Unit Two- European Exploration and Settlement

Transcription

1 Unit Two- European Exploration and Settlement Learning Goal- students will learn how European nations explored and established settlements in the Americas between the 15 th and 17 th centuries. Standards SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; to determine cause and effect. SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. Scale: Level 4 I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the Spanish, French, English and Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration and settlement of the Americas affected indigenous people and West Africans. Finally, I will be able to explain the impact of European exploration on present day America. Level 3 I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the Spanish, French, English and Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration and settlement of the Americas affected indigenous people and West Africans Level 2 With help from peers and the teacher, I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the Spanish, French, English and Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration and settlement of the Americas affected indigenous people and West Africans Level 1

2 With help from peers and the teacher, I can identify the motives behind European Exploration of the Americas. In addition, I will be able to describe the differences between the differences between the Spanish, French, English and Dutch and settlements in the Americas. Level 0 Who were the explorers? Day 1 Objective: Today, I will be able to identify the motives behind the European exploration of the Americas. ****Check to make sure students understand the word motive ask them for synonyms Bell Work: PREVIEW Group Work Claiming Land Vocabulary- Motive, Exploration, Rivalry, TEACHER NOTES Step 1. This preview is designed to introduce students to the rivalry that developed among European nations competing for land and wealth. Step 2. Before class, create 4 stacks of sticky notes. The first stack with 30 notes. The second with 8 sticky notes. The third with 7 sticky notes. The fourth pile with 1 sticky note. Step 3. As students enter the classroom, place them in groups of five and have each group sit around a desk. Tell groups you would like each to submit a proposal for a new class configuration. PASS OUT student handout 2A: Planning a New Classroom Arrangement to ONE of the groups. THEN pass out Student Handout 2B Planning a New Classroom Arrangement to the REST of the groups. DO NOT LET THE GROUPS KNOW THEY ARE RECEIVING DIFFERENT HANDOUTS. Step 4. Allow groups to claim furniture. Expect the group with Handout 2A- which directs them to quickly choose a name and draw their classroom map will start to claim furniture first, similar to Spain s first claim to territory in the Americas. Hand this group the first pad of sticky notes and allow them to claim 30 pieces of classroom furniture, similar to Spain claiming the greatest amount of territory in the Americas. Make sure they proclaim I CLAIM THIS PIECE OF

3 FURNITURE IN THE NAME OF (GROUP S NAME) EACH TIME WITH SHOULD ENCOURAGE COMPETITION BETWEEN THE GROUPS. As other groups begin to notice the first group, they should want to claim some of the furniture, just as France, England and the Netherlands wanted to claim other parts of the Americas. When the second, third and fourth groups approach you, hand them the sticky notes from the corresponding stacks to represent the smaller claims that the French, English and Dutch were able to establish in the Americas. Allow students to claim furniture until they have used all of the sticky notes. Expect some groups to be frustrated that they were not able to claim furniture. Step 5. Debrief the Preview Activity. Hold class discussion centered on these questions. COMPREHENSION CHECK Questions 1. How did you feel during this activity? 2. Why did you compete with the other groups to claim furniture? 3. What were your feelings toward the first group that claimed the furniture? 4. Do you think it was fair that the first group was allowed to claim more furniture than other groups? Why or Why not? THAT S LIFE I Do- Introduce the Lesson We Do- Claiming land Activity You Do- Complete Preview 2 in your packet. ** If time allows students will complete pre reading activity in their packet. If not they will complete after the bell work tomorrow*** Teacher Notes When the students begin the Preview 2. You will have to give the students some of the answers. Essential Question: What are some motivating factors that prompted Europeans to explore the Americas? What would prompt you to explore? Ticket Out What did we do today?

4 What did you learn today? What did you find interesting? What connection can you make to a previous lesson? Day 2 Objective: Today, I will learn how Christopher Columbus s journey to America inspired other Spanish conquerors (conquistadors) to claim land for Spain and the Catholic Church. Bell Work- Analyze a picture Vocabulary- Explorers, New World, slavery, conquistadors, Hernan Cortez, Christopher Columbus, Marco Polo, The Columbian Exchange, Francisco Pizarro, Ponce de Leon, Colony, Francisco Vasquez de Coronado, Pueblo, Presidio, Pedro Mendez de Aviles, Missionaries, missions, Juan de Onate I do- Introduce Lesson We do- Analyze pictures of the Spanish explorers You Do- 1. Complete pre reading if it was not completed yesterday. 2. Complete Vocabulary 3. Read Section 2.2 in your packet 4. Act-it-out 5. Essential question 6. Ticket out Teacher Notes ** prearrange students in groups. Mixed ability levels ***Placard #2- Document Camera. Ask the students: 1. What do you see here? 2. Why do you think the man on the right has come to this place? 3. What is the purpose of the flag? 4. How do you think the Native Americans living near here might feel about the arrival of this man? Explain

5 Introduce the Activity 1. Explain to the students that they will now analyze five images and read sections in their packet. They are going to learn how the English, Dutch, French and Spanish established settlements in the Americas. Activity #1 1. Transparency 2A Columbus claims San Salvador- Questions- ASK 1. What do you see here? 2. What are the men doing? 3. Why do you think they are carrying flags? 4. Who is the man on the far left? 5. Why is he here? 6. Why are some men carrying swords? 7. What do you think they are expecting to find here? Activity# 2 1. Read section 2.2 and complete the corresponding notes 2. Allow students to work in pairs Activity# 3 1. Debrief the reading notes 2. Check for comprehension Activity #4 1. Pass out student handout 2C: Creating an Act it Out About Columbus Claiming San Salvador, and have the students create and perform the act-it-out 2. Assign each group ONE of the following characters: Christopher Columbus, Priest, Soldier, or Taino Indian Pronounced TIE- EE- NO 3. Tell students they have five minutes to prepare an act-it-out that will bring to life Christopher Columbus claiming San Salvador (Present day Bahamas) for Spain on October 12, Make sure students understand that they are responsible ONLY for portraying the character you have assigned their group. 4. Tell students to follow the guidelines on student Handout 2C to prepare for an act-itout. Review the directions with the class. 5. When all the groups are ready, choose FOUR students to step into the projected image and take on the roles.

6 6. During the act-it-out, the TEACHER will assume the role of an on scene reporter and interview the characters. Ask the following questions to the students COLUMBUS, PRIEST, SOLDIER 1. WHERE ARE YOU FROM? 2. WHAT DO YOU THINK OF THESE PEOPLE YOU HAVE FOUND HERE? 3. WHERE DO YOU THINK YOU HAVE LANDED? 4. WHAT DID YOU EXPECT TO FIND? 5. WHY ARE YOU CARRYING SWORDS? 6. WHY HAVE YOU BROUGHT A PRIEST? TAINO INDIAN 1. WHO ARE YOU? 2. WHY DO YOU THINK THESE MEN HAVE COME HERE? 3. WHAT DO YOU FIND UNUSAL ABOUT THESE NEW PEOPLE WHO HAVE ARRIVED? 4. WILL YOU TREAT THESE MEN AS FRIENDS OR ENEMIES? EXPLAIN Essential Question: What do Christopher Columbus, Hernan Cortes and Francisco Pizarro have in common? Differences? Compare and Contrast. Ticket Out What did we do today? What did you learn today? What did you find interesting? What connection can you make to a previous lesson?

7 Day 3 Objective: Today, I will learn how the arrival of Spanish settler s had a major impact on the Native American people. Bell Work- Analyze Transparency 2B: The Spanish Mission at San Carlos de Rio Carmelo Vocabulary- Explorers, New World, slavery, conquistadors, Hernan Cortez, Christopher Columbus, Marco Polo, The Columbian Exchange, Francisco Pizarro, Ponce de Leon, Colony, Francisco Vasquez de Coronado, Pueblo, Presidio, Pedro Mendez de Aviles, Missionaries, missions, Juan de Onate *** Teacher Notes*** 1. Put Transparency 2B under the document camera 2. Tell students to pretend they are historical detectives who must gather clues to answer this question: What was life like in this settlement? 3. Ask 8 to 10 students to come forward and place sticky notes on details in the image that they think will help answer the question. 4. Remind students that the details they label- what a detective would call evidenceshould be things that they could actually touch if they were able to step into the scene. 5. Afterward, encourage students to interpret the evidence they have gathered. 6. For example, a student who placed a sticky note on a crucifix in the image might say that she believes this is evidence that Christianity was practiced in the community. I DO- Review Objective and Bell Work We Do- Analyze Picture You Do- Read and answer the corresponding questions in Section 2.3 Teacher Notes 1. Have students read section 2.3 and answer the corresponding questions

8 2. Debrief afterwards... check for comprehension Last Activity 1. Have students reexamine and analyze Transparency 2B. 2. Encourage students to use what they learned in Section 2.3 to answer the following questions: - How do you think Native Americans who lived in this area felt about this settlement? - How does this settlement differ from other kinds of settlements established by the Spanish in the Americas? Essential Question: What would Florida be like today if the Spaniards had never settled here? Ticket Out What did we do today? What did you learn today? What did you find interesting? What connection can you make to a previous lesson?

9 Day 4 Objective: Today, I will the compare the similarities and differences between the Spanish and French explorers in relation to their treatment of the Native American. Bell Work- Analyze- Transparency - Coureurs de Bois Working in New France Vocabulary- Trapper, New France, Quebec, Samuel de Champlain, St. Lawrence River, French, fur, Northwest Passage, Robert La Salle, King Louis XIV, Marquette and Joliet ***Teacher Notes*** 1. Transparency 2C ask the students - What do you see here? - How are the men dressed? - Why do you think they are dressed that way? - What are they holding in their hands? - What do you see in the background? - In what ways is this settlement different from the Spanish settlements? I do- Introduce the lesson Objective and Bell Work We Do Analyze Picture You Do- 1. Read Section 2.4 and complete the corresponding notes 2. Student Handout 2D Act it Out ***Teacher Notes*** 1. Assign each group one of the following characters: Older Coureur de Bois, Younger Coureur de Bois, Huron Indian or Iroquois 2. Tell students they will now have five minutes to prepare for an Act-it-Out that will bring to life the scene of the two coureurs de Bois working in New France. Make sure students understand that they are responsible only for portraying the character you have assigned to their group. 3. Tell the students to follow the guidelines on Student Handout 2D to prepare for an Act it Out. Review the directions with the class. 4. When all the students are ready choose 4 students (Make sure they are not the same ones that acted before) to step in the projected image and take on the roles.

10 5. During the Act it Out Assume the role of an on-scene reporter and interview the characters. ***** During the Act it out, place the Huron character next to the Older Coureur de Bois, Younger Coureur de Bois to show the friendly relationship between the two groups. Place the Iroquois outside of the image to show a hostile relationship towards the French. ASK THE STUDENTS THE FOLLOWING QUESTIONS: Coureur de Bois 1. Who are you? 2. What does Coureurs de bois mean in English? 3. Why did you come to New France? 4. Why did the first French settlers come to this area? 5. Why have so few French people settled here? 6. What type of relationship do you have with the Native Americans in the area? Huron and Iroquois 1. Who are you? 2. What enemies do you have in the area? 3. Have you supported or fought against the French settlers who live in this area? Why or Why not? 4. Has the arrival of the French in this area helped or hurt Native Americans living in this region? How? Essential Question: Now that the French and Huron have formed an alliance, what do you think the Iroquois are going to do? Ticket Out What did we do today? What did you learn today?

11 What did you find interesting? What connection can you make to a previous lesson? Day 5 Jamestown: The First English Colony Objective: Today, I will learn how the colony of Jamestown overcame numerous obstacles and became a viable settlement. Bell Work- Analyze the picture- SETTLERS at JAMESTOWN Vocabulary- Jamestown, viable, obstacles, John Cabot, Venetian, London, Roanoke, Sir Walter Raleigh, John White, CROATOAN, London Company, King James I, Captain John Smith, Powhatan, Pocahontas, John Rolfe, starving time. I Do- Review the Objective and Bell Work We Do Review Vocabulary You Do- 1. Act it out 2. Read Section 2.5 and complete corresponding Notes *** Teacher Notes*** First Activity 1. Transparency 2D students will analyze and discuss 2. Assign each group one of the following inanimate objects shown in the image: AXE, BARREL, SHIP OR TREE 3. Have groups think of a simple way the can position their bodies to represent the object they have been assigned. For example, students representing the ship might place their hands above their heads to form a sail. 4. Tell the students they must answer you will ask them from the point of view of the object they have been assigned. 5. Ask students: What am I here for? 6. Have groups circulate around the room with their bodies positioned to represent their assigned object- and share their responses with one another.

12 7. Repeat the process with these questions: - How will I help the settlers? - What challenges might people face living in this location face? Second Activity 1. Have students read Section 2.5 and complete the corresponding Reading Notes 2. Debrief the Reading Notes... check for comprehension Third Activity 1. Have students reexamine and analyze Transparency 2D. 2. Encourage students to use what that learned in Section 2.5 to answer these questions - What did the English settlers have to do to survive in this environment? - How do you think Native Americans who lived in this area felt about this settlement? - How could the English have learned from the Native Americans? Essential Question: What potential problems do you foresee between the British colonists and the French colonists? Ticket Out What did we do today? What did you learn today? What did you find interesting? What connection can you make to a previous lesson?

13 Day 6 New Netherland: The Short Lived Dutch Settlement Objective: Today, I will learn how the English were able to drive the Dutch out of the New World. Bell Work Transparency 2E: Peter Stuyvesant and the Surrender of New Amsterdam. Pronounced STY- VES- SANT Vocabulary- Dutch, Netherlands, Henry Hudson, merchants, Dutch West India Company, Peter Minuit, New York, Iroquois, Africans, Jewish people I Do- Introduce Lesson (Objective and Bell Work) We Do- Analyze Transparency 2E: Peter Stuyvesant and the Surrender of New Amsterdam You Do 1. Section 2.6 Read and answer the corresponding questions 2. Act It Out 3. Ticket out/ Essential Question *** Teacher Notes*** Activity One Transparency Ask, 1. What are ten important details you see in this image? 2. What do these details reveal about the setting and the people in the image? 3. Where might this be? 4. What country are the people in this image from? 5. What is the man in the center holding in his hand? 6. What emotion do you think he is feeling? 7. What emotions are others in this painting feeling? 8. If you had to write a story based on the painting, what would the story be about? 9. In other words, what is happening in this scene? Activity Two 1. Have students read Section 2.6 and complete the corresponding notes in their packet.

14 2. Debrief the notes/ Make sure the students have the correct answers Activity #3 1. Pass out student handout 2E: Creating an Act it Out About New Amsterdam. 2. Assign each group one of the following characters: Peter Stuyvesant, Woman in Red on the Left, Clergyman on the Right and the Man in the Background Looking Out to Sea. 3. Tell the students that they will now have 5 minutes to prepare and Act It Out that will bring to life the scene of Peter Stuyvesant responding to the English demand for surrender. Make sure students understand that they are responsible only for portraying the character you have assigned to their group. 4. Tell the students to follow the guidelines on Student Handout 2E to prepare for the Act it Out 5. Review the directions with the class. Let them know they can create props 6. When all of the groups are ready, choose four students ( That have not acted in a scene) To step into the projected image. 7. Have the rest of the class come to the front of the room and serve as the crowd shown in the image. Tell these students that, at the appropriate times, they may enthusiastically shout out phrases such as: Peter, please negotiate with the English! or New Amsterdam must not be destroyed 8. During the Act it Out, interview the characters in your role as an on scene reporter. 9. Ask the following questions: Peter Stuyvesant 1. Who are you? 2. Why don t some people like you very much? 3. What have you accomplished as Governor? 4. How do plan to deal with the British demand? 5. Do you think your resistance will be successful? Woman in Red on the Left 1. Who are you? 2. What types of people have come to live in New Amsterdam? 3. What do you think of Peter Stuyvesant? 4. How do you think he should respond to the English threat? Clergyman on the Right 1. Who are you? 2. Why are you an important figure in New Amsterdam? 3. What kind of future do you see for this colony? 4. How do you think Peter Stuyvesant is handling the English threat?

15 Man in the Background Looking Out to Sea 1. Who are you? 2. What are you looking at? 3. What concerns do you have in the short term? In the long term? 4. What do you think should be done next? Essential Question: What do you think the Dutch could have done differently? Is there anything they could have done to save their colony? Ticket Out What did we do today? What did you learn today? What did you find interesting? What connection can you make to a previous lesson?

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