history time, continuity and change. historical thinking skills information is most often arranged...

HISTORY

TIME, CONTINUITY AND CHANGE

HISTORICAL THINKING SKILLS

• Information is most often arranged in a timeline

THE BEGINNINGS OF SOCIETY

• PreHistory is the period before records about people and events began to be kept

• This early era has been described as hunter-gatherer culture

• The movements and migrations of hunter-gatherers were strongly influenced by long-term climate changes


• When glaciers of last ice age melted around 10,000 BCE, weather grew warmer– This was the development of agriculture in the era known

as the New Stone Age, or Neolithic period

• Made conditions more favorable for farming

• Grains and vegetables, such as wheat, peas, lentils and barley were planted, tended and harvested– Exchanged nomadic existence for more settled life


• People learned how to increase soil’s fertility by using manure from animals

• Domestication of animals

• Early settlements tended to develop near rivers, in places where floodwaters could be used to irrigate fields

No. 53

• After Athens lost the Peloponnesian War to Sparta, the rights of its citizens were sharply limited. A group called the Thirty Tyrants ruled Athens. What of these types of governments describes the rule by a select few?

• A. aristocracy• B. monarchy• C. oligarchy• D. Plutarchy

AGENDA 12.5.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: NILE RIVER VALLEY (15)• I DO: MODEL SHOWDOWN

CAPTAIN(5)• WE DO: SHOWDOWN CAPTAIN (10)• YOU DO: QUESTIONS (15)• CLOSE: EXIT TICKET (5)

GLE

• 6TH GRADE GLE: 27: . Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt,

• China, and the Indus valley

CCSS

• 8.1

OBJECTIVE

• BY THE END OF THIS LESSON I WILL BE ABLE TO EXPLAIN HOW PHYSICAL FEATURES SUPPORTED PERMANENT SETTLEMENTS IN THE NILE RIVER VALLEY WITH 80% ACCURACY ON MY EXIT TICKET

THE RISE OF EARLY CIVILIZATIONS

WHAT IS A CIVILIZATION?

• A complex, highly organized social community that centers around a city

• First civilizations of Africa and Asia grew up around river valleys: the Nile in Egypt, the Tigris and Euphrates in Mesopotamia, the Indus in Pakistan and Huang He in China

• Improvements in technology, the development of government and law, job specialization, the creation of social classes, an increase in trade and development of writing

THE NILE VALLEY

• Offered ideal location for development of civilization– Rich, fertile soil– Natural barriers of the desert serving as protection

• Established by King Menes when he united the Upper(southern) and Lower (northern) regions of Egypt– Established a dynasty and hereditary line of rulers

NILE VALLEY

• Developed an advanced culture, much influenced by their religion

• About 2686 BCE, Egyptian rulers, PHARAOHS, designed and built pyramids

Largest still stand today at Giza

THE NILE VALLEY

• Developed a system of writing called hieroglyphs

– Based on pictographs, pictures and symbols used to represent persons, animals, plants, tools, and furnishings

• Used for religions inscriptions and legal documents

I DO

• I WILL NOW MODEL OUR MODIFIED SHOWDOWN CAPTAIN

WE DO/YOU DO

• WE WILL NOW ANSWER QUESTIONS USING OUR MODIFIED SHOWDOWN CAPTAIN

• YOU DO: USING THE HANDOUT YOU WILL BE GIVEN, CREATE AT LEAST 5 QUESTIONS THAT COULD BE USED IN SHOWDOWN CAPTAIN. AT LEAST ONE QUESTION MUST BE A HOW QUESTION AND ONE QUESTION MUST BE A WHY QUESTION

EXIT TICKET

• HOW DID THE PHYSICAL FEATURES OF THE NILE RIVER VALLEY SUPPORT PERMANENT SETTLEMENT?

NO. 54

• What was the lasting impact of Ancient Rome?• A. it was the first country to use the

alphabet• B. it was the first market economy• C. Democracy began because of the

Romans• D. Latin helped create other languages

AGENDA 12.6.13

• BELLRINGER (5)• INTRO/IDO: MESOPOTAMIA (15)• WE DO/YOU DO: VIDEO ON

MESOPOTAMIA (25)• CLOSE: EXIT TICKET

GLE

• 6TH GRADE GLE 27: Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt,


CCSS

• 8.1

OBJECTIVE

• BY THE END OF THIS LESSON I WILL BE ABLE TO EXPLAIN HOW PHYSICAL FEATURES SUPPORTED PERMANENT SETTLEMENTS IN MESOPOTAMIA WITH 80% ACCURACY ON MY EXIT TICKET

MESOPOTAMIAN CIVILZATIONS

• Because of rich soil watered by the Tigris and Euphrates Rivers called the Fertile Crescent

• Located between western end of the Persian Gulf and modern-day Syria

• Mesopotamian city-states developed a form of writing called cuneform

• River transport, like in Egypt, allowed opportunities for trade

MESOPOTAMIAN CIVILIZATIONS• Most powerful Mesopotamian city-states located in region called

Sumer– Principal city of Ur– Each city-state lay at center of farming region and dominated by

ziggurat, pyramid shaped tower

• Ruled by kings• Conquerors from west called Amorites established Babylonian

Empire on Euphrates River– HAMMURABI: law code of Hammurabi (Hammurabi’s Code) served to

unify the Babylonian Empire– Became precedent for later governments because emphasized rule of

law was fundamental principle

Hammurabi’s Code

WE DO/YOU DO

• WE WILL NOW WATCH A VIDEO ON ANCIENT MESOPOTAMIA.

• YOU DO: DURING THE VIDEO COME UP WITH A LEAST OF AT LEAST 10 QUESTIONS, 2 OF WHICH MUST BE A HOW QUESTION AND 2 OF WHICH MUST BE A WHY QUESTION

EXIT TICKET

• HOW DID THE PHYSICAL FEATURES OF MESOPOTAMIA SUPPORT PERMANENT SETTLEMENT?

No. 55

• Civil law, which is based upon ancient Roman law, is used in many European and Latin American countries. What makes civil law different from other types of law?

• A. civil law is based on written rules• B. civil law applies to the common man• C. civil law can be overruled by a judge• D. civil law tells people how to behave

AGENDA 12.9.13

BELLRINGER: LEAP QUESTION (5)INTRO: INDUS VALLEY, HUANG HE (15)I DO: MODEL SHOWDOWN (5)WE DO: SHOWDOWN (10)YOU DO: QUESTIONS FROM PREP BK (15)CLOSE: EXIT TICKET (5)

GLE

• 6TH GRADE GLE 27: Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt,


CCSS

• 8.1

OBJECTIVE

• BY THE END OF THIS CLASS I WILL BE ABLE TO LOCATE and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in THE Indus valley AND HUANG HE VALLEY WITH 80% ACCURACY ON MY EXIT TICKET

THE INDUS VALLEY

• Present-day Pakistan

• Cities that developed along the Indus River focused on both farming and trade

• Evidence of a literate trading society that had domesticated cattle, dogs, cats, pigs, camels and even elephants

THE HUANG HE VALLEY

• The Yellow River Valley in central and Eastern China

• Made notable advance in metal work with development of bronze, an alloy of copper and tin– Better tools and weapons

• Known as Bronze Age

I DO

• I WILL NOW MODEL OUR VERSION OF SHOWDOWN CAPTAIN

WE DO

• WE WILL NOW ANSWER QUESTIONS BASED ON TODAY’S LESSON AND OUR LESSONS FROM LAST WEEK USING OUR VERSION OF SHOWDOWN CAPTAIN

YOU DO/EXIT TICKET

• YOU WILL NOW USE OUR WHITE LEAP PREP BOOK TO READ PAGES 239-241 AND ANSWER THE QUESTIONS ON PAGE 239, 241 . YOU MUST WRITE THE QUESTIONS

• EXIT TICKET: HOW DID THE PHYSICAL SETTING OF THE INDUS VALLEY AND HUANG HE VALLEY SUPPORT PERMANENT SETTLEMENT AND EARLY CIVILIZATIONS.

No. 56• What caused civilizations to change from nomadic

societies to communities that settled in one area?• A. Leaders had more control when people did not

move around• B. all of the land was claimed, so no one could

move around• C. new farming techniques were developed to

grow food• D. most people became tired of moving all the

time

GLE

• 6th Grade GLE: 37: 37. Explain the sharing of ideas, goods, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures (H-1C-M7)

CCSS

• 8.1

OBJECTIVE

• BY THE END OF THIS CLASS PERIOD I WILL BE ABLE TO EXPLAIN THE INFLUENCE OF GREEK AND ROMAN CIVILIZATIONS ON OTHER CULTURES WITH 80% ACCURACY ON MY EXIT TICKET

CLASSICAL TRADITIONS AND GIANT EMPIRES

ANCIENT GREECE AND ROME

• Around 700 BCE, city-states of Greece developed pioneering ideas in science, philosophy, government, speech, literature and the arts

• Centers were often on an “acropolis” or high, rocky outcropping

• City-state of Athens influenced western societies through tragic dramas of Aeschylus, Sophocles, and Euripides; the histories of Herodotus and Thucydides; the philosophy of Socrates and Plato and Athenian democracy

Socrates PlatoSophocles

Herodotus


• Romans adapted Greek achievements and made their own contributions in law, engineering, government and military science

• The dome and arch in architecture from Romans

• Roman engineers designed roads and aqueducts which improved transportation and irrigation systems

• Roman law, codified in the Twelve Tablets and Justinian became models for law codes today


• Latin language spread throughout Roman Empire

• Rome fell in 476 CE and Latin became basis for Romance languages, such as French and Spanish

Julius Caeser Justinian

I DO

• I WILL NOW MODEL OUR MODIFIED KAGAN STRUCTURE OF SHOWDOWN CAPTAIN

WE DO

• WE WILL NOW PARTICIPATE IN SHOWDOWN CAPTAIN.

• THE PERSON SITTING CLOSEST TO ME WILL BEGIN

YOU DO/EXIT TICKET

• IN THE WHITE LEAP PREP BOOKS READ PAGES245-249 AND ANSWER QUESTIONS ON PAGES 248 AND 250

• EXIT TICKET: HOW DID THE GREEKS AND ROMANS INFLUENCE OTHER CULTURES

No. 57

• Euclid of Alexandria was a Hellenistic mathematician. His most popular writing is called Elements and deals with which of these subjects?

• A. algebra• B. astronomy• C. calculus• D. geometry

AGENDA 1.9.14

• BELLRINGER: LEAP QUESTION• INTRO: EASTERN CIVILIZATIONS AND

EMPIRES• I DO: MODEL SHOWDOWN• WE DO: SHOWDOWN• YOU DO: LEAP PRACTICE QUESTIONS• CLOSE: EXIT TICKET

GLE

• 6TH GRADE GLE: 35. Identify forms of writing developed in early civilizations and discuss how written records changed political, legal, religious, and cultural life (H-1C-M6)

OBJECTIVE

• BY THE END OF THIS CLASS I WILL BE ABLE TO IDENTIFY FORMS OF WRITING DEVELOPED IN EARLY CIVILIZATIONS AND HOW WRITTEN RECORDS CHANGED POITICAL, LEGAL, RELIGIOUS AND CULTURAL LIFE WITH 80% ACCURACY ON MY EXIT TICKET

EASTERN CIVILIZATIONS AND EMPIRES

• Ancient Greeks and Romans came into contact with Eastern influences, thus increasing the spread of cultures

• Example: Greek alphabet based on Phoenician writing system. The Phoenician alphabet became ancestor of all western alphabets


• Phoenician’s were based in the eastern Mediterranean

• Resourceful and ambitious traders

• Carthage in North Africa was a colony that was Rome’s most formidable foe


• Persian Empire (Iran) grew until Greek city-states defeated it

• Constructed impressive road system, common system of weights and measures and minted coins for efficient trade

I DO/WE DO

• I WILL NOW MODEL OUR VERSION OF SHOWDOWN CAPTAIN

• WE WILL NOW ANSWER A FEW QUESTIONS USING OUR VERSION OF SHOWDOWN CAPTAIN. OUR FIRST CAPTAIN WILL BE THE PERSON WHO LIVES THE SHORTEST DISTANCE TO SCHOOL

YOU DO/EXIT TICKET

• YOU WILL NOW ANSWER QUESTIONS


• Qin Shi Huangdi founded the Qin Dynasty in China– Greatest achievement was the Great Wall of China– Intended to repel invaders

• During the Han Dynasty the overland trade route known as the Silk Road linked China with western Asia and the Mediterranean Sea– Exchange of Chinese silk for woolen textiles, gold and

silver increased prosperity of Chinese Empire

THE BIRTH OF MAJOR WORLD RELIGIONS

• Judaism developed in the Near East, having its origins in Mesopotamia– Monotheistic character(belief in single diety)– Emphasis on laws and justice(Ten

Commandments)– Reverence for sacred texts (The Torah)

• Judea (modern Israel) became part of Roman Empire by 1st century CE


• 1st Century CE witnessed birth of Christianity, a monotheistic religion with roots in Judaism– Christianity rapidly spread throughout Roman world

• About 3 centuries after Christianity, Islam began on Arabian peninsula– Teachings of Muhammad(570-632CE)– Qur’an (scripture of Islam)– 5 rules of living: acknowledgment of only one God; daily

prayer; almsgiving; fasting during holy month of Ramadan; pilgrimage to Holy City of Mecca


• Hinduism began after the Aryan invasions of India from the West– 3 dieties are most important Hindu Gods: Vishnu

(Order); Shiva (Destruction); Brahma (Creation)

• Buddhism grew in India from teachings of Siddhartha Gautama, the Enlightened One– Includes Hindu beliefs, but rejects the Hindu caste

system

Hindu Temple

No. 59• People of ancient Greece made decisions directly in the

government. They were allowed to discuss and vote on every issue. This is different than U.S. democracy because

• A. only men who own land are allowed to vote in U.S.• B. people in the U.S. are only allowed to vote on certain

issues• C. rich people are the only ones who can vote in the U.S.• D. people in the U.S. elect others to represent them

AGENDA 1.13.14

• BELLRINGER: LEAP QUESTION (5)• INTRO: WORLD RELIGIONS (15)• WE DO: VIDEO ON WORLD RELIGIONS(20)• YOU DO: VIDEO QUIZ (5)• CLOSE: EXIT TICKET (5)

GLE

• 6TH GRADE GLE: GLE 39. Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam)(H-1C-M8)

• 40. Compare and contrast the major religions in terms of leaders, key beliefs, andlocation (H-1C-M8)

OBJECTIVE

• By the end of this lesson I will be able to compare and contrast the major world religions of Christianity and Judaism with 80% accuracy on my exit ticket


• Buddhism teaches four “noble truths”:– Human existence is full of suffering– Suffering is rooted in desire– Overcoming desire frees oneself from suffering– The way to overcome desire is to follow the

eightfold path:• Right view, right intention, right speech, right action,

right way of earning a living, right effort, right mindfulness and right concentration


• Confucianism in China stressed order, authority, hard work and ritual

• Challenged by Taoism which emphasized natural order and meditation– Spread to Japan and Korea

WE DO

• WE WILL NOW WATCH TWO VIDEO CLIPS ON THE RELIGIONS OF JUDAISM AND CHRISTIANITY

• NOTE IMPORTANT IDEAS AND CONCEPTS DISCUSSED IN THE VIDEO AS THERE IS A QUIZ THAT FOLLOWS

YOU DO/EXIT TICKET

• YOU WILL NOW TAKE A QUIZ ON EACH VIDEO. PLEASE MARK YOUR ANSWERS ON A SEPARATE SHEET OF PAPER TO HAND IN

• EXIT TICKET: Compare and Contrast the religions of Judaism and Christianity using a Bubble Map

No. 60

• Which form of government consists of an undivided rule by one hereditary head of state?

• A. republic• B. democracy• C. monarchy• D. dictatorship

AGENDA 1.14.14

• BELLRINGER: LEAP QUESTION (5)• INTRO/I DO: PPT MAJOR WORLD

RELIGIONS AND EMPIRES(15)• WE DO: VIDEO ON ISLAM (20)• YOU DO: VIDEO QUIZ (7)• CLOSE: EXIT TICKET (5)

GLE

• 6TH GRADE GLE: GLE 39. Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam)(H-1C-M8)

• 40. Compare and contrast the major religions in terms of leaders, key beliefs, andlocation (H-1C-M8)

OBJECTIVE

• By the end of this lesson I will be able to compare and contrast the major world religions of Christianity and Judaism and Islam using a double bubble map with 80% accuracy on my exit ticket

EXCHANGE AND ENCOUNTER

KINGDOMS AND EMPIRES• Roman Empire in the West came to an end in 476 CE

• Many powerful kingdoms in different regions rose and fall

• Byzantine Empire was a continuation of Roman Empire in the East

• In West Africa between 500-1500 CE, three powerful kingdoms dominated: Ghana, Mali, Songhai

• In China, between 600-1300 CE, the Tang and Song Dynasties

• IN Central and Southern Africa, the Maya, Aztec and Inca

Inca: Machu Pichu

WE DO

• WE WILL NOW WATCH TWO VIDEO CLIPS ON THE RELIGION OF ISLAM

• NOTE IMPORTANT IDEAS AND CONCEPTS DISCUSSED IN THE VIDEO AS THERE IS A QUIZ THAT FOLLOWS

YOU DO/EXIT TICKET

• YOU WILL NOW TAKE A QUIZ ON THE VIDEO. PLEASE MARK YOUR ANSWERS ON A SEPARATE SHEET OF PAPER TO HAND IN

• UNFORTUNATELY VIDEO NOT WORKING, SO READ PAGES 254-258 IN THE WHITE LEAP PREP BOOK AND ANSWER QUESTIONS ON PAGE 259 AND 260; YOU MUST WRITE THE QUESTIONS

• EXIT TICKET: Compare and Contrast the religions of Judaism and Christianity and Islam using a Double Bubble Map

No. 61

• Which branch of government is involved when the Department of Justice charges a company with being a monopoly?

• A. executive• B. judicial• C. corporate• D. legislative

AGENDA 1.15.15

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT MEDIEVAL EUROPE (15)• WE DO: VIDEO LIFE IN M.E. (20)• YOU DO: CREATE TIMELINE ON FACTS

GIVEN (15)• CLOSE: EXIT TICKET (5)

GLE

• . Describe major events, key figures, and • social structure of the Early Middle Ages

(e.g., the fall of Rome, Charlemagne, feudalism) (H-1C-M10

OBJECTIVE

• By the end of this lesson I will be able to• identify at least 2 major events of the Early

Middle Ages with 80% accuracy on my exit ticket.

MEDIEVAL EUROPE

• Emperor Charlemagne(747-814) united the Franks into Christian kingdom

• From 1096-1291 European Christians participated in Crusades, holy wars, to conquer the Holy Land from the Muslims

• Several factors motivated the Crusades:– Disputes between the medieval popes and secular kings resulted in

popes pushing for supreme power– Economics– City of Jerusalem considered Sacred by Jews, Christians and

Muslims

MEDIEVAL EUROPE

• Feudalism revolved around land and loyalty– All the land in a kingdom belonged to the king,

who would grant land to his nobles or warriors in return for loyalty.• They became vassals• Nobles would enter into mutual obligations with their

knights who pledged support in return for protection• Lowest rung were peasants

MEDIEVAL EUROPE

• Towns and cities expanded as trade in Western Europe grew

• Guild system set quality standards, regulated competition, provided career training and offered social outlets and entertainment

• Hierarchy within guild system– Apprentice; journeyman; master

MEDIEVAL EUROPE

• Sometimes kings abused their power

• In England, nobles ruled by King John banded together and forced the King to sign a document affirming basic rights and acknowledging restrictions on royal power

• Magna Carta (“the Great Charter”)– Limited king’s taxation power and insured right to trial

by jury by an accused person’s peers

WE DO

• WE WILL NOW WATCH A VIDEO ON LIFE IN MEDIEVAL EUROPE

YOU DO

• YOU WILL USE THE FOLLOWING LIST OF EVENTS TO CREATE A TIMELINE TO BE TURNED IN

• MAKE THE TIMELINE COLORFUL

• EXIT TICKET: IDENTIFY 2 MAJOR EVENTS FROM MEDIEVAL EUROPE

No. 62

• In which 1857 federal court case did the U.S. Supreme Court rule that slavery was permitted in the U.S. territories and that slaves were not U.S. citizens?

• A. Dred Scott v. Sandford• B. Printz v. U.S.• C. Ableman v. Booth• D. Marbury v. Madison

AGENDA 1.16.14

• BELLRINGER: LEAP PREP QUESTION (5)• INTRO: HEMISPHERIC INTERACTIONS

(15)• I DO: MODEL SHOWDOWN

CAPTAIN(5)• WE DO: SHOWDOWN CAPTAIN (10)• YOU DO: CREATE TIMELINE OR NEW

SHOWDOWN CAPTAIN QUESTIONS(15)• CLOSE: EXIT TICKET (5)

GLE

• 6TH GRADE GLE: 45. Identify effects of exploration and

• trade on the economic and cultural • development of

Europe, Africa, and Asia prior to 1500

CCSS

• 8.7

OBJECTIVE

• By the end of this lesson I will be able to explain how exploration and trade affected

• Europe, Asia and Africa with 80% accuracy on my exit ticket

HEMISPHERIC INTERACTIONS

TRADE LINKS AND CIVILIZATIONS

• Trade, like Religion, also helped to spread culture and affect the development of civilizations

• The Silk road is an example of the link between trade and cultural diffusion– Marco Polo traded with China via the Silk Road

and stayed in China for 17 years

MAJOR WORLD EXPLORERS

• The 1400 and 1500’s are called the Age of Discovery

• Portugal and Spain first European countries to take the lead in this age

• Portugal’s Prince Henry the Navigator developed and improved cartogrophy(map making) and navigational instruments– Shipbuilders developed a small, fast sailing vessel that

increased maneuverability and made longer voyages possible

Astrolabe

Caravel

I DO/WE DO

• WATCH LISTEN AND PAY ATTENTION AS MODEL OUR MODIFIED SHOWDOWN CAPTAIN

• WE WILL NOW ACTIVELY PARTICIPATE IN OUR MODIFIED SHOWDOWN CAPTAIN. OUR FIRST CAPTAIN WILL BE THE INDIVIDUAL WHOSE LAST NUMBER IN THEIR ADDRESS IS THE LOWEST NUMBER

YOU DO/EXIT TICKET

• YOU HAVE A CHOICE: YOU CAN COMPLETE A TIMELINE ACTIVITY ON THE MIDDLE AGES OF EUROPE AND/OR CREATE NEW SHOWDOWN CAPTAIN QUESTIONS. IF YOU WANT TO DO THE TIMELINE ACTIVITY PLEASE COME AND GET A TIMELINE SHEET

• EXIT TICKET: HOW DID EXPLORATION AND TRADE AFFECT EUROPE, AFRICA AND ASIA

No. 63

• Which of the following is a check the executive branch can impose on the legislative branch?

• A. the attorney general can call Congress into a special session

• B. the president can remove a Congressman from office

• C. the vice-president can cast tie-breaking votes in the Senate

• D. the secretary of state can veto acts passed by Congress

AGENDA 1.17.13

• BELLRINGER: LEAP QUESTION (5)• INTRO/IDO: MAJOR WORLD

EXPLORERS(15)• WE DO: VIDEO (20)• YOU DO: CREATE SHOWDOWN

QUESTIONS(10)• CLOSE: SHOWDOWN

QUESTIONS OR EXIT TICKET

GLE

• 6TH GRADE GLE:45. Identify effects of exploration and

trade on the economic and cultural development of Europe, Africa and Asia prior to 1500

CCSS

• 8.1

• 8.7

OBJECTIVE

By the end of this lesson I will be able to explain how the major explorers affectedAsia, Europe and Africa WITH 80% ACCURACY ON MY EXIT TICKET OR SHOWDOWN QUESTIONS


• Vasco da Gama (1460-1524) made 3 voyages to India and was able to bring 3 interpreters with him because of cultural diffusion

• Christopher Columbus (1451-1506), an Italian explorer, was sponsored by Spain– Expeditions opened the way for European colonization of the New

World

• Francisco Pizarro (1475-1541), a Spanish explorer, marked a transition from exploration to conquest– Overthrew Incan Empire in Peru

da Gama Columbus Pizarro

Pizzaro’s Route

da Gama’s Route


• Ferdinand Magellan (1480-1521) discovered the Strait of Magellan at tip of South America and the first mariner to cross Pacific Ocean from east to west

• Hernan Cortes (1485-1547) took part in successful conquest of Cuba in 1511– Conquered Aztec Empire in 1521

Magellan

Cortes

WE DO

• WE WILL NOW WATCH A VIDEO ON THE EXPLORATION OF THE 1500’S. PAY CLOSE ATTENTION AS YOU SHOULD USE THE VIDEO TO CREATE SHOWDOWN CAPTAIN QUESTIONS, ALONG WITH YOUR NOTES

YOU DO/EXIT TICKET

• USING YOUR NOTES AND THE VIDEO WE JUST SAW, CREATE AT LEAST 5 SHOWDOWN CAPTAIN QUESTIONS. YOU MAY USE THIS AS YOUR EXIT TICKET

No. 64

• Which of the following best describes an absolute monarchy?

• A. the king or queen rules by consent of the people

• B. the king or queen has complete authority to rule a country

• C. Citizens’ rights are guaranteed by a constitution of some sort

• D. a representative parliament is elected by the people

AGENDA 1.21.14

• BELLRINGER: LEAP QUESTION (5)• INTRO: EARLY CIVILIZATIONS OF THE

AMERICAS (15)• I DO: MODEL SHOWDOWN(5)• WE DO: SHOWDOWN (10)• YOU DO: CREATE SHOWDOWN

QUESTIONS(15)• CLOSE: EXIT TICKET (5)

GLE

• 6TH GRADE GLE: Explain the major social, economic, political, and cultural features of European, African, and Asian societies that stimulated exploration and colonization

OBJECTIVE

• By the end of this lesson, I will be able to explain the major social, economic, political and cultural features of European, African and Asian societies that stimulated exploration and colonization with 80% accuracy during Showdown Captain and my exit ticket

EARLY CIVILIZATIONS OF THE AMERICAS

• In Central and South America, 3 advanced civilizations flourished between 300 and 1500 CE– The Maya, the Aztec and the Inca

• THE MAYA: lived in what is now Guatemala, Belize and the Yucatan Peninsula of southeastern Mexico– Pyramid shaped temples, sophisticated calendar,

astronomical expertise and music and visual arts


• Capital of Aztec civilization was at Tenochtitlan in Central Mexico– Ruled by a king chosen as supreme military leader– Religion was important feature of society– Humans sacrificed to various gods– Excelled at astronomy and developed accurate

calendar


• Located farther south in the Andes mountains were the Incas

• Combined successful conquests with a number of sophisticated peacetime arts– Highly skilled architects, road builders, farmers

and accountants

I DO/WE DO

• I WILL NOW MODEL OUR VERSION OF SHOWDOWN CAPTAIN. PAY ATTENTION PLEASE

• WE DO: WE WILL NOW ALL ACTIVELY PARTICIPATE IN SHOWDOWN CAPTAIN. THE PERSON WHO WILL BEGIN IS THE PERSON WITH RED OR PINK(IF NO ONE HAS ON RED) AS THE PRIMARY COLOR OF THEIR SHOES

YOU DO

• YOU WILL NOW CREATE AT LEAST 5 NEW SHOWDOWN CAPTAIN QUESTIONS, ALONG WITH THEIR ANSWERS

• EXIT TICKET: What features of Europe, Asia and Africa stimulated exploration and colonization of Ancient American civilizations?

history time, continuity and change. historical thinking skills information is most often arranged...

Documents

change slide

plutarchy slide

giza slide

timeline slide

indus valley slide

development of writing

exit ticket slide

settled life slide