| Explorers | Chaning of the World in the Age of Exploration and Discovery | |||||||
| Guiding Questions | Made Own: How do discoveries from exploration change the world? | |||||||
| How did money play a role in exploration and development | ||||||||
| What changes when things are discovered? | ||||||||
| Learning Outcome | Critical Content | Online Lesson | Online Resource | Offline Lesson | Offline Resource | EALRS | Reading Integrated | Writing Integrated |
| Understanding historical times as it relates to simulataneously occruing events | ||||||||
| Vikings | Finding out about how explorers discoveries changed world veiws | http://wwwbir.bham.wednet.edu/Class/hinshaw/socst/explorer.htm | How did we learn about early explorers? | Vikings: Page 199-120 | ||||
| Italians | Marco Polo | Pedro's Journal - Historcial Fiction | ||||||
| Spanish and Portuguese | Prince Henry Columbus Vesuppuci, Balboa, Malgellan | pgs 138-144 | ||||||
| Dutch | ||||||||
| English | ||||||||
| French | ||||||||
| Identify Conditions leading to exploration of various times and places | Cartography | Create a Map of a written description | Map Maker Map Maker Make me a Map | |||||
| Behaims globe changing views of the world | Changing Views - Students | Maps | The known world | page 121-123 | ||||
| New tools and new ships | Changing Knowledge | How did portual lead the way in findin a water route? Prince Henry Naviagtation School - changes in government lead to exploration | Porugual: page 127-129 | |||||
| Land Routes and Sea routes | Using Encarta Atlas to locate places and the historical atlas | Lesson 1: WORLD Map: Students will use a world map to identify locations and routes they read and encounter | World Map Historical Atlas pages Vikings page 10 Internationa Trade page 12-13 Portugues Routes page 13 Spanish English page 14-15 | |||||
| Lesson2: The need for spice a condition that led to exploration | Marco Polo - page 124-126 | |||||||
| Lesson 3: Spices Book Students create an actual sample spice book | Spices | |||||||
| Search for gold and riches to fund treasuries | ||||||||
| Fountain of Youth | ||||||||
| Trade | ||||||||
| Land | ||||||||
| Freedom | ||||||||
| Timelines for exploration | ||||||||
| Challenges | A Sailor's Life - Students will read about what a sailors life is like and complete a web sheet the | Life as a Sailor | Things that limited exploration | Page 121 | Historical Fiction Journal form based on acuarte facts | |||
| Understand that exploration had significan't influence on cultural development and change in Europe | ||||||||
| Cultural Interaction | ||||||||
| Conflict | ||||||||
| Cooperation | ||||||||