UNIT 1 EXPLORATION Yellow Folder

WHY DID EUROPEANS EXPLORE THE WORLDS’ OCEANS AND COLONIZE THE AMERICAS? -Think Pair Share, for 30 seconds -Teams share answers for points

WHAT ARE WE LEARNING TODAY 8.2A IDENTIFY REASONS FOR EUROPEAN EXPLORATION AND COLONIZATION OF NORTH AMERICA. 8.2 B Compare economic, religious, and social reasons for the establishment of the 13 English colonies.

► A variety of factors all came together to make the time period ( ) the “age of exploration” ► Some of these factors were pushes, external forces acting on Europe ► Some were pulls, motivations and things that attracted the Europeans

 Who are Europeans??  Think-Pair-Share

GROWTH IN TRADE ► In the Middle Ages Marco Polo ( ) returned from China and encourage an increase in trade.

’S EXPLORATION

Directions: Create a tree map on a piece of notebook paper. Label the three categories, GOLD, GLORY & GOD Individually, you will read based on your desk # After you finish you have read the pages, you may look up more information on the topic using your technology device. #1 Gray Book Pages #2 US to 1877 Pages 92, 93 #3 US to 1877 Pages #4 US to 1877 Pages 99,100 As you read, fill in things you have read about the European explorers as to why they explored the Americas. Write what you discovered in any of the 3 categories.

THE FIRST G: GOLD ► Gold was a hot item that explorers were looking for, but remember that it is really wealth ($$$), not just literal gold that explorers were after. ► Europe needed gold (and silver) to fuel the rising banking system ► Europeans also desired spices ► Other natural resources would come to be sold for profit as well (timber, sugar, tobacco, ivory, etc.) ► This competition will be enhanced by the idea of mercantilism, the idea that there is only so much wealth in the world, and that to make your kingdom strong you must have more gold and wealth than the other kingdoms

THE SECOND G: GLORY ► Spanish colonies were very successful in brining wealth and pride to Spain, so England and France wanted the same thing. ► Workers/Farmers: wanted to move up the social ladder.

THE SECOND G: GLORY ► Just like the first G, Gold, Glory was a relatively new idea in Europe ► Came out of the Renaissance ideal of Humanism, and the focus on individual achievement ► With the rise of the printing press, the idea of gaining fame for one’s actions was more possible ► Also, individual kings wanted glory for their kingdoms, competition spreads The Triumph of Fame, a Flemish tapestry from 1502.

THE THIRD G: GOD ► Europeans have always felt it was their godly duty to spread Christianity and convert non-believers to their form of Christianity. ► After the Protestant Reformation, competition will spring up to convert people to their form of Christianity ► Colonization of the new world will become a race to convert native peoples to a particular brand of Christianity ► Jesuits (Catholics) are some of the most active ► People came to the New World to be able to practice their religion without fear of persecution

 Directions: Separate by numbers, all the 1’s together, 2’s together and so forth.  As a group read over pink sheet and add what you are missing to your tree map.  Go back to your teams and teach your group what you discovered.

TO JOIN US IN WASHINGTON D.C.!!! PARENT MEETING SEPTEMBER 23, 2015 WE HOPE TO SEE YOU THERE! CONTACT YOUR SOCIAL STUDIES TEACHER FOR MORE INFORMATION

*YOU WILL EACH RECEIVE A SHEET WITH AN INSTAGRAM PICTURE. EACH PERSON IN YOUR GROUP WILL CREATE AN ILLUSTRATION OF ONE OF THE THREE G’S, *YOUR GROUP MUST HAVE AT LEAST ONE OF EACH! THESE WILL BE GOING ON THE WALL. *AFTER YOU’RE DONE WITH YOUR ILLUSTRATION YOU WILL COMMENT ON YOUR OWN PICTURE NEXT TO THE BUBBLE. *YOU WILL EACH PASS YOUR PICTURE AROUND YOUR GROUP AND COMMENT NEXT TO THE HEART.

8.10C: GEOGRAPHY. ANALYZE THE EFFECTS OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS ON MAJOR HISTORICAL AND CONTEMPORARY EVENTS IN THE UNITED STATES8.11A: GEOGRAPHY. ANALYZE HOW PHYSICAL CHARACTERISTICS OF THE ENVIRONMENT INFLUENCED POPULATION DISTRIBUTION, SETTLEMENT PATTERNS, AND ECONOMIC ACTIVITIES IN THE UNITED STATES DURING THE 17TH, 18TH, AND 19TH CENTURIES

ACTIVITY You will each receive a sheet and will need a History Alive book. We are going to read about the Columbian Exchange on page 26 as a class. Now follow the directions on the sheet and use the maps on the back to answer the questions.

THINK PAIR SHARE  Starting with the 3’s, go around your table and share what you wrote for your critical writing piece.

8.12B: Economics. Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

TRANSATLANTIC SLAVE TRADE  Set your things against a wall and find a seat inside the slave ship.  Think about how this feels being cramped, and imagine crossing the Atlantic ocean for months like this.

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TRANSATLANTIC SLAVE TRADE  Read your section of the article making highlights and annotations.  Circle any words you do not know.  Create a list of the terrible conditions mentioned in your article.

TRANSATLANTIC SLAVE TRADE  Join the rest of your group and discuss each of your findings.  Create a collaborative list of the terrible conditions mentioned in the article.  you will share this list with the class.

 Write a letter, as if you were living through this time, asking your government officials to abolish the slave trade.  You must cite specific reasons and describe the horrors of such a voyage in your letter.