Teacher: Anne DeCock
Dates: 4/30/10 through 5/14/2010
Title of Unit: European Expansion
Subject: Social Studies
Grade: 6
Unit Objectives:
Students will demonstrate understanding of the impact of European expansion throughout the world. Students will develop knowledge of important people, places, events and vocabulary related to this era.
Text:
World: Adventures in Time and Pace “Chapter 16: European Expansion”
Academic Standards:
Wisconsin Department of Public Instruction Standards, Social Studies, Standard B: History
Performance Standards - Grade 8
Performance Standards - Grade 8
By the end of grade eight, students will:
B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history
B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history
B.8.7 Identify significant events and people in the major eras of United States and world history
B.8.8 Identify major scientific discoveries and technological innovations and describe their social and economic effects on society
Daily Objectives and Activities:
Day 1 (Friday):
Objective: Students will gain an understanding of the vocabulary for chapter 16 by writing the vocabulary word and their definitions.
-Work day for students to look up and write down definitions for all vocabulary words for chapter 16.
-There are 5 lessons with 19 vocabulary words total.
Day 2 (Monday):
Objective: Students will each gain a deeper understanding of one important person or place through research. Students will share this research with the class throughout the unit.
-Introduce Chapter 16 “People and Places”
-As students enter the room, have them sign up for an important person or place, and get a form to guide research (see resources).
-Students should use their textbooks to answer the questions about their person or place.
-Students may choose to draw or use the internet to find a print a portrait of their person or a map of their place. (For this lesson we used the mobile computer lab where students checked out lap tops after they showed the instructor the rest of their assignment was complete. This part of the lesson could also be easily done in a standard computer lab.)
Day 3 (Tuesday):
Objective: Students will understand lesson one though reading and discussion.
-Have students order their “People and Places” assignments by the important date they selected. Post these on a bulletin board, along a time for a class reference.
-At the start of each textbook lesson, have students present the appropriate important people and places. Today’s P&P: Galileo and Newton.
-Begin reading Ch. 16 Lesson 1 with the class. Have students take turns reading. Pause for questioning throughout reading.
Day 4 (Wednesday):
Objective: Students will demonstrate understanding of Lesson 1 through completion of comprehension assignment.
-Have “Bell Ringer” questions posted on the front board to direct student to review yesterday’s reading.
-Complete reading Ch. 16 Lesson 1.
-Assign “Exploring the Universe,” a comprehension worksheet (by the authors of the text).
Day 5 (Thursday):
Objective: Students will recognize the importance of note taking. They will focus their notes and demonstrate understanding of the lesson by completing the guided note taking assignment.
-Students present P&P: Prince Henry, Bartholomew Dias, Vasco da Gama, Christopher Columbus and the Strait of Magellan.
-Discuss note taking. The instructor should emphasis that the day’s assignment was created by taking notes on the lesson and then creating deleting sections of the text.
-Have students complete “Ch. 16 Lesson 2 Notes” (see resources) as instructor reads the chapter (still taking time for questioning).
Day 6 (Friday):
Objective: Students will demonstrate understanding of Lesson 3 by completing assignment.
-Students present P&P: Lima, Hispaniola, Pedro Alvarez Cabral, Hernando Cortez, Montezuma, Atahualpa and Francisco Pizarro.
-Assign the Ch. 16 Lesson 3 comprehension worksheet (prepared by Mr. Hegland).
Day 7 (Monday):
Objective: Students will demonstrate understanding of Lesson 3 though completion of assignments. Students will understand lesson 4 though reading, note taking and discussion.
-Allow work time to finish Ch. 16 Lesson 3 assignment.
-As students finish they should begin “Exploring the Americas”
-Students present P&P: The West Indies and Olaudah Equiano.
-Begin reading lesson 4 to the class. Have students take notes while reading. (Tell them any notes they take during class may be used during test.)
Day 8 (Tuesday):
Objective: Students will understand Lessons 4 and 5 though reading, note taking and discussion.
-Have “Bell Ringer” questions posted on the front board to direct student to review yesterday’s reading.
-Finish reading lesson 4 to the class.
-Students present P&P: James Cook, Elizabeth Veale, Lachlan Macquarie and New South Wales.
-Begin Lesson 5. Have students take turns reading. Pause for questioning throughout reading.
Day 9 (Wednesday):
Objective: Students will demonstrate understanding of lessons 4 and 5 through completion of assignment.
-Have “Bell Ringer” questions posted on the front board to direct student to review yesterday’s reading.
-Finish lesson 5. Have students take turns reading. Pause for questioning throughout reading.
-Assign the Ch. 16 Lessons 4 and 5 comprehension worksheet (prepared by Mr. Hegland).
Day 10 (Thursday):
Objective: Students will review the material of the last two weeks.
-Jeopardy Review Game (see recourses).
-As students leave class hand out Chapter Review Worksheet (prepared by Mr. Hegland). Recommend students complete it to study, but it is not required.
Day 11 (Friday):
Objective: Students will demonstrate understanding of Chapter 16 though completion of test.
-Chapter 16 test (prepared by Mr. Hegland).
Reflection:
Focusing on the assignments I created:
Day 2’s People and Places: This lesson went very well. Students were excited to be allowed to use lap tops and so were highly motivated to complete the text book research. I will do more lessons like this in the future.
Bell Ringer Questions: I used technique the day following a class period where we ended in the middle of a lesson. It was very successful. Students began work quickly and where reminded what we talked about the previous day. Sometimes I have these posted as a full assignment, sometimes they are extra credit, at times they are for discussion and sometimes they are attached to the day’s main assignment.
Day 5’s Lesson 2 Notes: I have mixed feelings about this lesson. To create the assignment, I took notes on the chapter and then deleted key information. Despite going over this process with the class many students seemed to view it like any other worksheet. Further, this proved to be a very difficult lesson to differentiate. I feel that note taking is an important skill for all 6th graders to begin to learn, however, this lesson was not well suited to students with difficulty focusing.
Day 10’s Jeopardy Review Game: This was a good review game. Students enjoyed themselves. Questions for the game were created by revising the final test questions.
Resources:
People and Places Name________________
My person/ place is ____________________________
An important date for this person/ place is ___________
This date is important because __________________________________
My person/ place is important because ___________________
|
Chapter 16 Lesson 2 Notes Name:
1) Trade spurred exploration for better (cheaper) travel routes between Europe and .
2) This search lead Europeans to .
3) The was Marco Polo’s land round from Europe to Asia (1295)
4) In addition to silk, was a popular item.
5) Prince Henry – funded a school for sailors and ,
he also helped improve the .
6) – first captain to sail around the Cape of Good Hope (1480’s).
7)The – the southernmost tip of Africa.
8) – completed the ocean trip from Africa to Asia (1490’s).
9) Christopher Columbus – “discovered” America ( ).
10) Ferdinand Magellan – traveled west towards Asia (around the
).
11) The Strait of Magellan – a narrow channel of water at the tip of
.
European Expansion Jeopardy
Science and discovery 100
This group was angered by Galileo’s heliocentric beliefs.
Who was the Catholic Church?
Science and discovery 200
He created the thermometer and telescope.
Who was Galileo Galilei?
Science and discovery 300
He discovered the theory of gravity.
Who is Issac Newton?
Science and discovery 400
He established a school for sailors and navigation. He also helped make improvements to the compass and ships.
Who was Prince Henery?
Science and discovery 500
This is why European countries were trying to find an all water route to the Indies.
What is the search for cheaper, faster trade routes?
Place 100
This is where the slaves came from.
What is Africa?
Places 200
This is what England used Australia for.
What was a prison?
Places 300
This is the southernmost tip of Africa.
What is the Cape of Good Hope?
Places 400
The Line of Demarcation separated lands claimed by these two countries.
What separated the lands claimed by Spain and Portugal?
Places 500
These three areas were part of the “Triangular Trade.”
What is Europe, Africa and the Americas?
People 100
In the triangular trade, ships sailed from West Africa to the Caribbean Islands with cargo of this.
Who were slaves?
People 200
This is the name for the Spanish conquerors.
Who were the conquistadores?
People 300
These were the original Inhabitants of Australia.
Who were the Aborigines?
People 400
This is what the Europeans brought to Australia and the Americas that killed many of the people already living there.
What are diseases?
People 500
This is why African slaves were brought to the Americas.
What happened when many Native American slaves died from European diseases?
-or- Who was brought to work on sugarcane plantations?
Explorers 100
This was the year Columbus discovered America.
When was 1492?
Explorers 200
This was the conquistador who conquered the Inca Empire.
Who was Cortes?
Explorers 300
He was a navigator who claimed the east coast of Australia.
Who was James Cook?
Explorers 400
He was the first European to sail around the Cape of Good Hope.
Who was Bartholomeu Dias?
Explorers 500
He claimed Brazil for Portugal.
Who was Pedro Alvarez Cabral?
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