Q1W3: September 14-18

TeacherAndrew Wilson
Subject AreaUS History
Grade Level8
Week #3
Unit of InstructionAge of Discovery
Standard(s) Taught

SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
 
SS.8.A.2.1 Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America.

SS.8.E.3.1 Evaluate domestic and international interdependence.

SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.

Learning Targets and Learning Criteria

Students will write a skit that portrays the reasons for exploration. 

Students will be able to use primary sources to have an academic discussion on Columbus. 

Students will be able to identify 2 good and 2 bad effects of the Columbian exchange. 

Students will be able to describe what happens when cultures interact.

Classroom Activities

Monday/Tuesday- 

Bellringer

Review Vocabulary

Reasons for Exploration Documents – Students work together to observe, infer from and make questions about sources on exploration. They then identify the theme of their sources. 

Notes on the Reasons for Exploration

Reasons for Exploration Skit – 

Exploration Skit

Skit will be continued on Monday/Tuesday. 

INNOVATIVE:

Pick one of the following sets of documents: Glory God Gold

Use this worksheet to analyze the documents: GGGWS

Notes in class – Relevant slides for the day 16-19 Wk 2 ppt  Class Notes Cornell

Exploration Commercial

You have been hired as a team by a major TV network to promote their mini-series “Explorers!” about those who first explored the Americas in the 1500’s. As part of the promotion, you are to make a commercial covering the reasons for exploration. The specifications they have given you are:

  • Should cover all of the reasons why Europeans explored the Americas in as much detail as possible(6 points total)
  • Should be exciting/creative/interesting (no points, but try)
  • Should promote the new show, “Explorers!” (4 points)

You may either write the script (or even perform via recording) a skit OR a poster that includes the needed information and promotes the new show.

DUE WEDNESDAY

 

Wedneday – 

Bellringer

Vocabulary 

Students work on and perform their exploration skits. 

Why did Columbus explore? Summarize primary sources.

INNOVATIVE:

Summarize (along with class) the primary sources from Columbus. Columbus Why Explore?

Turn in Exploration Skits/Posters on Focus/Gradebook

 

Thursday/Friday – 

Bellringer

Vocabulary

Columbian Exchange Simulation – Students simulate trade and the effects of the exchange and discuss their experiences. 

Notes on Spanish Colonies + Discussion

Paragraph – 

  • Based on the notes and the simulation, write a paragraph on the question below. Include a thesis and support it with evidence from today’s class.
  • Was colonization overall good or bad for the New World?
  • Grading:
  • 4 points – Claim/thesis
  • 6 points – At least 3 reasons that support the thesis w/explanation
  •  

ONLINE:

Follow along with the simulation in class using this sheet: Columbian Exchange Simulation Processing Sheet

OR

Read these documents about the Columbian Exchange, focus on 7-9: columbian_exchange_dbq

Take notes and discuss along with the class: Wk 3 Class Notes Cornell

Via Focus/Gradebook answer:

  • Based on the notes and the simulation, write a paragraph on the question below. Include a thesis and support it with evidence from today’s class.
  • Was colonization overall good or bad for the New World?
  • Grading:
  • 4 points – Claim/thesis
  • 6 points – At least 3 reasons that support the thesis w/explanation
  •  
Assignments Due

Wed – Exploration Skits

Thu/Fri – Paragraph – in class due Mon/Tue if unfinished

Additional Resources

Conquistador – Spanish Explorer

Columbian Exchange –the exchange of people, plants, animals, ideas and diseases between the old and new world

Immunity – resistance to disease