1. EUROPE LOOKSOUTWARDG6: Unit 2

2. The Big PictureFor centuries, merchants and traders used land and searoutes to travel between Europe, Africa, and Asia. Beforethe first European voyages to the Americas, a globaltrading network linked the major civilizations of threecontinents. Gold and salt moved east from Africa whilesilk and spices moved west from China and India. 3. Skills Tracker During this unit you will learn how to read andinterpret Primary Sources Secondary Sources Historical texts Make this Skills Tracker Chart in your compositionbook. Skills Tracker Chart Wk 1Wk 2 Wk 3 Wk 4P. SourcesS. SourcesHistoricaltexts 4. Main Ideas A complex trade network linked Africa, Asia, andEurope. Traditions that came to the Americas from Europeincluded Judaism, Christianity, and Greek andRoman ideas about government. The search for a water route to Asia led to theEuropean discovery of two continents and theexchange of resources between the Eastern andthe Western hemisphere. The Spanish established a vast empire in theAmericas. 5. WEEK 1Europe Looks Outward (OH Snap!!!) 6. This week you will Use Primary & Secondary Sources to learnabout trade and exploration in our time period Interpret primary and secondary sources Plot the events leading up to trade andexploration on a timeline Independent Study4blocks (due 10/16) Graphics Practice (due 10/17) Time for Kids (due 10/18) Vocabulary Quiz 10/19 7. Vocabulary Waterway Surplus Immigrate Republic Agriculture Democracy Scarce Civilization Monotheism Renaissance Culture Feudalism Irrigation CircumnavigateYour 4-blocks must include the (1) definition, (2)synonym, (3) picture, and (3) a sentence for eachterm. 8. Crash Course Mansa Musa 9. WEEK 2Comparing and Contrasting of Exploration 10. Seminar: 15th Century Mariners Watch crash course video on 15th CenturyMariners, take notes After watching the video. Fill in Triple BubbleDiagram with Partner Answer these questions (Composition book) What did all three of these men have in common? What three myths about Columbus are dispelled inthe video? What reason did the each have for engaging inmaritime trade? The answer to each question, including the bubblequestion, should be 2-3 sentences. 11. Crash Course: 15th CenturyMariners 12. Comparing 15th Century Mariners Sponsoring Country Who do you Religion think was Reasons for Sailing Zheng He the greatest Places visited and why? Impact Vasco DeChristopherGama Columbus 13. This week you will Use Primary & Secondary Sources to learnabout trade and exploration in our time period Interpret primary and secondary sources Plot the events leading up to trade andexploration on a timeline Independent Study GraphicsPractice (due 10/22) 4-Blocks (due 10/23) Time for Kids (due 10/23) Quiz (Content, Primary/Secondary Sources,Graphics) 14. Grade 6: To Do List Tuesday, Usethe Secondary Source AnalysisWorksheet to analyze two secondary sources. Complete Worksheet 1: Primary vs. SecondarySources Wednesday Full group review of graphics practice (G6&7Graphics) Thursday Quiz(Content, Primary/SecondarySources, Graphics) 15. VocabularyYour 4-blocks must include the (1) definition, (2)synonym, (3) picture, and (3) a sentence for eachterm. 16. Primary and SecondarySources 17. The Age of Exploration: MI 18. Week 3Transatlantic Trade 19. Seminar: When Cultures Collide On a piece of paper write own your owndefinition of culture. Watch this video online (only to 26:19). After watching the video. Answer the followingquestions: Howdo cultures develop? What happens when two cultures meet andcoexist for a long time? The answer to each question should be 2-3sentences. Well discuss after. 20. Crash Course: The ColumbianExchange 21. Crash Course: Slave Trade 22. Tuesday-Thursday Culture: Cause and Effect Graphics Practice: Cause and Effect Mercantilism The Great Exchange Trade Simulation New Vocabulary PracticeYour class will break out during the last 20minutes of each class to get a head start onyour Independent Study assignments. 23. The Transatlantic Slave Trade 24. Reading Reflections List the key ideas from the reading. List 3 fascinating/surprising facts. 25. Think-Write-Pair-Share think about the question or statement and writedown their responses or ideas. pairs with another student to discuss theirresponses. share their responses with the whole class. 26. Map AssignmentUsing information from the reading, create a mapdetailing the routes of the slave trade during theidentified phases and also identify areas ofcolonization and settlement. Use a different colorof map pencil to depict the different phases. Eachmap should contain the following elements: Title Grid System (Latitude and Longitude) Compass Rose Legend or Key Map Scale Labels 27. Map Assignment Continued After completing the map and researchassignment, students should add the iconsthat reflect the economic and cultural impact,making sure they include each icon in the mapkey or legend. 28. Spains Empire in the Americas