that the Brits won because of guns – so Brits push
westward
• Disease weakened and killed hundreds of thousands of
Indians – decimated population
What was the impact • Indian ways of life – cooking, food, especially – were taken
of Indians on colonial up by settlers
society? • Trails blazed by Indians because highways for settlers,
modern areas have Indian names, Europeans respect
medical knowledge of Natives, respect for environment

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 Name________________________
Date_____________ Period____
Colonization: What’s it like for me?
Directions: As you go around the room, study the posters that represent some of the
kinds of people involved in colonizing the “New World.” Write down some details in
these boxes about who they are and their experiences. Then read the context
paragraph. In the last box, make connections: how did the context of each group
explain their experiences? Commented [AB10]: The structure and questions I ask
on a notes sheet can help students learn the same goal in
Who am I? Some details about me: My Context? a new way.

Peninsulares I can collect this notes sheet at the end of class for more
data as to who is meeting the goal and who is still
struggling with it. (Principle Two and Principle Three).

Spanish Priests

Native Peoples

French Fur
Trappers

American
Colonists

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 Name________________________
Date_____________ Period____
Exit Ticket: Tell me one thing that you learned today that:
1) Surprised You:

2) Interested You:

3) Troubled You:

Exit Ticket: Tell me one thing that you learned today that:
1) Surprised You:

2) Interested You:

3) Troubled You:

Exit Ticket: Tell me one thing that you learned today that:
1) Surprised You:

2) Interested You:

3) Troubled You:

Exit Ticket: Tell me one thing that you learned today that:
1) Surprised You:

2) Interested You:

3) Troubled You:

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