Warm-Up Begin: KWL Charts

1st: fill out the Know Section: tell me using complete sentences what you already know about The Great Age of Exploration

1400-1550

2nd: Fill out the Want to know Section: tell me using complete

sentences what you wish to learn about The Great Age of Exploration 1400-1550

3rd: we will fill out the Learned Section at the end of the

Explorers Unit!!

KWhat I Know

WWhat I Want

To Learn

LWhat I Have Learned

The Great Age of Exploration 1400-1550

Use Power Point to take Funky Notes

Directions

• Funky notes are colorful and creative and stick out in your memory! You do not want them to be boring! Use colored pencils, highlighters, markers, pens, or creative writing. You can draw cartoons to go with your notes to help them stand out in your memory.

• Note: these notes are very important! They are a grade, and you will need them

for your test and culminating project for the Explorers Unit.

The Great Age of Exploration 1400-1550

By:

Ms. Caldwell

Use this Presentation to take funky Notes! These funky Notes are your study guide for the Explorers Unit Test!

Essential Question: How did exploration change world cultures?

Objectives:

Competency Goals: 7.h.2.1 analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).

Age of Exploration- Early 15th to 17th century when European sailors explored many parts of the world, especially North America. Explorers were in search for gold, silver, and spices

• Movement• Location• Physical education• Supply and demand• Technology• Conquest• Conflict• Imperialism• Colonialism • Cooperation v.s. Competition

Concepts to know

Key Vocabulary/Words that matter!!!

Global Age

• A time when all civilizations can be in contact with others around the world.

Explorers

• A person who travels in search of geographical or scientific information

Compass

• A device for determining directions by means of a magnetic needle or group of needles turning freely on a pivot and pointing to the magnetic north.

Missionaries

• A person undertaking a mission and especially a religious mission

Astrolabe • A compact instrument used to observe and

calculate the position of celestial bodies

Cargo

• The goods or merchandise conveyed in a ship, airplane, or vehicles

Circumnavigate

• To circumnavigate a place, such as an island, a continent, or the earth, is to travel all the way around it by boat.

Armada

• A word of Spanish origin similar to navy or fleet

(Look up the Spanish Armada of 1588)

Conquistador

• one of the Spanish conquerors of Mexico and Peru who took part in the conquest of large parts of the Americas and Asia, bringing them under Spanish colonial rule between the 15th and 19th centuries.

In the 1400s

• Europeans began to sail around the globe

Exit Task Quiz*use exit note card to complete

• In the 1400s ______ began sailing around the globe.

• _________ is a time when all civilizations can be in contact with others around the world.

-What technologies made exploration possible?

-How did exploration lead to colonialism?

-How did exploration boost nationalism?

KEY QUESTIONS

CNN Exit Task • Directions: Write down one of these questions to use for your Exit Task Pass •

• CNN Exit Task• • Media Literacy Question of the Day• • (How might media coverage of an international attack have a different impact in different countries?)• • Discussion Question• - (What is the bubonic plague? • • -What is the historical significance of the plague?• • -How many cases of plague typically occur in the U.S. each year? • • -How did the girl seen in today's story contract the disease?