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'''Aim:''' What was the impact of European Exploration on Europeans, Non-Europeans, and POV of Historians today?

'''Do Now:''' How do we evaluate Christopher Columbus' Explorations with the moral fortitude of today?

'''Lesson Overview:'''

{| {{table}}
| align="left" style="background:#f0f0f0;"|'''Item'''
| align="center" style="background:#f0f0f0;"|'''Approx Time'''
|-
| Do Now||3-5 Min
|-
| Activity||30 Min
|-
| Discussion||10 Min
|}
==Sub-Unit C: Exploration and Conquest ==

'''Impact of Exploration and Conquest: Political Impact, Indigenous People, Columbian Exchange, Economic'''

== Classwork & Homework ==

<u>Impact, Changing Attitudes and Beliefs Regarding Race and Culture</u>

'''Lesson Activity:''' Students will examine the following primary sources:

For each primary source students will use '''APPARTS''' or '''SOAPSTONE'''

*[[file:explorationdocs2.pdf]] Impact of Exploration - Prmary & Secondary Documents]
# [“The Chronicle of the Discovery and Conquest of Guinea” (p 188, Sherman)
# “Letter to Lord Sanchez, 1493” (p 189, Sherman vol 1)
# “Memoirs: The Aztecs” (p 190, Sherman vol 1)
# “Letter to Charles V: Finance and Politics” (p 191, Sherman vol 1)
# “The Conquest of Mexico as Seen by the Aztecs” (p 193, Sherman vol 1)

For each source students will use '''APPARTS''' or '''SOAPSTONE'''
They will also read the following secondary sources:

*“The Expansion of Europe by Reed” (p 195, Sherman vol 1)
*“The Effects of Expansion on the Non-European World” by M L Bush (p 196, Sherman vol 1)
*“Red, White and Black: The Peoples of Early America” by Gary Nash (p 197, Sherman vol 1)

After reading these sources, students will be asked to
* '''construct a chart''' that demonstrates the point of view held by Europeans, Non-Europeans, and modern day historians.
* They will then be asked to write summaries of those different points of view [CR5]

'''Final Activity:''' Students will be asked to complete '''DBQ 4''' in their textbook (p A-16, McKay)

- Historical Thinking Skills: I 1-3, II 7, IV 8-9
- Learning Objectives: INT-1, INT-11 [CR3]

[CR5]The course provides opportunities for students to identify and evaluate diverse historical interpretations - Interpretations.

[CR3] Students are provided opportunities to apply learning objectives in each of the five themes throughout the course.

'''Homework:''' [[Assignments]]

== Special Education Modifications ==

* Teaching Model: Co-Teaching
* Special Education Teacher will work with All students General Ed and Special Ed.
** Special Ed Students:
*** Teacher will read-aloud to students when necessary.
*** Teachers will break down assignments into smaller tasks.
*** Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
*** Teachers will group students according to learning style inventory as a homogeneous group.
*** Teachers will keep students on-task by managing distractions and on-task behavior.
*** Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
*** Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.

Impact of Exploration and Conquest - Revision history

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