world history unit- exploration, interaction, and the new ... · c. columbus’ blessing from the...

Matthew Stran

Edu. 654

12/03/2015

World History Unit- Exploration, Interaction, and the New World Economy

1. Subject Area Content

a. Unit-wide compelling question: “What wouldn’t you do for a

dollar/million/billion dollars if…” (Concept of- no legal recourse, no one would

judge you, you would be famous to help lens the violent decision making of

Explorers and Mercantilism).

b. Age of Exploration

i. In Technology

1. Renaissance philosophy and trade

a. Italian Art, Venetian Trade, Medici Banking

2. The printing press and widespread use of text media (Gutenberg

1440)

3. Maritime Tech: Galleon, Astrolabe, Magnetic Compass

ii. In Ideas

1. God, Gold, and Glory

a. Christian obligations of conversion

i. Medieval baptismal beliefs

b. Untapped and exotic wealth

i. The Dream- A New Route to India

ii. Old Silk Road

iii. Tea

c. Columbus’ blessing from the Spanish King and hopes of

Glory

2. Protestant Reformation

a. Contra Pope, Tithes, Indulgences (Martin Luther 95

Theses- 1517)

b. Henry VIII- Divorce, Distance, Cardinal Wolsey and York

(1520’s)

c. Age of Interaction

i. Between Cultures

1. Columbus’ arrival to the West Indies (1492)

a. Narrative Accounts, Columbus’ Letter to the King,

Enslavement of population

2. Cortez’s Arrival in Mexico (1519)

a. Moctezuma’s welcome

b. Cortez’s Attack in the square

i. Guns, Armor, Steel

c. Seizure of Wealth, burning of Tenochtitlan

ii. Of Goods

1. Columbian Exchange established

a. New World Raw Materials (Potatoes, Rice, Maize,

eventually coffee) for Old World Manufactured Goods and

Livestock (Horse, Domesticated Cow, Pig, manufactured

goods, weapons)

iii. Of Germs

1. Critical role of disease in European Conquest

a. Decimation of resident populations

b. Smallpox in the Aztec and Incan empires

d. The New World Economy

i. Developing Idea of Mercantilism

1. Wealth of the world is fixed

2. Tone derived from the rivalries of Europe (Britain/France)

3. Wealth made through “Favorable Balance of Trade”

a. Make/Manufacture/Sell MORE than you purchase from

others

ii. Exploration establishes Colonies (Colonization)

1. Colonies supply raw materials

2. Colonies supply markets for European Manufactured Goods

3. Colonies keep wealth away from rivals

4. Spanish Encomienda system

iii. The Triangle Trade

1. Columbian Exchange plus African Slave Market

a. Role of Multiple African Governments in Triangle Trade

2. The Triangle- Western Europe, Africa, The Americas

iv. The Major Players

1. Spanish

a. Florida, Mexico, California

2. French

a. Canada

3. British

a. Colonial America, Canada

4. Portuguese

a. Brazil, South America

e. North Carolina Standard Course of Study Alignment

i. This Unit will align with several NCSCOS standards including:

W.H.H.4.1 Explain how interest in classical learning and religious reform

contributed to increased global interaction (e.g., Renaissance, Protestant

Reformation, Catholic Reformation, printing revolution, etc.). W.H.H.4.4

Analyze the effects of increased global trade on the interactions between

nations in Europe, Southwest Asia, the Americas and Africa (e.g.,

exploration, mercantilism, inflation, rise of capitalism, etc.). W.H.H.5.1

Explain how and why the motivations for exploration and conquest

resulted in increased global interactions, differing patterns of trade,

colonization, and conflict among nations (e.g., religious and political

motives, adventure, economic investment, Columbian exchange,

commercial revolution, conquistador destruction of Aztec and Incan

civilizations, Triangular Trade, Middle Passage, trading outposts,

plantation colonies, rise of capitalism, etc.). W.H.H.5.2 Explain the causes

and effects of exploration and expansion (e.g., technological innovations

and advances, forces that allowed the acquisition of colonial possessions

and trading privileges in Africa, Asia, the Americas and the Colombian

exchange). W.H.H.5.3 Analyze colonization in terms of the desire for

access to resources and markets as well as the consequences on indigenous

cultures, population, and environment (e.g., commercial revolution,

Columbian exchange, religious conversion, spread of Christianity, spread

of disease, spread of technology, conquistadors, slave trade, encomienda

system, enslavement of indigenous people, mixing of populations, etc.).

f. P21- 21st Century Student Outcomes Alignment

i. This Unit will align with several P21 Framework standards specifically

within the 4 C’s of Innovation skills: Critical Thinking, Collaboration,

Creativity and Communication. Through the constant elaboration upon,

and comparison of contrasting viewpoints of European Powers and

indigenous populations students will be forced to assess and reassess their

current understandings of Colonial History, Global Economics, and of

historical and moral “Right and Wrong” in the Age of Exploration.

Additionally, this Unit’s focus in on the perspective of the indigenous

peoples, in addition to European explorers, helps to meet the Civic

Literacy standard within the P21 Framework through fostering a global

awareness and tolerance of multiple cultural viewpoints through this era.

g. Class and Learner Profiles

i. This Unit will be taught in a suburban high school setting, with an

ethnically diverse student population of approximately equal parts African

American and Caucasian students, in addition to a smaller (approximately

10%) population of Hispanic students. The high school is located in a

small suburb with a median income of $38,000 and mixed blue and white

collar employment. This classroom holds limited technological

capabilities, primarily focusing on the teacher’s provided laptop and

projector. There are 6 classroom computers available for group activities

in the classroom. This high school historically has underperformed in the

NC AMO and Grow Score indexes, but recently qualified with a score of

72 this last school year to having “Met” their growth goals with a B score.

ii. This class is a standard level World History course. The student

background knowledge of the content is significantly limited, with the

exception of several advanced level learners. The class of 28 students

includes 8 students with individual IEP’s, and 2 ESL students. As such all

instruction activities are designed to be scaffolded significantly with

instructor support, and primary documentation analysis will be carefully

structured (shortened) to assist students. There are two students with track

records of disciplinary issues, and 4 students retaking this class as a result

of failing last year. With the significant African American and Hispanic

student body, significant portions of the Unit will be committed to

providing primary level- first person perspective- narrative history from

the perspective of contemporary African, Aztec, Incan, and Native

American cultures.

h. Overview of Pedagogical Strategies

i. Within the design of this unit each lesson is structured along the P21st

guidelines for curriculum and instruction in making efforts to teach 21st

century skills discretely within the context of key subjects. This unit

includes a variety of activities which require communication,

collaboration, and inquiry based learning on behalf of the students. These

activities include a role playing exercise on Martin Luther, an artistic

Wordle rendering of Exploration vocabulary, a written authentic

testimonial as an Incan court member, an analysis of authentic audio

excerpts of primary documentation, an authentic written journal entry on

the experience of the Middle Passage as a slave, and an in class mock

courtroom session placing Christopher Columbus on trial for crimes

against humanity. The diversity within these activities links the history

class to our schools English Literacy goals within the testimonial and

journal writing activities, to our Civic Awareness goals within the

perspective taking strategies of lessons, and to our Geography and

Economic goals within the content covered in the Mercantilist Age. Also

within the P21st framework, the students perform a research based inquiry

preparation for the final trial of Christopher Columbus at the end of the

unit which is an online independent work project, mimicking an outline of

a legal brief—both of which satisfy the Information-Media-and-

Technology-Skills and Life-and-Career-Skills aspects of the P21st

framework. As a part of a team of “Prosecutors” or “Defense” attorneys,

students will develop research, communication, collaboration, and

leadership skills while applying relevant content knowledge in a simulated

authentic 21st century workplace environment.

ii. The instructional goals for this unit will be two fold—to evaluate student

comprehension of NCES content standards as measured through formative

and summative assessment tools, and to gauge student comprehension of

the various perspectives of all the parties involved within the era of

Exploration, Interaction, and the New World Economy. The unit-wide

compelling question of “What wouldn’t you do for a million dollars”

shapes the activities which force students to move to a higher level critical

thinking and analysis of the decisions made by Europeans and Natives

within this first contact era. For example, knowing that Columbus seized

natives as slaves in the Bahamas is valuable, but researching primary

documentation on this event and preparing to question and cross examine

a witness in a mock courtroom session develops higher order thinking and

collaboration between peers (while also covering the content knowledge).

i. Assessment Plan

i. This unit will include several types of formative assessment, and one

summative assessment. Throughout the unit the activities described in H.i.

provide formative assessment for the instructor, and address a variety of

learning goals through different methods. From an artistic rendering, to

several written entries, to a research and in class oral performance, these

activities measure student comprehension of content matter but are more

specifically designed to gauge students’ ability to engage in historical

empathy, cooperate in groups, and explain the perspectives of various

historical figures in the first person within a historical context.

ii. The unit summative assessment is designed to gauge student

comprehension of NCES content matter and themes through a fill in the

blank exam with one extended written response to a prompt question. This

summative assessment is designed primarily to measure student learning

of the specific events, themes, and ideas outlined within the NCES

framework.

iii. The Plan for Reporting Outcomes within this unit follows our schools

standard grading system of an A being 90-100%, a B being 80-89%, a C

being 70-79%, a D being 60-69%, and a Failing grade being below a 60%

cumulative score. The summative assessment is weighted as 50% of the

unit’s grade for the students. The remaining 50% of the grade is split

between the various formative assessments described in H.i. on a points

basis as highlighted by each rubric. Classroom participation will be

recorded by the instructor on an individual basis, and a recorded 10

instances of meaningful participation—as decided by the instructor—will

result in 1 bonus percentage point on the summative assessment. There is

no ceiling for participation extra credit (ie: 20 instances equals two bonus

points, 30 instances equals three bonus points, etc). Mastery of the content

will be defined as a classroom grade of 85% or higher.

Name: Matthew Stran

Lesson Title: #1 Changing Europe- Setting The Stage for Exploration

Unit of Study: Exploration, Interaction, and the New World Economy

Objectives: (What do you want your students to be able to do?)

TSWBAT:

- Explain the role of the Reconquista in early Spanish Exploration in the New

World

- Identify 2 key ideas of the Christian Reformation in Europe.

North Carolina Essential Standards:

- WH.H.4.1: Explain how interest in classical learning and religious reform


Reformation, Catholic Reformation, printing revolution, etc.).

- WH.H.4.2: Explain the political, social and economic reasons for the rise of

powerful centralized nation-states and empires (e.g., Reformation, absolutism,

limited monarchy, empires, etc.).

- WH.H.4.4: Analyze the effects of increased global trade on the interactions

between nations in Europe, Southwest Asia, the Americas and Africa (e.g.,

exploration, mercantilism, inflation, rise of capitalism, etc.).

Other Relevant Standards (AP, C3 Framework, 21st Century Skills):

P21 Framework:

- Content Knowledge and 21st Century Themes: Global Awareness, Civic

Literacy.

- Learning and Innovation Skills: Critical Thinking and Problem Solving,

Communication and Collaboration.

- Life and Career Skills: Social & Cross-Cultural Skills, Flexibility &

Adaptability.

Materials:

- Spain and America: From Reconquest to Conquest printed reading from

(http://www.learnnc.org/lp/editions/nchist-twoworlds/1677)

- Question Terms Sheet (Word Doc)

- Martin Luther Role Playing Activity (http://www.sharemylesson.com/teaching-

resource/protestant-reformation-role-play-50027238/)

Context (lesson’s relation to unit as a whole, students’ prior knowledge important for this

lesson, class/student characteristics):

This lesson is an introduction to 2 of the key concepts which were driving forces in

causing European Exploration- The Reconquista in Spain, and the Reformation of

Christianity in Europe. Students are already familiar with the importance of Christianity

to Medieval Europe, so the Reformation shouldn’t be too unfamiliar thematically. With a

28 student classroom, group activities are emphasized. With a diverse classroom,

multiple opportunities present themselves for making an effort to use projects to

continuously change heterogeneous groupings by ability and disciplinary concerns.

Initiatory Activity (aka Bell Ringer, Do-Now, Anticipatory Set)

When students enter my class, they will…

Spend 5 minutes opening their binder to the day’s notes, and copying the daily Board

Sentence.

Strategies (What methods are you going to use to teach? Please include a detailed description,

step-by-step in numerical order, of the instructional approaches/teaching strategies that you will

use. What will you and the students be doing in this lesson? How long will each activity take?)

Time Instructional Activity

5

minutes

Students will copy down Board Sentence of the day and open their notes.

“In 700 CE the Muslim Moors controlled nearly the entire Iberian Peninsula of

what is today Spain. From 700 CE to 1300 CE the Spanish Lords fought a series

of brutal battles called the Reconquista, completed in 1492 CE.

The Reconquista united the Spanish Peninsula, helped establish a powerful

central monarchy, and opened Spain’s doors to the possibility of sea-

commerce.”

10

minutes

Students will participate in a group discussion lead by myself based on the

following prompt written on the board:

- “What wouldn’t you do for a million dollars, why”

- If prompting from myself necessary, ask “Would you steal, would you

lie, would you consider hurting someone?”

- Change the ‘million’ to ‘billion’

- Repeat prompts

- Add to the sentence “…and you would never go to jail”

- Consider class responses and briefly cap their moral stance to them, as

an introduction to the era of exploration and conflict

40

minutes

- Students will take 20 minutes to read from “Spain and America” – Intro

through Columbus’ Great Mistake.

- Students will take an additional 10 minutes to take notes in their answer

sheet

- I will write 4 terms on the boards: Moors, Reconquista, Ferdinand II,

and Christopher Columbus. I will separate the students into 4 groups and

they will rotate at each for 2-3 minutes working as a group to write the

key words or concepts about each that they learned from the reading.

We will take 5 minutes to review orally as a group after the exercise.

30

minutes

- 5 minutes to review indulgences with students: Award 3 students 10

extra credit points on their next test, throughout the explanation of

indulgences, remove them for past made up “Infractions”, cell phone

use, talking, etc. Tell them you will forgive them, so long as they give

up those extra points to you.

- Discuss how students feel about the notion of “paid forgiveness”

- Begin Martin Luther Exercise- 25 minutes to complete.

- Group students for exercise heterogeneously.

5

minutes

- Oral led review of today’s terms by myself. A 5 minute quick response

group review of the critical concepts of the day.

Instructional Activities with accommodations for English Language Learners and

Exceptional Children…

Four corners group review activity will aid ELL students in participating in a written

review, who might not feel comfortable speaking. Working in pre-determined groups

allows for heterogeneous pairing based on ability and disciplinary record.

Ending of class (How will you conclude class?)

When class ends, students will…

Work with myself on the 5 minute group oral review of today’s critical terms.

Assessment (How will you know students achieved the objectives?)

Formative Accommodations for ELL and

Exceptional Children

- Class Participation points in group

discussion recorded live time.

- Student participation in 4 board

concept review recorded live time.

- Student participation and graded

exercise in Martin Luther role play.

- 4 board written review strategy

allows for more inclusion for

diverse groups of students

Summative Accommodations for ELL and


- End of Unit Test will cover the

terminology from the Unit’s Board

Sentences, and NCES.

- All accommodations necessary will

be given to IEP Test takers and

ELL students, including alternative

assignments.

Alternate strategies for re-teaching material for students who did not achieve

mastery…

In addition to the Board Quiz and Unit Test, students will be given the opportunity to

come in for after school tutoring on Mondays, Wednesdays, and Fridays.

Upon receiving a corrected Quiz or Test, students will have the opportunity to correct

their own mistakes in 15 minutes in class with a partner (mistakes are not specifically

marked on tests, only a final score at the top). If +70% of mistakes are highlighted to the

teacher, student can come in during after school tutoring hours to retake each Quiz or

Test once.

End of Unit Explorer/Indigenous Research Profile will allow students to illustrate their

conceptual knowledge in a non-test driven sphere.

Transition (How will this relate to the next day’s lesson?)

This relates to tomorrow…

This class places an emphasis on the changing religious landscape of Europe in the 14th-

16th centuries, and relates well to the religious reasoning behind Explorers like

Columbus’ voyage which we will be examining tomorrow.

Spain and America: From Reconquest to Conquest- Reading Guide

The following vocabulary terms may be new to you. You will have heard of some before, but

you may not recognize their significance in the events before and after Spanish exploration. As

you write a phrase for each of these, think about why each word or phrase is important in

understanding this chapter.

Iberian Peninsula

Aragon

Portugal

Castile

Berber

Moors

Granada

Reconquista

Ferdinand II of Aragon

Isabella of Castile

al-Andalus

Christopher Columbus

Name___________________________ Date________________________

Protestant Reformation Role Play

Historical Context: The time period when Europeans rebelled against the Catholic Church is called the

Protestant Reformation. This began when Martin Luther wrote a letter to his Archbishop (Albert of

Mainz) called the 95 Theses, an explanation of why Pope Leo X’s idea of selling indulgences was wrong,

against the Bible, and against the teachings of Jesus Christ.

Your task: You are being assigned a specific role from the Protestant Reformation. After reading your

role, you must decide what should happen to Martin Luther. Choose one or more consequences for

Martin Luther and explain why you think this should be his consequence on the lines below. After this,

you will be in a group with the other roles and you will all try to convince the Pope to make a final

decision. Whatever the Pope decides in final, but he is letting you have input.

Roles:

Pope Leo X

A priest who has worked with Martin Luther

A peasant who volunteers at Martin Luther’s Catholic Church

The King of Saxony, a German land where Martin Luther lives and preaches

The Archbishop of Mainz, Germany (the region that includes Martin Luther’s church)

You are a priest. You have worked with Martin Luther for many years and see his point about the selling

of indulgences. However, you also know that the Catholic Church provides you with a job and if Luther

gets blamed for this, you might also get blamed since you work with him in the church. But you also

come across the same problems of people getting indulgences and then thinking they are free from all

their sins. People continue to sin but think they can pay their way out of it. But if the church doesn’t sell

indulgences, will they have enough money to keep paying all the priests? What if they don’t have

enough money for your own job?

What should happen to Luther? Choose one or more consequences and explain why on the lines.

1) Martin Luther should be excommunicated (make it a sin for any Christian to talk to him)

2) Martin Luther should be exiled from his homeland in Saxony, Germany

3) Martin Luther should get a deal: if he recants (takes back) what he said, he can stay a monk

4) Start a Counter-Reformation. Make reforms like not selling indulgences, firing corrupt bishops who use church money on themselves, and start Christian schools. Also arrest anti-Catholic people. Torture them if needed to find enemies of the Catholic Church. This would be called an Inquisition.

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Write down what the other roles in your group said should happen to Martin Luther

Role Their arguments for what should happen to Martin Luther

What did your Pope Leo X finally decide and what was the reason for this consequence?

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Roles:

Pope Leo X





You are the Archbishop of Mainz (a region of Germany). You are in charge of many churches, including

the one where Martin Luther preaches. The Pope will hold you responsible for what Martin Luther does,

because he is under your control, and he does not want people to spread Luther’s ideas, but it is too late

– printers have already printed his 95 Theses. Other priests you control are reading Luther’s words. You

need to convince them that the Pope has the power to issue indulgences, and that the Bible is ok with

this. But some of these priests are starting to think that maybe the Catholic Church is not the only way

to believe in Jesus Christ – maybe they can start their own churches that are not Catholic. And

remember, the Catholic Church has been good to you, you are rich and powerful yourself. Someday,

maybe you could even be the Pope…






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Roles:

Pope Leo X





You are Pope Leo X. Martin Luther’s 95 Theses are ruing your reputation, since he criticizes you. He is

also criticizing one of the best ways of making money the Church has ever had – selling indulgences. You

cannot let him continue to speak such blasphemy against the Catholic Church. You could surely

excommunicate him, but he is now talking about making his own Lutheran Church, where people can

read the Bible on their own and have a personal relationship with God without any priest needing to be

involved. If Luther does this, then maybe others will do it too, and you’ll have an even bigger problem on

your hands. You could get help from the King of Saxony, where Luther lives, to try to silence him, or you

could try






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Roles:

Pope Leo X





You are a peasant who volunteers at the Catholic Church where Martin Luther preaches. You know

this man as being very kind and generous, and you are confused about why people are against him. You

know that selling indulgences seems wrong, and you love hearing Martin Luther preach in church – he

really does well when he has freedom of speech. But you also trust that the Pope is God’s messenger on

earth and knows what the truth is. But something about selling indulgences seems wrong. Maybe the

Pope will change his mind about selling indulgences so Martin Luther can go free? Or maybe if the Pope

knew how Martin Luther is such a good Christian, he would reconsider how he feels about him? Or

maybe we can convince Martin Luther to take back what he said? Because you know him, you could

maybe try to talk to him…






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Roles:

Pope Leo X





You are the King of Saxony, the German land where Martin Luther lives. You are friends with the Pope,

but you also want to make sure that people know you are the boss of your kingdom. You want to simply

obey the Pope, but Martin Luther is a great professor who makes lots of people come to Saxony to

learn, study, invent things, and trade. He’s famous, and he lives in your kingdom, so you are kind of

famous too. The Pope is telling you to send soldiers out to find Martin Luther, and you could do this, but

you also don’t want to be bossed around by the Pope. If you could convince him to change his mind

without directly fighting against him, that would be the best solution. Or you could just become

Protestant yourself and risk other Catholic kings fighting against you.






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Name: Matthew Stran

Lesson Title: #2 Motivations for Exploration



TSWBAT:

- Describe and compare the three primary motivating factors behind European

Exploration.


WH.H.4.1: Explain how interest in classical learning and religious reform contributed to

increased global interaction (e.g., Renaissance, Protestant Reformation, Catholic

Reformation, printing revolution, etc.).

WH.H.4.2: Explain the political, social and economic reasons for the rise of powerful

centralized nation-states and empires (e.g., Reformation, absolutism, limited monarchy,

empires, etc.).

WH.H.5.2: Explain the causes and effects of exploration and expansion (e.g.,

technological innovations and advances, forces that allowed the acquisition of colonial

possessions and trading privileges in Africa, Asia, the Americas and the Colombian

exchange).


P21 Framework Standards:

- Learning and Innovation Skills: Communication and Collaboration, Creativity

and Innovation

- Life and Career Skills: Flexibility and Adaptability, Social &Cross-Cultural

Skills.

- Content Knowledge and 21st Century Themes: Global Awareness

Materials:

- Power Point Presentation (PP File)

- Columbus’ Letter to The King and Queen (Word Doc)

- Columbus’ Letter Question Sheet (Word Doc)

- Scratch Paper for Cartoon Exercise



This lesson is an introduction to the various factors that drove European Explorers and

colonizers across the oceans. We have already discussed the importance of Christianity in

Medieval European daily life, so the concepts behind religious factors of exploration

should be relatable.

Throughout the Unit, we will tie the three G’s (God, Gold, Glory) introduced today to

group discussion around the Unit Question- What wouldn’t you do for a Million/Billion

dollars.

This standard level class of 28 includes 8 IEP students and 2 ESL students. Group

discussions on short in class projects punctuate reading/lecture work and serve as

additional formative assessment for students with ESL needs.




Sentence.





5

minutes


“European explorers like Christopher Columbus were motivated by a number

of rewards to travel the ocean in search of new trade routes. The most

important factors centered on God, Gold, and personal Glory.

But when Columbus arrived in the Bahamas in 1492, what would happen

when he met local peoples who didn’t believe in the same God, didn’t value

Gold, and didn’t care about Spain’s Glory?”

25

minutes

- Power Point lecture of critical concepts and terminology regarding the

3 G’s- God, Gold, and Glory as motivations for exploration.

25

minutes

- Directions will be written on the board- “As you read through these

letters look for and highlight any examples of the 3 G’s we just

discussed”.

- I will pass out and let the students read Columbus’ letter Part 1 for 7-10

minutes. I will then review the document with the students, helping to

work through the challenging language section by section, and asking

scaffolded questions to bring the point that wealth and religion were

central in Columbus’ mind in every decision he made in first contact.

- Students will take 10 minutes to write their written response and pass

to the front.

- I will pass out and let the students read Columbus’ letter Part II for 5

minutes.

- I will lead a group discussion with scaffolded questions including: Do

you feel differently about Columbus now, after reading this letter?

Why might natives believe Columbus was “Divine”? Would you have

behaved differently? If so, why? The goal here is to highlight

separately the confrontation explorers would run into in the New

World, and compare it to the glorious description in the rest of the

letter.

30

minutes

- Students will separate into pre-determined groups to draw a cartoon

reflecting a Mars scenario.

- Directions on the board:

- “Please draw a cartoon on a scratch piece of paper, you are a member

of a space expedition to Mars and have just encountered alien life.

Christopher Columbus is the captain of your crew. Given what you

have learned today, please draw the scenario you think might unfold of

how First Contact might happen. Be as creative in your illustrations as

you wish but include at least one quotation blurb for Columbus and the

alien which addresses at least one of the 3 G’s we reviewed today.”

5

minutes

- Oral led review of today’s terms by myself. A 5 minute quick response

group review of the critical concepts of the day.



Pre-Determined Pairing in group activities allows for heterogeneous grouping based on

ability and disciplinary record. In addition, cartoon activity enables students

uncomfortable with Oral or Written assessment to express their understanding of class

concepts for in class credit.



Work with myself on the 5 minute group oral review of today’s critical terms, and turn in

their cartoons




- Individual Columbus Letter essays

will allow me to judge students’

comprehension of primary source

material, and class based concepts.

- Pair Cartoons will allow me to

judge students’ comprehension of

- Group discussion allows for more

equal participation opportunities for

students with writing challenges.

- Cartoon project offers additional

formative assessment credit for

students with writing apprehension.

primary source material, and class

based concepts.

- Student participation points are

ongoing through group discussions.

- Specialized teacher attention will be

provided during writing and cartoon

applied time to students as needed.



End of Unit Test will cover the



All accommodations necessary will be

given to IEP Test takers and ELL students,

including alternative assignments.


mastery…







Test once.





This ending exercise into the motivations of Christopher Columbus fits well into the next

lesson which will examine the other famous Explorers, lands discovered, their trade

routes, and end with a contrasting exercise of first contact from a native perspective.

Christopher Columbus Letter to the King Part I

pistola Christofori Colom ...de insulis Indie supra Gangem

Rome, April 1493.

(abridged)

A Letter addressed to the noble Lord Raphael Sanchez, Treasurer to their most invincible

Majesties, Ferdinand and Isabella, King and Queen of Spain, by Christopher Columbus, to whom

our age is greatly indebted, treating of the islands of India re cently discovered beyond the

Ganges, to explore which he had been sent eight months before under the auspices and at the

expense of their said Majesties.

. . . Thirty-three days after my departure from Cadiz I reached the Indian sea, where I

discovered many islands, thickly peopled, of which I took possession without resistance in the

name of our most illustrious Monarch, by public proclamation and with unfurled banners. To

the first of these islands, which is called by the Indians Guanahani, I gave the name of the

blessed Saviour (San Salvador), relying upon whose protection I had reached this as well as the

other islands; to each of these I also gave a name, ordering that one should be called Santa

Maria de la Concepcion, another Fernandina, the third Isabella, the fourth Juana, and so with all

the rest respectively. . . .

. . . In that island also which I have before said we named Espanola, there are mountains of very

great size and beauty, vast plains, groves, and very fruitful fields, admirably adapted for tillage,

pasture, and habitation. The convenience and excellence of the harbors in this island, and the

abundance of the rivers, so indispensable to the health of man, surpass anything that would be

believed by one who had not seen it. The trees, herbage, and fruits of Espanola are very

different from those of Juana, and moreover it abounds in various kinds of spices, gold, and

other metals. . . .

. . . Finally, to compress into few words the entire summary of my voyage and speedy return,

and of the advantages derivable therefrom, I promise, that with a little assistance afforded me

by our most invincible sovereigns, I will procure them as much gold as they need, as great a

quantity of spices, of cotton, and of mastic (which is only found in Chios), and as many men for

the service of the navy as their Majesties may require. I promise also rhubarb and other sorts of

drugs, which I am persuaded the men whom I have left in the aforesaid fortress have found

already and will continue to find…

But these great and marvellous results are not to be attributed to any merit of mine, but to the

holy Christian faith, and to the piety and religion of our Sovereigns; for that which the unaided

intellect of man could not compass, the spirit of God has granted to human exertions, for God is

wont to hear the prayers of his servants who love his precepts even to the performance of

apparent impossibilities. . . .

Such are the events which I have briefly described. Farewell.

Lisbon, the 14th of March.

CHRISTOPHER COLUMBUS,

Admiral of the Fleet of the Ocean.

© 2013 The Gilder Lehrman Institute of American History

www.gilderlehrman.org

Christopher Columbus Letter to the King Part II

Epistola Christofori Colom ...de insulis Indie supra Gangem

Rome, April 1493.

(abridged)

. . On my arrival at that sea, I had taken some Indians by force from the first island that I came

to, in order that they might learn our language, and communicate to us what they knew

respecting the country; which plan succeeded excellently, and was a great advantage to us, for in

a short time, either by gestures and signs, or by words, we were enabled to understand each

other. These men are still travelling with me, and although they have been with us now a long

time, they continue to entertain the idea that I have descended from heaven; and on our arrival at

any new place they published this, crying out immediately with a loud voice to the other Indians,

“Come, come and look upon beings of a celestial race”: upon which both women and men,

children and adults, young men and old, when they got rid of the fear they at first entertained,

would come out in throngs, crowding the roads to see us, some bringing food, others drink, with

astonishing affection and kindness. . . .

. . . Finally, to compress into few words the entire summary of my voyage and speedy return,

and of the advantages derivable therefrom, I promise, that with a little assistance afforded me by

our most invincible sovereigns, I will procure them as much gold as they need, as great a

quantity of spices, of cotton, and of mastic (which is only found in Chios), and as many men for

the service of the navy as their Majesties may require.

Name: _________________________ Date: _____________

Christopher Columbus Letter to the King

In the space below please answer the following question in 2-3 paragraphs:

Do you think that God or riches were more important to Christopher Columbus from this letter

he wrote to the King? Please provide at least 2 specific examples from the letter to support your

argument.

Answer:

Name: Matthew Stran

Lesson Title: #3 Explorers, Trade Routes, and Discoveries.



TSWBAT:

- Identify 3 major European explorers and their discoveries.

- Define the role of Scarcity in a Mercantilistic World Economy.

- Produce a visual representation (Wordle) highlighting the key concepts of

exploration in lessons 1-3.


WH.H.4.4: Analyze the effects of increased global trade on the interactions between

nations in Europe, Southwest Asia, the Americas and Africa (e.g., exploration,

mercantilism, inflation, rise of capitalism, etc.).

WH.H.5.1: Explain how and why the motivations for exploration and conquest resulted

in increased global interactions, differing patterns of trade, colonization, and conflict

among nations (e.g., religious and political motives, adventure, economic investment,

Columbian exchange, commercial revolution, conquistador destruction of Aztec and

Incan civilizations, Triangular Trade, Middle Passage, trading outposts, plantation

colonies, rise of capitalism, etc.).

WH.H.5.4: Analyze the role of investment in global exploration in terms of its

implications for international trade (e.g., transatlantic trade, mercantilism, joint-stock

companies, trading companies, government and monarchial funding, corporations,

creation of capital markets, etc.).



- Content Knowledge and 21st Century Themes: Geography, Economics.

- Learning and Innovation Skills: Creativity and Innovation, Communication and

Collaboration.

- Life and Career Skills: Initiative and Self Direction, Productivity and

Adaptability.

Materials:

- 2 World Globes (hollow) and Halloween Candy, 3 Slips of Paper

- Power Point Presentation

- Wordle Worksheet

- Large White Sheets of Construction Paper (10), scissors (5), markers.



This lesson serves as a cumulative review of European Explorers, and an introduction to

the notion of economic scarcity in a Mercantilist world Economy as a precursor to

tomorrow’s class on Colonization. Students know that “God, Gold, and Glory” mattered

in Explorers taking risks in the new world, I want them to now understand the concept of

economics as a race, and pick for themselves what terminologies/ideas they think were

most important when thinking about European Exploration.

Given the ELL needs of the classroom in addition to 3 student’s recurring distractions of

talking during class, grouping of the students requires careful consideration to maintain

class focus during the Wordle Exercise.




Sentence.





5

minutes


“The economic theory of Mercantilism dominated Europe during the

Age of Exploration. Mercantilism is based on the idea of Economic

Scarcity, or the idea that there is a limited amount of resources in this

world. Governments tried to establish a Favorable Balance of Trade, or

take more from others than you give away.”

10

minutes

Mercantilism Scarcity Exercise (hook):

- When students arrive there will be 3 slips of paper on 3 student desks:

Italy, Portugal, and Spain.

- I will begin by explaining the concept of Mercantilism and Scarcity to

the students orally, while carrying globe one. I will call Globe One the

“Old World”. The globe holds literally all the world’s resources

(wealth).

- Students with the paper slips get first pick at candy, if students ask why-

explain these countries (students) have established navies and stable

economies. Point to “Spain” student and Reconquista for connection.

- Shake the globe, explain that this is literally all the wealth in the world,

if students (countries) want it, “What do you have to do?” Get students

to that answer, “Take it, before someone else!”

- As you walk around the room encourage students at desks to

energetically grab candy. Once the candy is gone, the world’s resources

are depleted.

- Final question, Pull the second globe from behind the teacher desk,

identify it as the New World, and ask students if they were European

Countries, what would you do once you discovered this new world of

wealth? Get students toward that answer “I’d take it!”

- Remind students to keep in mind these 2 globes, Old and New World, in

mind over the next 2 days.

20

minutes

Power Point Presentation

- Presentation to review the 3 G’s, Cover Mercantilism, and

Columbus/Cortes/De Gama.

- I will ask students to come to the front for participation to trace each

route with their finger on the map to physically connect the information

from the pp for learning.

- I will have prepared a series of 3 contemporary items (A Maserati, Air

Force One tennis shoes, and an average house in Winston-Salem) and

have students guess how many of these items could be bought with a

million dollars (tie it to the wealth Cortez/Columbus seized in a single

day) to keep students engaged.

35

minutes

Wordle Exercise

- Students will be separated into heterogeneous groups of 3 by ability and

disciplinary record.

- I will review the Wordle instructions sheet, and show the class the

Wordle Example.

- Students will work collaboratively, with regular feedback from the

teacher, on completing their visual presentation.

- Extra emphasis to be placed on the sizing of important terms in student

design- show to me that you understand which concepts are central, and

which are tertiary.

10

minutes

Student Group Presentations of Wordles

- Students will stand as a group of 3, highlight what their Wordle

represents, explain why they chose their specific shape/design, and

explain the reasoning for choosing the “Large Words” they utilized.



Pre-Determined groups (of 3) in Wordle activity allows for heterogeneous grouping by

ability and disciplinary record. In addition, Wordle activity enables students

uncomfortable with written assessments to creatively express their comprehension of the

daily class material via Art and the Oral Presentation.



Take 5 minutes to collaboratively clean the room from any paper scraps on the floor and

return classroom arts supplies. We will double check that the names of all group

members are written on the back of the projects. As they exit they will turn in their

Wordle picture activities at the desk next to the classroom door to me, and show me their

names on the back.





ongoing through group discussion.

- Individual participation in Wordle

exercise highlights student’s

content knowledge.

- Student group Wordle presentations

and explanations for word choice

allow me to judge student

comprehension of critical/non

critical terminology.

- Heterogeneous grouping (3) by

ability benefits Billy XYZ’s ELL

daily needs in the Wordle Exercise.

- Group presentations are not timed

or overtly structured, students

uncomfortable with public speaking

can contribute as they are

comfortable.



End of Unit Test will cover the



All accommodations necessary will be

given to IEP Test takers and ELL students,

including alternative assignments.


mastery…







Test once.





So far we have taken 2 interactive approaches to understanding motivations, background,

and the context for European Explorers in this age (Letter Lesson 2, Wordle Lesson 3).

As the “New World” globe today alludes to, tomorrow when we introduce the Columbian

Exchange and Colonization in greater detail we will jump into a native perspective of

“First Contact” experiences and tie the notion of Scarcity and resource competition back

to the Unit Question- What wouldn’t you do for a million/billion dollars through a

supporting question exercise of First Contact.

Columbus/De Gama/Cortes Wordle

Directions:

Create a wordle that represents Christopher Columbus, Vasco de Gama, or Hernán Cortés

The only thing included in your final project is words.

Your wordle should be in a shape that effectively represents Christopher Columbus.

The more important the word, the larger it should appear.

Grade:

Quality of Shape Selection:

Words Included/Importance of Words:

Ability to follow directions:

This is a BAD wordle example. See there is no shape to it.

Names: __________________________________________________________

Explorer Wordle Rubric

25 ____ Significance of Shape (Represents Columbus)

10 ____ Only Words Included

15 ____ Execution of Shape

25 ____ Important Words are Large

15 ____ Word Size Differentiation

10 ____ Overall Project Appearance

____ Bonus for outstanding work or thought (max 10 points).

____ Total Points

Comments:

(This is an example of a type of good Wordle I would show. I would have actual

previous student work I’d show before we began. I’d expect students to do

wordless in the shape of a cross, ship, money sign, globe, crown, etc).

Name: Matthew Stran

Lesson Title: #4 The Columbian Exchange



TSWBAT:

- Explain the economic relationship between colonies and mother countries.

- Identify the roles of the “Old” and “New” Worlds in the Columbian Exchange.

- Interpret a native perspective of First Contact with European Explorers.











exchange).

WH.H.5.3: Analyze colonization in terms of the desire for access to resources and

markets as well as the consequences on indigenous cultures, population, and environment

(e.g., commercial revolution, Columbian exchange, religious conversion, spread of

Christianity, spread of disease, spread of technology, conquistadors, slave trade,

encomienda system, enslavement of indigenous people, mixing of populations, etc.).

WH.H.5.4: Analyze the role of investment in global exploration in terms of its

implications for international trade (e.g., transatlantic trade, mercantilism, joint-stock

companies, trading companies, government and monarchial funding, corporations,

creation of capital markets, etc.).



- Content Knowledge and 21st Century Themes: Geography, History, Economics,

Global Awareness.

- Learning and Innovation Skills: Communication and Collaboration, Critical

Thinking and Problem Solving

- Life and Career Skills: Social and Cross Cultural Skills, Flexibility and

Adaptability

Materials:

- Know/Want to know slip.

- Ch. 5.1 Reading (http://www.learnnc.org/lp/editions/nchist-twoworlds/1866).

- Columbian Exchange Terms Sheet.

- Spanish Primary Document (http://www.shsu.edu/~his_ncp/Pizarro.html)

- Guns, Germs, and Steel Video:

(https://www.youtube.com/watch?v=UsKBFXe7biQ)

- Incan letter Worksheet



So far the class has reviewed the context and reasoning for European Exploration in

depth and hasn’t struggled with critical concepts. However, as we introduce the idea of

the Columbian Exchange, the term “exchange” takes on a new importance. The story of

European expansion was two sided. Throughout this lesson we will introduce First

Contact experiences and cultural interchange, which I expect students will be unfamiliar

with.

To counter this unfamiliarity I will scaffold questions and provide clear first person

primary resources to make the source material relatable to students.

Given the ELL needs of the classroom in addition to 3 student’s recurring distractions of

talking during class, grouping of the students in activities requires careful consideration

to maintain class focus.




Sentence.





5

minutes


“As European Explorers discovered new lands they established Colonies

in the areas that they conquered. In a Mercantilist system, these

Colonies supplied raw materials, and provided markets for the

manufactured goods of European Countries. This exchange of plants,

animals, and disease between the New and Old Worlds is known as The

Columbian Exchange.”

5

minutes

- Students will take 3 minutes to fill out the entry slip of “Know, Want to

Know” about the Columbian Exchange and turn in to the teacher.

http://www.learnnc.org/lp/editions/nchist-twoworlds/1866

40

minutes

- Students will read Ch. 5.1 “The Columbian Exchange” for 20 minutes.

- Students will work in pairs to fill out the “Columbian Exchange Terms

Sheet for 10 minutes.

- Students will be separated into 4 groups and will rotate filling out

information at 4 whiteboard stations together for 10 minutes to describe

the Columbian Exchange: “From Old to New”, “From New to Old”,

“Benefitted Europeans”, “Benefitted Natives”.

- If time allows, I will lead an oral review for 5 minutes on several of the

key goods and diseases which were exchanged during this period:

Smallpox, The Horse, Maize, and Tobacco. Emphasis on whether

students knew where these things came from.

35

minutes

- I will narrate the account of the confrontation between Pizarro and

Atahualpa to the class for 5 minutes.

- I will play 4 minutes of the Pizarro Guns Germs and Steel video for the

class while pausing the video at critical junctures which highlight the 3

G’s theme to ask the students which G it is being described.

- For 20 minutes, students will write their Incan letter assignment

immediately after the video showing.

5

minutes

Oral Review led by me of the key concepts of the day:

- Columbian Exchange

- Mercantilism and Scarcity

- Old Vs. New, East Vs. West

- Disease, Immunity, Horses, Maize.



Pre-Determined groups (of 2) in Terms Sheet activity allows for heterogeneous grouping

by ability and disciplinary record. In addition, Authentic Letter Writing activity enables

students uncomfortable with standard assessments to creatively express their

comprehension of the subject matter.



Hand me their individual letters by the door as they exit class.





ongoing through group discussion

and the 4 corners group

- Heterogeneous pairing allows for

group collaboration by ability and

disciplinary record.

participation review. Throughout

the video and reading activities I

will be asking questions for

students to identify specific

examples of the 3 G’s repeatedly.

- Group Columbian Exchange sheets

allows me to observe student

comprehension of key terms.

- Student Letters allow me to observe

their comprehension of key ideas

and authentic thinking in a written

format.

- 4 Board Review Carousel Strategy

allows for more equal participation

in diverse groups.









assignments.


mastery…







Test once.





The relationship between Colonies and their founding countries is a part of the

foundation for the Colonies, Empires, and New World Economy Lessons we are

introducing the next 2 days. As students comprehend the richness and diversity of the

Columbian exchange, the concepts of the “global race” to colonize by European powers

will become more intuitive and easy to comprehend for students.

The Columbian Exchange.

Things I know Things I want to Know

The Columbian Exchange.

Things I know Things I want to Know

Columbian Exchange Terms Sheet

The following vocabulary terms may be new to you. You will have heard of some before, but

you may not recognize their significance in the Columbian Exchange. As you write a phrase for

each of these, think about why each word or phrase is important in understanding this chapter.

Smallpox

Immunity

Epidemic

Llamas and Alpacas

Horses

Tuberculosis

Maize

Tobacco

Hernando Pizarro on the Incas

When we were half-way, messengers arrived from Atahualpa and brought

provisions to the Governor. They said that Atahualpa was waiting for him at

Cajamarca, wishing to be his friend; and that he wished the Governor to know that

his captains had taken his brother prisoner, that they would reach Cajamarca within

two days, and that all the territory of his father now belonged to him. The

Governor sent back to say that he rejoiced greatly at this news…

That night a good lookout was kept. In the morning he sent messengers to put off

his visit until the afternoon; and these messengers, in conversing with some Indian

girls in the service of the Christians, who were their relations, told them to run

away because Atahualpa was coming that afternoon to attack the Christians and

kill them. Among the messengers there came that captain who had already met the

Governor on the road. He told the Governor that his lord Atahualpa said that, as the

Christians had come armed to his camp, he also would come armed. The Governor

replied that he might come as he liked. Atahualpa set out from his camp at noon,

and when he came to a place which was about half a quarter of a league from

Cajamarca he stopped until late in the afternoon. There he pitched his tents, and

formed his men in three divisions. The whole road was full of men, and they had

not yet left off marching out of the camp…

The Governor had ordered his troops to be distributed in the three halls which were

in the open court-yard, in form of a triangle; and he ordered them to be mounted

and armed until the intentions of Atahualpa were known… The Governor sent a

Christian, and presently Atahualpa moved, leaving the armed men behind him. He

took with him about five or six thousand Indians without arms, except that, under

their shirts, they had small darts and slings with stones…

He came in a litter, and before him went three or four hundred Indians in liveries,

cleaning the straws from the road and singing... The friar then told Atahualpa that

he was a priest, and that he was sent there to teach the things of the faith if they

should desire to be Christians. He showed Atahualpa a book which he carried in

his hands, and told him that that book contained the things of God. Atahualpa

asked for the book, and threw it on the ground, saying: "I will not leave this place

until you have restored all that you have taken in my land. I know well who you

are and what you have come for." Then he rose up in his litter and addressed his

men, and there were murmurs among them and calls to those who were armed. The

friar went to the Governor and reported what was being done and that no time was

to be lost. The Governor sent to me; and I had arranged with the captain of the

artillery that, when a sign was given, he should discharge his pieces, and that, on

hearing the reports, all the troops should come forth at once. This was done, and as

the Indians were unarmed they were defeated without danger to any Christian.

Those who carried the litter and the chiefs who surrounded Atahualpa were all

killed, falling round him. The Governor came out and seized Atahualpa…

After returning to Cajamarca and reporting my proceedings to the Governor, he

ordered me to go to Spain and to give an account to his majesty of this and other

things which appertain to his service. I took, from the heap of gold, one hundred

thousand castellanos for his majesty, being the amount of his fifth. The day after I

left Cajamarca, the Christians, who had gone to Cuzco, returned, and brought one

million five hundred thousand of gold. After I arrived at Panama, another ship

came in, with some knights. They say that a distribution of the gold was made; and

that the share of his majesty, besides the one hundred thousand pesos and the five

thousand marcos of silver that I bring, was another one hundred sixty-five

thousand castellanos and seven thousand or eight thousand marcos of silver; while

to all those of us who had gone, a further share of gold was sent.

(Retrieved From: http://www.shsu.edu/~his_ncp/Pizarro.html)

A Letter to the Incan People

Imagine that you are an Incan attendant in King Atahualpa’s Court. You have just

witnessed Pizarro seizing your King, and the violence of the confrontation with the

new European Explorers.

Write a warning letter to be spread to all 4 corners of the Incan empire by Alpaca

Mail carriers. Describe what you saw in the square, and convince Incans

everywhere to unite and prepare for war with these European Invaders!

To The Incan People,

Name: ________________

Directions:

Please keep the following terms in mind as you write your letter. You must touch

on at least 2 of the following terms in your letter. Be creative, remember you need

to convince your countrymen to prepare for war!

- Disease

- Guns

- Armor

- Horses

- Christianity

- Gold

Rubric:

25 ______ Touched on minimum of 2 topics of discussion

25 ______ Wrote as an authentic Incan member of the court

50 ______ Creativity and Passion evident in the letter

______ Bonus for outstanding work (max 10 points)

Name: Matthew Stran

Lesson Title: #5 The Triangle Trade and the Middle Passage



TSWBAT:

- Identify the primary nations and goods exchanged on each of the 3 legs of the

Triangle Trade system.

- Describe the experience of the Middle Passage within an authentic historical

context.











exchange).








- Content Knowledge and 21st Century Themes: Geography, History.


Collaboration.

- Life and Career Skills: Social and Cross Cultural Skills.

Materials:

- Transatlantic Slave Trade KWL Chart

- Triangular Trade and Middle Passage PowerPoint

- Triangular Trade and Middle Passage PowerPoint Worksheet

- Stowage of the British slave ship Brookes under the regulated slave trade act of

1788 Illustration. (Copies 1 per student).

(http://www.learnnc.org/lp/media/uploads/2008/07/slaveshipposter.jpg)

- Verbal Extracts from Olaudah Equiano’s Autobiography: Capture, Middle

Passage 1, Middle Passage 2. (http://abolition.e2bn.org/people_25.html)

- Letter From Olaudah Equiano to the Queen of England (1788). (Copies 1 per

student). (https://archive.org/stream/theinterestingna15399gut/15399.txt)

- Olaudah Equiano Capture, Middle Passage1, Middle Passage 2 Transcript.

- Diary of a Voyage Exercise Worksheet



As a class we have reviewed the economic relationship between colonies and their

mother countries in the Columbian Exchange. The students know that certain goods and

services flowed each way between the “Old” and “New” Worlds. In this lesson we

expand upon this topic by introducing the African Slave Trade into the mix, and the

resultant creation of the Triangular Trade.

However, while my students will be familiar with the concept of slavery I want to

introduce them to the reality that the slave trade was in several instances, a mutual system

with African Governments selling slaves and participating in the New World Economy.

I anticipate some issues with students understanding the full brutality of the Middle

Passage so I want to allot students the option to creatively consider and relay a first

person perspective of the experience in either a visual or narrative format.



Spend 5 minutes opening their binder to the day’s notes and copying the daily Board

Sentence.





5

minutes


- “During the 17th Century a new trade route was added to the

Columbian Exchange. The Middle Passage from Western Africa

supplied Gold and Slaves to the Plantation Colonies of the West Indies

and the 13 English Colonies in America, in exchange for the Rum,

https://archive.org/stream/theinterestingna15399gut/15399.txt

Iron, and Manufactured Products of Western Europe and the 13

Colonies.”

10

minutes

- Students will spend 5 minutes filling out the “KW” portions on the

KWL Transatlantic Slave Trade and Middle Passage worksheet.

- I will spend the first 5 minutes walking the room and encouraging

student participation. As I work with students I will ask personally for

volunteers to share their information on the board shortly.

- I will lead the students in sharing 1-2 facts each on the white-board

KWL chart on a by volunteer basis.

20

minutes

- I will hand out the Power Point Worksheet

- I will present the Power Point for 15 minutes while asking questions

including: having students come to the front to track specific examples

of which directions certain goods would go (ex: show me where rum

would be made, where it would go with your finger on the map), and

asking students what they ate for dinner last night- tracking the various

ingredients of their meals to New/Old World origins.

- Students will fill out the worksheet during the presentation.

- I will review the triangular trade in whole on the last slide for 5

minutes and answer any questions.

15

minutes

- I will hand out the ‘Stowage of the British slave ship Brookes under the

regulated slave trade act of 1788’ Illustration and ask the students to

quietly reflect upon the picture for 2-3 minutes before we begin the

exercise.

- For 5 minutes I will introduce the historical figure Olaudah Equiano to

the class: His history from capture in Nigeria, through his time on a

plantation, to his time establishing a plantation, to his time with the

Sierra Leonne Resettlement Project.

- Hand out the Equiano Audio Excerpt transcript. Play the Equiano

Capture, Middle Passage 1, and Middle Passage 2 audio clips for the

class.

- I will pass out the Letter From Olaudah Equiano to the Queen of

England to the class, I will solicit students to read paragraph by

paragraph on a voluntary basis.

10

minutes

- I will lead a class discussion on the reviewed material, including a

paragraph by paragraph breakdown of the Letter to the Queen and the

questions: What stands out to you about this illustration of the British

Slave Ship? What stood out to Olaudah about his experience in the

Middle Passage? What do we think Olaudah means by “Wretched

Africans” in the 5th paragraph of his letter?

30

minutes

- Students will complete the Diary of a Voyage Exercise Worksheet on

an individual basis.

10

minutes

- Students will add a minimum of 4 important facts they learned from

class today in their KWL charts.

- I will emphasize in directions that the facts should be what they

thought were important to today’s lesson.



Authentic Letter Writing activity enables students uncomfortable with standard

assessments to creatively express their comprehension of the subject matter.



- Turn in their diary entries and KWL charts to me as they file out of the room.




- Student Power Point Worksheet

will cover important terminology

from the lecture.

- Student KWL sheets will highlight

student perception of key concepts.

- Student Diary will require students

to apply relevant concepts to the

creation of a first person narration

story on the Middle Passage.

- Alternative Assignment of a diary

illustration will be given as an

alternative to written journal entry-

directions will be on the board as

students will need the whole sheet

of paper to complete the

assignment.









assignments.


mastery…







Test once.



Tomorrow will cover European Colonization in greater detail and the Triangular Trade

helps to reinforce the critical concepts of Mercantilism, Scarcity, and the role of Colonies

and Mother Countries during the Exploration Era.

Name: ________________________________ Date: __________________

KWL Chart: The Slave Trade and Middle Passage

Please fill out the following chart on the Slave Trade and the Middle Passage

below. Mr. Stran will prompt you on when to fill out each column.

Please Note: In the “What I have Learned” Column you must list 4 facts that you

believed were important from today’s lesson. Please separate them with a 1, 2, 3,

4.

Topic: The Middle Passage and Slave Trade

What I Know What I Want to Know What I Have Learned

Olaudah Equiano- Audio Excerpts

Capture

One day, when all our people were gone out to their

works as usual, and only I and my dear sister were left to

mind the house, two men and a woman got over our

walls, and in a moment seized us both. My sister and I

were separated and I ended up in the hands of a slave

dealer who supplied the Atlantic slave ships. Six months

later I found myself on board a slave ship.

The Middle Passage

The closeness of the place, and the heat of the climate,

added to the number in the ship, which was so crowded

that each had scarcely room to turn himself, almost

suffocated us. The air soon became unfit for breathing,

from a variety of loathsome smells, and brought on a

sickness among the slaves, of which many died. This

wretched situation was made worse by the chains. The

shrieks of women, and the groaning of the dying, created

a scene of horror almost unbelievable. Three desperate

slaves tried to kill themselves by jumping overboard. Two

drowned, the other was captured and beaten unmercifully.

When I refused to eat, I too was beaten.

Arrival in the West Indies

When we arrived in Barbados (in the West Indies) many

merchants and planters came on board and examined us.

We were then taken to the merchant’s yard, where we

were all pent up together like sheep in a fold. On a signal

the buyers rushed forward and chose those slaves they

liked best.

A Letter From Olaudah Equiano to the Queen (1788)

To the Queens's most Excellent Majesty.

Madam,

Your Majesty's well known benevolence and humanity emboldens me to approach your royal

presence, trusting that the obscurity of my situation will not prevent your Majesty from attending

to the sufferings for which I plead.

Yet I do not solicit your royal pity for my own distress; my sufferings, although numerous, are in

a measure forgotten. I supplicate your Majesty's compassion for millions of my African

countrymen, who groan under the lash of tyranny in the West Indies.

The oppression and cruelty exercised to (my) unhappy (brothers) there, have at length reached

the British legislature, and they are now deliberating on its redress; even several persons of

property in slaves in the West Indies, have petitioned parliament against its continuance, sensible

that it is as impolitic as it is unjust--and what is inhuman must ever be unwise.

Your Majesty's reign has been hitherto distinguished by private acts of benevolence and bounty;

surely the more extended the misery is, the greater claim it has to your Majesty's compassion,

and the greater must be your Majesty's pleasure in administering to its relief.

I presume, therefore, gracious Queen, to implore your interposition with your royal consort, in

favour of the wretched Africans; that, by your Majesty's benevolent influence, a period may now

be put to their misery; and that they may be raised from the condition of brutes, to which they are

at present degraded, to the rights and situation of freemen, and admitted to partake of the

blessings of your Majesty's happy government; so shall your Majesty enjoy the heartfelt pleasure

of procuring happiness to millions, and be rewarded in the grateful prayers of themselves, and of

their posterity.

And may the all-bountiful Creator shower on your Majesty, and the Royal Family, every blessing

that this world can afford, and every fulness of joy which divine revelation has promised us in

the next.

I am your Majesty's most dutiful and devoted servant to command,

Gustavus Vassa,

The Oppressed Ethiopean.

Name: ____________________________ Date: ________

Triangular Trade Note Sheet

Goods Imported

(2)

Goods Exported

(2)

2 Specific

Countries Involved

Africa

Western Europe

The Americas

Diary of a Journey

Instructions:

Much like Olaudah Equiano, imagine that you are a teenager from Nigeria. You have recently

been captured and are on board a ship sailing for the New World.

You have managed to sneak a journal past the guards. Write an entry describing your

experience and what has stood out to you so far.

Your journal entry must be a minimum of 4 paragraphs, and address at least 3 of the following

topics:

- Who captured you- be specific, what nation were they from.

- Why you think someone would capture you.

- Your journey to the coast.

- Your time at the trading port.

- Your time aboard the ship.

Dear Journal,

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Grading Rubric:

50 ____ Covered at least 3 topics in depth

25 ____ Included 4 complete paragraphs

25 ____ Student creatively and specifically described experience


____ Total Points

Comments:

Name: Matthew Stran

Lesson Title: #6 A Pre-Introduction to Imperialism and Unit Review



TSWBAT:

- Describe British Colonial policy in India.

- Recognize key concepts from lessons 1-5 in the student review game

Trashketball.


WH.H.4.4: Analyze the effects of increased global trade on the interactions between

nations in Europe, Southwest Asia, the Americas and Africa (e.g., exploration,

mercantilism, inflation, rise of capitalism, etc.).








- Content Knowledge and 21st Century Themes: Geography, History.

- Learning and Innovation Skills: Communication and Collaboration.

- Life and Career Skills: Social and Cross Cultural Skills.

Materials:

- 1774 Tea Statistics Website (http://history.stackexchange.com/questions/844/what-

was-the-actual-value-of-tea-destroyed-during-the-boston-tea-party)

- British Colonial Rule in India Worksheet

(http://static1.squarespace.com/static/53cd26f2e4b03157ad2850da/t/53e7c75be4b05e9

9938549e7/1407698779708/britishruleinindia.pdf)

- Trashketball Review Sheet and Questions

- Clean Trash Can, Squishy Ball, Packaging Tape.



We have just completed the Triangular Trade and Middle Passage unit. Students now

know the role and importance of Colonies to European powers in the 16th and 17th

centuries.

Now I will introduce the notion of Imperialism to the students, and the impending arms

race which was acquiring as many colonies, as fast as possible, and exploiting them to the

highest degree possible to profit.

I expect the class to comprehend today’s concepts fairly easily as the topic of colonies

isn’t new. However, the full degree to which European Powers utilized (or exploited)

their colonies will be a point of emphasis here.



Spend 5 minutes opening their binder to the day’s notes and copying the daily Board

Sentence.





5

minutes


- “As European nations continued to establish colonies abroad, European

governments and economic structures became more organized and

regimented as a result of their expanding influence and incoming

wealth. The resulting era is referred to as Imperialism, in which

centralized European states competed ferociously to gain as many

colonies, and as much wealth, as possible.”

10

minutes

The Boston Tea Party Exercise (Hook)

- Pass around a single tea bag, ask students to estimate the value of the

single tea bag in today’s dollars to Europeans in 1774. (answer:

approximately $1.20).

- Ask how much students think a pound of tea might be worth ($18.50)

- Ask how many pounds of tea a single freighter might carry for an

English Vessel returning from India? (500 chests each, 150,000 Lbs)

- Ask what they think that is worth in today’s money? (150,000 x 18.50 =

2,775,000)

- Give a student a bag filled with 2,775,000 in banded monopoly money.

Ask him to pass it around the room.

- Allude that this is the story of the Boston Tea Party in 1774, and these

statistics, cover the value of the tea lost in the harbor (342 chests, 92,000

lbs, $1,700,000 lost revenue).

- With that you could buy today: 1,428,571 Taco Bell Tacos.

- Use this introduction to allude to students that with these prices, global

economy was a high stakes game with serious consequences for

European powers. This was a big deal- tea was a big deal.

20

minutes

- Students will read and complete the British India Policy Worksheet in

pre-determined pairs.

- I will walk amongst the groups to maintain class focus and make sure

that partners are contributing equally to the research process.

50

minutes

- Students will play the review game Trashketball with the teacher.

- Instructions on game sheet. I will separate the students into 2 group

teams by each side of the room (split down the middle) to compete on a

points based system for extra credit on the Unit Exam- 5 points for the

winning group.

- The game is a rapid fire response, a team who cannot answer a question

in 30 seconds passes the question to the other team.

- Questions that have no correct answers after 2 tries are discussed in

class and marked by the teacher for review before the unit exam.

5

minutes

- I will re-pose the questions which were not correctly answered to the

class and solicit volunteer answers.

- If the questions are still unanswered, additional note of the questions

will be taken for review before the Unit Exam.



British India Policy Worksheet with heterogenous pairing by ability and disciplinary

record will enable students to collaborate in primary source research. Trashketball review

game is an oral review activity and will serve as a non-written review format for students

uncomfortable with pre-tests or writing assignments.



Turn in their British Policy in India Worksheets to me as they file out of the classroom.




- Student answers to the British

Policy in India worksheet will

reflect student learning of British

Colonial Policy concepts.

- Student participation and group

answers to the Trashketball Review

Game will indicate to myself the

current understanding and retention

of key concepts from lessons 1-5.

- Group pairing by ability in the

British Policy in India worksheet

will allow for collaboration in

source analysis.

- Team based oral competition in

Trashketball activity allows for

students uncomfortable with written

work to contribute.






- All accommodations necessary

will be given to IEP Test takers

and ELL students, including

alternative assignments.


mastery…







Test once.



Tomorrow’s lesson continues on the topic of Imperialism, focusing on the British Empire

specifically and introduces the rise of capitalism and global markets. The aggression of

European foreign policy today is a recurring theme which will surface again in the next 2

lessons.

Names: _________________,____________________ Date: __________

British Colonial India

"England's Account with India" (From the letter of a Native Hindu) "'Great Britain owe(s) a debt

to the Indian peasant, a debt of millions upon millions.' We know that India annually remits to

England a sum estimated between 20,000 and 30,000 for home charges, pensions, interest and

the like. We know that the people of India are virtually debarred from the highest posts in India,

except a very small percentage, and that 15,000,000 are annually paid to European officials

employed in India and sending all their savings to Europe. We know that our ancient industries,

like weaving and spinning and dyeing, have been killed by European competition, and that the

land is so heavily taxed in so many provinces that the peasant cannot save in good years for years

of bad harvest.

We know that an army is kept in India, and paid for by India, sufficient for England's imperial

requirements over the best parts of Africa and Asia. We know that our finances are adjusted by

executive councils in India and Great Britain, in which the people of India have no seat and that

in the taxation of India we have no voice. These are some of the burdens we bear in India, and

these are some of the causes of famine from which we periodically suffer.

Will Englishmen add to them the burden of paying for British forts and armies, British

establishments, and wars in various parts of Africa and Asia “from the Suez Canal to

Mozambique, from the Tigris to the Malay Peninsula?” Will the English conscience reconcile

itself to thus proceeding in a year when 90,000,000 of people are affected by the worst famine

that India has ever known, and 5,000,000 are actually attending relief centers? Is there no

statesmen in England at the present day who will give us a new India bill, moderating land tax,

reducing expenditure, opening up the higher services to the people of India, and giving them

some control over their finances? Is there no Englishman of this generation who will stand up for

justice to India?

Please answer the following questions from the reading above:

1. What other British Colonies (Besides India) does the author mention in this article? What

continents are these countries located in?

________________________________________________________________________

________________________________________________________________________

2. Please list 3 complaints that the author makes about British Colonial policy in India.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Do you see any similarities see here between the author’s complaints, and the story of the

Boston Tea Party in the American Revolution? Think back to your studies and King

George in your American History I Class.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. If you were the British Governor of India, how would you react to this letter? Would you

ease your policies on locals? Punish them for their insubordination? Do Nothing? Explain

your reasoning in 1-2 sentences.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Trashketball Instructions and Questions

Instructions:

- Class will be split into 2 teams.

- One student will need to keep score for both teams.

- Questions will be posed to students in order, switching teams.

- If a student answers a question correctly in 30 seconds he/she earns the team 1 point, they

have the opportunity to shoot the ball from 3 separate locations in the classroom into a

trash bucket. If they make it they earn the team additional points.

o Close for 2 additional points

o Mid range for 3 additional points

o Long Range for 5 additional points

- As the game progresses You can move the shots and introduce double “Bouncing Shot”

points to make the game interesting.

- If a student does not answer the question correctly, the question will be posed to the

opposing team. Same rules apply for 30 seconds and shots for points.

- If neither team answers the question correctly, the teacher will review the answer with the

class, and mark the question on paper for future review.

- The team with the most points at the end of the 50 minutes, wins the game and 5 extra

credit points each student on the upcoming unit exam.

Unit Questions (Not necessarily read in this order):

1. Name the two way economic transfer of goods between the New and Old Worlds

(Columbian Exchange).

2. Name 3 important motivating factors that drove European explorers across the oceans.

(The 3 G’s- God, Gold, Glory)

3. Where did Columbus actually arrive in 1492? (The Bahamas, the West Indies)

4. What route was Columbus originally seeking when he petitioned the King for funding for

his voyage? (A trans-Atlantic Route to India).

5. What was the name of the route slave ships took from Africa to the New World? (The

Middle Passage).

6. What goods did European (African, Americas) Countries Export in the Trianular Trade?

(Euro: Manufactured goods/Iron/Rum. Africa: Slaves. Americas: Raw Materials like

Tobacco, Rice, coffee, rum.)

7. European Powers established colonies to establish a _____ balance of ________

(favorable, trade).

8. What is the economic term describing the notion that there is a fixed amount of wealth

available in the world? (Scarcity).

9. From 700 CE to 1300 CE the Spanish Lords fought a brutal series of battles with the

Moors called the _________ to win back the Spanish Peninsula? (The Reconquista).

10. Name 3 major Colonial European Powers? (Brittain, Spain, Portugal, The Netherlands,

France).

11. Name the Economic System based on the notion of Scarcity and establishing a favorable

balance of trade with your colonies? (Mercantilism).

12. Name 2 additional Explorers besides Christopher Columbus and their regions of

exploration? (Cortez, the Aztecs. Francisco Pizarro, the Incans.)

13. What were the three regions of the Triangular Trade (Americas, Europe, Africa).

14. Name 1 African country which cooperated with Europeans in selling slaves abroad?

(Nigeria, the Kongo).

15. How much approximately was a pound of tea worth in 1774? ($18.50, anything close to

this will do).

16. Where was Rum made? Where would it ship to? (England, to the New World or Africa)

17. Where were manufactured goods made? Where would they go to? (England, to Africa or

the New World)

18. Where did slaves come from? Where would they be shipped to? (Africa, the West Indies

or Americas)

19. Where did Tobacco come from? Where would it be shipped to? (America, Europe)

20. Where did rice come from? Where would it be shipped to? Americas/Bahamas, Europe).

21. What country did Columbus represent in his travels? (Spain)

22. What country did Pizarro represent in his travels? (Spain)

23. What Incan King was taken hostage by Francisco Pizarro? (Atahualpa)

24. What did the Incan King Atahualpa knock out of Pizarro’s hand famously as they met for

the first time? (The Bible)

25. What Pastor spurred on the Reformation through his document the 95 Theses? (Martin

Luther)

26. Name one critique of the 95 Theses on the Catholic Church? (Indulgences, celibacy,

papal power)

27. Why did Europeans care about religion regarding the natives they encountered? (without

baptism natives were theoretically damned to an afterlife in Hell)

28. What supplied European mother countries with raw mateirals and markets for

manufactured goods? (colonies)

29. Did European nations tend to rule colonies leniently, or with strict rules? (strict)

30. Which colony was the most profitable for England? (India)

Name: Matthew Stran

Lesson Title: #7 Final Project Research Prep



TSWBAT:

- Develop an authentic legal evidentiary presentation in prosecution or defense of

Christopher Columbus’ first contact in the New World.











- WH.H.5.1: Explain how and why the motivations for exploration and conquest

resulted in increased global interactions, differing patterns of trade, colonization,

and conflict among nations (e.g., religious and political motives, adventure,

economic investment, Columbian exchange, commercial revolution, conquistador

destruction of Aztec and Incan civilizations, Triangular Trade, Middle Passage,

trading outposts, plantation colonies, rise of capitalism, etc.).

- WH.H.5.2: Explain the causes and effects of exploration and expansion (e.g.,

technological innovations and advances, forces that allowed the acquisition of

colonial possessions and trading privileges in Africa, Asia, the Americas and the

Colombian exchange).

- WH.H.5.3: Analyze colonization in terms of the desire for access to resources

and markets as well as the consequences on indigenous cultures, population, and

environment (e.g., commercial revolution, Columbian exchange, religious

conversion, spread of Christianity, spread of disease, spread of technology,

conquistadors, slave trade, encomienda system, enslavement of indigenous

people, mixing of populations, etc.).

- WH.H.5.4: Analyze the role of investment in global exploration in terms of its

implications for international trade (e.g., transatlantic trade, mercantilism, joint-

stock companies, trading companies, government and monarchial funding,

corporations, creation of capital markets, etc.).


P21 Framework Skills:

- Content Knowledge and 21st Century Themes: Economics, Geography, History,

Government and Civics


Collaboration.

- Information, Media and Technology Skills: Media Literacy, ICT Literacy

- Life and Career Skills: Initiative & Self Direction, Social & Cross-Cultural Skills,

Productivity and Accountability.

Materials:

- Lesson 6 list of Trashketball questions in need of review

- 50 Minute Computer Lab Reservation Time Slot

- Mock Trial Research Instruction Sheets



This lesson serves two purposes- providing a summative assessment in the form of the

Unit Board Sentence Test to measure students’ knowledge of the concepts covered and

NCES curriculum, as well as preparing the students for their final project which will be

an in class mock trial of Christopher Columbus to help students to research a particular

aspect of Exploration interesting to themselves and apply their knowledge in the

authentic context of a courtroom.



Open their Board Sentence notes and pick 2 sentences they either do not remember

completely, or do not understand and would like the teacher to review.





10

minutes

- The white board will have directions written upon it when students enter

the classroom: “Please sit down and spend 5 minutes picking out 2

board sentences from this Unit or Semester you would like to review

before our Board Test Today.”

- The students will come in and spend 5 minutes reviewing their board

sentences from this semester as a whole, and select 2 sentences they

would like to cover in an in class review.

- Students will pair with their neighbor and review their 4 sentences

together for 5 minutes in an effort to teach each other the review

terminology.

30

minutes

- I will lead an in class oral review of the Board Sentence Terminology of

the Unit.

- I will begin with volunteers from the class on sentences they are still

unclear of, or forgot the meaning of, after the partner review.

- If we are short on volunteers I will turn to my recorded sheet from last

lesson’s Trashketball Review Game and review all the questions the

class got wrong twice in a row.

- If we are still short on time during the 30 minutes, I will lead an oral

review on all 6 of the current Units Board Sentences and their terms

with the class myself with Socratic questioning- soliciting verbal

feedback on a voluntary basis from the class for each critical board

sentence term.

50

minutes

- Before we head to the computer lab, for 5 minutes I will review the

Mock Trial instructions with students and separate them into pre-

arranged groups of 4-5 based on ability and disciplinary record. Each

group will be assigned one of 3 historical characters they will questions

through the trial.

- At the computer lab I will hand out the Research Instructions and work

on a by group basis to assist students in conducting their research.

- The goal of this 50 minutes is to have picked out the one document

students will present as a group as evidence, and begin writing down the

4-5 questions the group will ask each historical character (me).



- Heterogeneous grouping by ability and the variety of roles within the mock trial

research (researcher, note taker, evidence preparation) allow for students

comfortable with different learning styles to fit into the role most comfortable to

them.



Exit the classroom and turn in their printed document they plan to present tomorrow to

me as they exit the computer lab. I will remind them that we will be meeting in the

Computer Lab tomorrow.




- Printed evidence document

illustrates mock trial progress and

group preparation for tomorrow.

- Heterogeneous pairing by ability

and disciplinary record ensures a

balanced grouping of students with

a variety of roles to play.









assignments.


mastery…







Test once.



Tomorrow’s class will be a continuation of today’s research and serve as both a final prep

for, and acting of, Columbus’ trial in the Spanish Court for his conduct during the first

contact voyage in the Bahamas in 1492.

Lucaya Vs. Columbus Mock Trial

Instructions:

The year is 1515, the Chief of the Lucaya people of the Bahamas has travelled to Spain with

Father Lucerno- a concerned Catholic priest who was aboard the same ship that made first

contact with the natives in 1492.

The Chief of the Lucaya has filed a lawsuit against Christopher Columbus in the Spanish court.

The charges are that Columbus and his crew committed crimes against humanity and fellow

Christians, in his treatment of his people and seizing them as slaves.

In groups of 4, each of you will work as an attorney either prosecuting Columbus for his crimes

against the Lucaya, or defending Columbus’ actions. Today and tomorrow we will spend time

researching one piece of evidence you will present to the court, and question a witness about.

Remember, your job as an attorney is to present your piece of evidence to the Jury to convince

them that Columbus is either innocent or guilty. Your questions can, and should, feel unfair or

make the witness uncomfortable.

---------------------------------------------------------------------------------------------------------------------

Below is the grouping chart, and the historical figure you will be questioning in court. In the

computer lab please sit with your group around a single computer in preparation for today’s legal

research.

Questioning Queen Isabella Questioning Chief Lucaya Questioning Christopher

Columbus

Prosecution

1. Billy C.

2. Margaret R.

3. Johnny A.

4. Benjamin E.

Prosecution

1. Madeline W.

2. Matthew S.

3. Stacey R.

4. Jeremy N

Prosecution

1. Dequarus J.

2. Michael R.

3. Emily M.

4. Elaine N.

Defense

1. Eric J.

2. Ryan R.

3. Nikki T.

4. Laura S.

Defense

1. Scott A.

2. Autumn S.

3. Katy S.

4. Phil D.

Defense

1. Edward P.

2. Brad P.

3. Angelina J.

4. Katie H.

Mock Trial Research Instructions

Instructions:

In your groups of 4, you will need to find and print 1 piece of evidence to use in your

questioning of the witness. You also will need to print out a list of at least one question for

each person that you will ask the witness at trial.

Please click on one the following 2 search engines to find your piece of evidence:

1. The World Digital Library

2. Finding Dulcinea

Your piece of evidence can be either a written document or a picture. Please print 6 copies of

your evidence, and 4 copies of your questions you plan to ask your witness. As a reminder your

research groups are highlighted below.


Columbus

Prosecution

5. Billy C.

6. Margaret R.

7. Johnny A.

8. Benjamin E.

Prosecution

5. Madeline W.

6. Matthew S.

7. Stacey R.

8. Jeremy N

Prosecution

5. Dequarus J.

6. Michael R.

7. Emily M.

8. Elaine N.

Defense

5. Eric J.

6. Ryan R.

7. Nikki T.

8. Laura S.

Defense

5. Scott A.

6. Autumn S.

7. Katy S.

8. Phil D.

Defense

5. Edward P.

6. Brad P.

7. Angelina J.

8. Katie H.

http://www.wdl.org/en/

http://www.findingdulcinea.com/guides/Education/High-School-World-History.pg_00.html

Some Suggestions to get started:

For Witnesses Queen Isabella and Christopher Columbus:

- The 3 G’s we reviewed in class- God, Gold, and Glory.

- The letter from Queen Isabella to Christopher Columbus we read in class.

- Columbus’ personal letter to the Queen Isabella we read in class.

For Witness Chief Lucaya:

- Remember Columbus’ personal letter to the Queen Isabella we read in class.

- Remember the Spanish Requerimiento de 1513, 1514, 1515 we read in class.

- Remember the pictures of the slave ships and slave trade we viewed in class.

---------------------------------------------------------------------------------------------------------------------

Some Tips and Pointers:

Remember, your goal is to make Christopher Columbus look Good if you are the Defense, or

Evil if you are the prosecution.

Your questions can be unfair and can make the witness feel uncomfortable. At least one of your

questions must address the evidence you intend to present to the court.

---------------------------------------------------------------------------------------------------------------------

Inventory List:

- 6 printed copies of your group’s evidence.

- 4 printed copies of your group’s questions.

An Example of Evidence and 4 questions:

For the Defense to Witness Christopher Columbus

1. Christopher – Why do you think these people did not respond to your presenting the Holy

Bible and the Word of our God to them?

2. Christopher – Why did you enslave the Lucaya people when you first met them in the

New World?

3. Christopher – Do you think that the way you treated Chief Lucaya and his people is fair

since we Spaniards punish our own Vassals who disobey their Lord the same way in

Spain?

4. Christopher – Do you believe that the Lucaya people are subject to the Holy Church and

Spain’s laws?

Requerimiento, 1514

If you do not do this, however, or resort maliciously to delay, we warn you that, with the aid of God, we will

enter your land against you with force and will make war in every place and by every means we can and are

able, and we will then subject you to the yoke and authority of the Church and Their Highnesses. We will

take you and your wives and children and make them slaves, and as such we will sell them, and will dispose

of you and them as Their Highnesses order. And we will take your property and will do to you all the harm

and evil we can, as is done to vassals who will not obey their lord or who do not wish to accept him, or who

resist and defy him. We avow that the deaths and harm which you will receive thereby will be your own

blame, and not that of Their Highnesses, nor ours, nor of the gentlemen who come with us.

Names: ______________________ Date: ____________

Grading Rubric:

Mock Trial Rubric

35 ____ Authentic Evidence Printed and Used in Court

35 ____ At Least One Question for Each Attorney Printed and Used in Court

30 ____ Group Participation, Effort, and Creativity in Courtroom Session.


____ Total Points

Comments:

Name: Matthew Stran

Lesson Title: #8 Final Project Research and Mock Court Session



TSWBAT:

- Develop an authentic legal evidentiary presentation in prosecution or defense of

Christopher Columbus’ first contact in the New World.

- Perform an authentic courtroom questioning as a 16th century attorney.











- WH.H.5.1: Explain how and why the motivations for exploration and conquest

resulted in increased global interactions, differing patterns of trade, colonization,

and conflict among nations (e.g., religious and political motives, adventure,

economic investment, Columbian exchange, commercial revolution, conquistador

destruction of Aztec and Incan civilizations, Triangular Trade, Middle Passage,

trading outposts, plantation colonies, rise of capitalism, etc.).

- WH.H.5.2: Explain the causes and effects of exploration and expansion (e.g.,

technological innovations and advances, forces that allowed the acquisition of

colonial possessions and trading privileges in Africa, Asia, the Americas and the

Colombian exchange).

- WH.H.5.3: Analyze colonization in terms of the desire for access to resources

and markets as well as the consequences on indigenous cultures, population, and

environment (e.g., commercial revolution, Columbian exchange, religious

conversion, spread of Christianity, spread of disease, spread of technology,

conquistadors, slave trade, encomienda system, enslavement of indigenous

people, mixing of populations, etc.).

- WH.H.5.4: Analyze the role of investment in global exploration in terms of its

implications for international trade (e.g., transatlantic trade, mercantilism, joint-

stock companies, trading companies, government and monarchial funding,

corporations, creation of capital markets, etc.).


P21 Framework Skills:

- Content Knowledge and 21st Century Themes: Economics, Geography, History,

Government and Civics


Collaboration.

- Information, Media and Technology Skills: Media Literacy, ICT Literacy

- Life and Career Skills: Initiative & Self Direction, Social & Cross-Cultural Skills,

Productivity and Accountability.

Materials:

- Previously arranged desks into mock courtroom seating.

- Computer Lab Reservation Time: 2:10-2:40

- Mock Trial Research Instructions Sheet

- Printed Copies (6) of each groups evidence for trial

- Printed Copies (4) of each groups questions to ask for the witness



This lesson is a continuation of the research students began as groups yesterday in the

computer lab. Students should be familiar with the story of Christopher Columbus and

the Lucaya people as we covered it in a previous lesson this unit, but several primer

research directions will be provided in the instructions to assist students in their research

if needs be.

Previous disciplinary record of several students has resulted in strategic placemen of

groups and will require teacher attention on a by-group basis during the research exercise

to keep students on task.



Sit down while I take attendance, then head with me immediately to the computer lab.





5

minutes

- We will be meeting in the computer lab today.

- I will take attendance and assist the students in powering up and logging

into their computers in the computer lab.

25

minutes

- I will continue to work with students on a by-group basis to continue

their research if needs be, and to develop and print the one question each

member plans to ask the witness (me) before the trial.

- At ten minutes in the groups must have a piece of evidence printed and

approved by myself.

- At 20 minutes in the groups must have a question written down for each

member, and printed and approved by myself.

- We will spend the last 5 minutes cleaning the lab, shutting down

computers, and heading back to class.

15

minutes

- I will organize the students in the classroom in their groups, and

orchestrate a brief practice run of the full trial.

- Students will not ask questions or present, this is literally to just have

students go through the physical motions of the trial.

- Once we have mastered questioning/cross examining we will begin the

trial.

45

minutes

- Students will perform the Mock Trial live time, with myself as the

witness and holding a grading rubric for each team and marking

performance as we progress through.

- I have previously asked 3 parents to come in as live jurors and received

an RSVP from all 3. If they come they will sit in the class as jurors and

decide after the trial the verdict.

- If the parents do not come I will render a verdict myself.

- I will be performing as the 3 witnesses myself and provide authentic

answers to the students’ questions as best I can to truthfully represent

16th century ideology and world knowledge.

- I will also keep the court session moving along and provide the

instructions to students that they need to keep moving and on task.



Heterogeneous grouping by ability and the variety of roles within the mock trial research

(researcher, note taker, evidence preparation) allow for students comfortable with

different learning styles to fit into the role most comfortable to them.



Spend 5 minutes cleaning the room and placing the desks back into standard alignment

before leaving.




- Student participation and

performance on a group and

individual level will be recorded in

the Mock trial Rubric.

- Heterogeneous pairing by ability

and disciplinary record ensures a

balanced grouping of students with

a variety of roles to play.









assignments.


mastery…







Test once.



This lesson serves as a wrap up to this unit and provides the final summative assessment

for myself that students were able to perform an authentic evaluation of 15th and 16th

century ideology surrounding the Explorer’s Era. If students could present both sides of

the Nativist and European perspective on the clashes between Explorers, Natives and

Christianity then the spirit of the Unit Question “What wouldn’t you do for a million

dollars” has been largely answered.

For some students the answer is likely moral and they believe they wouldn’t have

committed the same crimes Columbus did. For others, the defense of Columbus might

help students to understand how Europeans justified enslaving other peoples as they met

them in the New World.

Mock Trial Research Instructions

Instructions:

In your groups of 4, you will need to find and print 1 piece of evidence to use in your

questioning of the witness. You also will need to print out a list of at least one question for

each person that you will ask the witness at trial.

Please click on one the following 2 search engines to find your piece of evidence:

3. The World Digital Library

4. Finding Dulcinea

Your piece of evidence can be either a written document or a picture. Please print 6 copies of

your evidence, and 4 copies of your questions you plan to ask your witness. As a reminder your

research groups are highlighted below.


Columbus

Prosecution

9. Billy C.

10. Margaret R.

11. Johnny A.

12. Benjamin E.

Prosecution

9. Madeline W.

10. Matthew S.

11. Stacey R.

12. Jeremy N

Prosecution

9. Dequarus J.

10. Michael R.

11. Emily M.

12. Elaine N.

Defense

9. Eric J.

10. Ryan R.

11. Nikki T.

12. Laura S.

Defense

9. Scott A.

10. Autumn S.

11. Katy S.

12. Phil D.

Defense

9. Edward P.

10. Brad P.

11. Angelina J.

12. Katie H.

http://www.wdl.org/en/

http://www.findingdulcinea.com/guides/Education/High-School-World-History.pg_00.html

Some Suggestions to get started:

For Witnesses Queen Isabella and Christopher Columbus:

- The 3 G’s we reviewed in class- God, Gold, and Glory.

- The letter from Queen Isabella to Christopher Columbus we read in class.

- Columbus’ personal letter to the Queen Isabella we read in class.

For Witness Chief Lucaya:

- Remember Columbus’ personal letter to the Queen Isabella we read in class.

- Remember the Spanish Requerimiento de 1513, 1514, 1515 we read in class.

- Remember the pictures of the slave ships and slave trade we viewed in class.

---------------------------------------------------------------------------------------------------------------------

Some Tips and Pointers:

Remember, your goal is to make Christopher Columbus look Good if you are the Defense, or

Evil if you are the prosecution.

Your questions can be unfair and can make the witness feel uncomfortable. At least one of your

questions must address the evidence you intend to present to the court.

---------------------------------------------------------------------------------------------------------------------

Inventory List:

- 6 printed copies of your group’s evidence.

- 4 printed copies of your group’s questions.

An Example of Evidence and 4 questions:

For the Defense to Witness Christopher Columbus

5. Christopher – Why do you think these people did not respond to your presenting the Holy

Bible and the Word of our God to them?

6. Christopher – Why did you enslave the Lucaya people when you first met them in the

New World?

7. Christopher – Do you think that the way you treated Chief Lucaya and his people is fair

since we Spaniards punish our own Vassals who disobey their Lord the same way in

Spain?

8. Christopher – Do you believe that the Lucaya people are subject to the Holy Church and

Spain’s laws?

Requerimiento, 1514

If you do not do this, however, or resort maliciously to delay, we warn you that, with the aid of God, we will

enter your land against you with force and will make war in every place and by every means we can and are

able, and we will then subject you to the yoke and authority of the Church and Their Highnesses. We will

take you and your wives and children and make them slaves, and as such we will sell them, and will dispose

of you and them as Their Highnesses order. And we will take your property and will do to you all the harm

and evil we can, as is done to vassals who will not obey their lord or who do not wish to accept him, or who

resist and defy him. We avow that the deaths and harm which you will receive thereby will be your own

blame, and not that of Their Highnesses, nor ours, nor of the gentlemen who come with us.

Names: _____,_________,_______,_________ Date: ____________

Grading Rubric:

Mock Trial Rubric

35 ____ Authentic Evidence Printed and Used in Court

35 ____ At Least One Question for Each Attorney Printed and Used in Court

30 ____ Group Participation, Effort, and Creativity in Courtroom Session.


____ Total Points

Comments:

Summative Assessment

Name: ______________________ Date: _______

Unit 4 Board Sentence Test

1. Mercantilism is the economic system based on the two principles that there exists

resource ___________ , and that governments should work to establish a ________

_______ __ ______ with other nations. (Scarcity, Favorable Balance of Trade)

2. The era of religious change in Europe which spanned the 16th and 17th centuries is

referred to as the ___________ . (Reformation)

3. The trans-Atlantic route that many European ships used to transport slaves from Africa to

the New World was called the _________ _________ . (Middle Passage)

4. From 700 CE to 1300 CE the Spanish Lords fought a brutal series of battles with the

Moors called the ___________ to win back the Spanish Peninsula. (Reconquista)

5. ________ , __________ , _________ made up the three regions of the Triangular Trade.

(Europe, New World, Africa)

6. The _______ ________ provided both the means for transportation and critical fertile

lands for farming that enable the Egyptian nation to grow rapidly. (Nile River)

7. Name 3 goods or services that European Countries exported in the Triangular Trade:

___________ , ______________ , ____________ . (Iron, Manufactured Goods, Disease,

Horses, Livestock).

8. The Greek city state of Athens provided one of the world’s first institutionalized

___________ forms of government. (Democratic).

9. Name 3 important motivating factors that drove European Explorers across the sea:

__________ , __________ , __________ . (God, Gold, Glory)

10. European Powers established a Favorable Balance of Trade through establishing

________ abroad. (Colonies)

11. Name 2 things Colonies provided for their mother countries: ___________ , _________ .

(Raw Materials, Markets for Manufactured Goods).

12. The three primary monotheistic religious traditions are __________ , ____________ ,

and __________ . (Judaism, Islam, Christianity)

13. Name 3 goods or services that the New World exported in the Triangular Trade:

___________ , ___________ , ___________ . (Lumber, Sugar, Tobacco, Rice, Cotton)

14. Christopher Columbus originally left Spain in search of a new route to __________ , but

instead landed in the Bahamas in the year __________ . (India, 1492)

15. The interchange of goods, people, plants, and animals between the European Old World

and the New World is known as the _________ ___________. (Columbian Exchange)

16. ___________ ___ ______ was the great Macedonian leader who united the peoples of

Greece and conquered the Egyptian and Persian empires to create an empire stretching

from the Aegean Sea into Northwest India during the 4th century BCE. (Alexander the

Great)

17. In 1517 Martin Luther posted his ___ ________ , sparking an era of religious change that

would drastically reduce the strength of the Catholic Church in Europe. (95 Theses)

18. The rebirth of culture, art, and the sciences which occurred In Europe from the 14th to the

17th century is referred to as the __________ (Renaissance)

19. The area in the Middle East consisting of the Tigris and Euphrates river in which many

ancient civilizations flourished is known as the ________ ________ . (Fertile Crescent).

20. The three primary social classes of the Feudal system were the ___________ ,

___________ , and _________ . (Nobility, Knights, Serfs)

21. Fransisco Pizarro conquered the _____ peoples located in what is modern day _____ .

(Incan, Peru)

22. The Spartan people defined themselves as a citizen warrior culture, in contrast with what

they viewed as a hedonistic culture of their neighbors the _______ . (Athenians)

23. King _______ united central Europe in the early Medieval Era in a last attempt to unify

the region and restore the order imposed from the Roman Empire. (Charlamagne)

24. The _______ was an age of discovery, artistic development, and economic development

which changed Italy in the early Medieval Era. (Renaissance)

25. Martin Luther critiqued the Catholic practice of ________ which effectively sold

forgiveness for sins during the Medieval Era. (Indulgences)

26. In the space below please answer the following prompt in complete sentences in 2-3

paragraphs.

Please identify three primary motivating factors for European Explorers to risk the voyage of

exploration that we discussed in this unit. Provide a specific definition of why each of these

three factors mattered to European Explorers. Be specific and use examples from class in your

answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Grading Rubric:

25 Points ___________ Student identified each of the 3 motivating factors

25 Points ___________ Student gave specific definitions of why they mattered

25 Points ___________ Student examples/definitions are historically accurate

25 Points ___________ Student wrote a minimum 2-3 paragraphs, complete Sentences

Up to 10 Points ______ Student work exemplary or beyond expectations

Reference List

Columbus, C. (1493). Letter from Christopher Columbus: A Common Core unit from the Gilder

Lehrman Institute of American History. Retrieved from

https://www.gilderlehrman.org/sites/default/files/inline-

pdfs/Columbus%20Letter%20Complete.doc.pdf

Equiano, O. (1745-1797). Personal Correspondence. Retrieved from

http://abolition.e2bn.org/people_25.html

Equiano, O. (2005). The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus

Vassa, The African. Retrieved from


Feinberg, A. (2014). Protestant Reformation role play. Retrieved from

http://www.sharemylesson.com/teaching-resource/protestant-reformation-role-play-

50027238/

Learn North Carolina. (2008). [Picture slave ship organization Middle Passage]. Retrieved from

http://www.learnnc.org/lp/media/uploads/2008/07/slaveshipposter.jpg

McNeill, J. R. (2008). The Columbian Exchange. (5.1). Retrieved from


Pizarro, H. (1872). Letter from Hernando Pizarro to the royal audience of Santo Domingo, in

reports on the discovery of Peru. Retrieved from

http://www.shsu.edu/~his_ncp/Pizarro.html

http://abolition.e2bn.org/people_25.html


http://www.learnnc.org/lp/media/uploads/2008/07/slaveshipposter.jpg

http://www.shsu.edu/~his_ncp/Pizarro.html

Unknown. (2011). What was the actual value of tea destroyed during the Boston Tea Party.

Retrieved from http://history.stackexchange.com/questions/844/what-was-the-actual-

value-of-tea-destroyed-during-the-boston-tea-party

Unknown. Personal Correspondence. [Article found in the Anti-Imperialism Scrapbook of

William Lloyd Garrison, Jr., Garrison Family Papers, Box 287, Sophia Smith Collection,

Smith College, Northampton, MA]. Retrieved from

http://static1.squarespace.com/static/53cd26f2e4b03157ad2850da/t/53e7c75be4b05e9993

8549e7/1407698779708/britishruleinindia.pdf

Walbert, D. (2007). Spain and America: From reconquest to conquest. (3.1). Retrieved from


http://history.stackexchange.com/questions/844/what-was-the-actual-value-of-tea-destroyed-during-the-boston-tea-party

http://history.stackexchange.com/questions/844/what-was-the-actual-value-of-tea-destroyed-during-the-boston-tea-party

http://static1.squarespace.com/static/53cd26f2e4b03157ad2850da/t/53e7c75be4b05e99938549e7/1407698779708/britishruleinindia.pdf

http://static1.squarespace.com/static/53cd26f2e4b03157ad2850da/t/53e7c75be4b05e99938549e7/1407698779708/britishruleinindia.pdf


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