Exploration

Grade 9
World History
Thomas Bieksha
HISTORY 480
10/2/2015

STAGE I GOALS
Unit Overview:
For this unit on Exploration a wide range of topics will be covered from the start of
early European travels to Africa, to the eventual new world economy that results
from the European exploration into the Americas and Africa. Things I expect the
students to have learned by the end of this lesson include: the reasons for European
exploration and expansion, the various explorers that gained world fame for their
expeditions, as well as the groups of indigenous peoples they came in contact with
and the results of that contact, both positive and negative. As well as a general
knowledge of the time period as laid out by the standards.
By completion of this unit students should have an understanding of why European
exploration was important in the history of the world, as well as understand at what
cost the expanding of empires does to the smaller, less developed empires. With
respect to greater themes in History, students should have an understanding on
factors that lead to human migration, as well as be able to predict what changes will
occur in human populations when certain factors are manipulated.

Enduring Understanding:
The European exploration and colonization ultimately helped the various powers
expand their economic presence worldwide at the cost of the less developed native
peoples in the lands they exploited.
Essential Question:
Did the ends justify the means in European exploration?
Which country seems to have gained the most from exploration?
Key Concepts:

Slavery- The privatization of labor workers. Can be sold or traded for.

Global Economy- The expanding economy to involve a larger amount of the
earth. No more trade exclusively between Europe and Asia, expanded to
Americas and Africa.
Catastrophe- The aftermath of European contact with indigenous peoples.
Exclusively the negative repercussions of contact.
Religion conflicts- Differing ideologies between indigenous peoples and the
Europeans.
Cultural conflicts- Different cultural norms between indigenous peoples and
Europeans.
Precious Resources- What the conquering countries began exporting for profit
in the name of the mother land.
Migration- Mass move of people form one another to another. Reasons people
left Europe and began to settle in the New World.
Conquest- The forceful taking of land, people, and resources in these newly
discovered land.

Additional people and events:

Columbus
Vasco de Gama
Henry the Navigator
Small pox
Slave trade
Spanish Armada
Aztec Empire
Incan Empire
Conquistador

Standards:
Arizona Standards for Social Studies:
S2C5-PO1:
Describe the religious, economic, social, and political interactions among
civilizations that resulted from early exploration:
a. Reasons for European exploration (i.e. God, Glory, Gold)
b. Impact of expansion and colonization on Europe
c. Impact of expansion and colonization on Africa, the Americas, and
Asia
d. Role of disease in conquest (i.e. small pox)
e. Role of trade
f. Navigation technology (i.e. astrolabe, caravel, compass)
g. Impact and ramifications of slavery and international slave trade
h. Contrasting motivations and methods for colonization
i. Individuals (i.e. Henry the Navigator, Columbus, Vasco de Gama)
S4C4-PO2:
Analyze the push/pull factors that contribute to human migration.
S4C4-PO7:
Predict the effect of a change in a specific factor (e.g. social, biotic) on a
human population.
S2C3-PO3:
Compare the development of Empires (e.g. Incan, Spanish, Spanish Armada,
Aztecs, conquistador) throughout the world.
S4C5-PO5:
Analyze how humans impact the diversity and productivity of ecosystems (e.g.
invading non-native plants and animals).

Objectives:
Students Will Be Able To:
1. Recall the factors that prompted European exploration for each country.
2. Identify the notable explorers from each country and summarize what made
them a notable explorer worth studying.

3. Compare the views and interactions of different explorers and leaders at the
time of first contact with indigenous people.
4. Compare how different European countries interacted with the indigenous
groups they made contact with.
5. Organize a set of journal entries from different perspectives of different groups
of people during this time.
6. Illustrate the patterns of trade that resulted after colonization, including
natural resources, products, and slaves.
7. Infer how the current patterns of trade for goods will have an effect on the
new global economy.
8. Identify the positives and negatives that resulted from exploration for
European nations and indigenous groups in Africa and the Americas
9. Argue which country came out as the world power after exploration and
colonization and decide if the ends justified the means with European
exploration.
10.
Analyze the factors that went into, and the results of European
exploration into the Americas and Africa.

STAGE II ASSESSMENTS
Formative Assessments:
Quizzes- Over the two week unit there will be one quiz which will act as a check for
understanding for the first half of the material covering in the unit. This quiz will
consist of multiple choice questions, key term I.D.s (Who, What, When, Where,
Why), as well as an extended response question. For the entire quiz the students will
have 30 minutes to complete.
Writing Assignments- Before every class students are required to submit a writing
piece as an entrance ticket into the class. This could also carry over into some form
of bell work, but the general purpose will be a way for the teacher to make sure the
students have at least skimmed the readings and are beginning to think critically
about the content they are studying. These writing prompts will simulate the types
of questions and historical I.D.s they will see on the quiz and unit exam. These will
take place every day until the unit exam, covering all the objectives, eventually
forcing the students to think about how it all relates to the essential question.
Discussions- Part of the students participation grade for the course will be their
input tin class discussions. This will include but isnt limited to: peer to peer sharing,
small group collaboration, or whole class debates and discussions. This will hit all the
objectives and as the teacher I want them to begin to be able to have informed
discussions and learn the material form one another, not just form text,
assignments, or lectures. This will allow for exchange of ideas and perspectives as
the topic for European exploration and all the effects in the aftermath can be a
polarizing topic.
Achievement Test Description:
The unit exam will consist of three parts and the students will have the entire class
period to finish the exam. The exam will hit all the objectives, as well as cover all the
standards outlined for the unit. The parts will include 1. Multiple choice, 2. Historical
I.D.s, and 3. Short answer responses. All parts are weighted equal in the overall
score of the exam. (All Objectives) Additionally, there will be a short Quiz in the
middle of the Unit. Consisting of a short multiple choice section, and short answer. A
DBQ will be given at the same time, and be included in the Quiz, but will be started
in class and finished as homework.
Part One:
The Multiple choice section of the exam will consist of 35-40 questions with answer
choices A, B, C, and D. They will vary in difficulty with the majority falling in the
medium difficulty category. These questions will be pulled from various sources,
however considering this is how state assessments are administered and are the
straight facts needed to be known as described by the state standards, I will pull
questions from various state tests made available for teachers to see. This
information wont be told to students, however they will also begin to get used to
what standardized testing questions will look like if the state Im teaching in tests
the social studies. In the small amount of questions Im allotting for the test I will
cover all 10 objectives as well as all the standards for this unit.
Part Two:

Historical I.D.s is a short paragraph that combines a students ability to recall

information and analyze why it is important and worth studying. Students will have a
list of vocabulary terms (roughly ten) and they will be responsible for writing a short
paragraph containing the following: Who, What, When, Where, and Why. The must
describe all of this to the best they can recall, with emphasis on the Why. They will
have to respond to around three. The number of this can be flexible, based on if I
want more or less multiple choice and the amount of time I have for the class
period.
Part Three:
For the short response they will be given a list of questions, with which they can pick
one, and must write about two paragraphs worth in response. Points for this part will
be given strictly for facts and supporting arguments. While mechanics and flow of
the paragraphs is important, if I can make out what they are trying to say, they will
earn full points for answering the question correctly.
Performance (Authentic) Assessment Description:
For the performance assessment, I will have the students complete a series of
journal entries from the perspective of a European Explorer from a country of their
choice. They will need to have 5 journals and must be their thoughts and responses
to putting themselves in the shoes of the Europeans discovering the west and
watching the progression of events that occur after. (All Objectives)
Journal Entry #1
The first prompt I will have the students answer will be: As we begin the unit
on European Exploration, put yourself in the place of a crew member on one of
these countries exploration teams. Write two paragraphs discussing your feeling of
traveling into the unknown, and write about the conditions of the journey, and finish
with your first feelings upon seeing land. They will complete and turn in for me to
check, just to make sure it is completed, but I wont collect it.
Journal Entry #2
The second part of their journal will again be a two paragraph response as
follows: Using the country you picked to be a part of in the first entry, and using the
notes/lectures/book decide where you first make land. Talk about what you see,
animals, plants, weather, etc. Next go in depth on interactions with Natives. Talk
about what you see, what your opinions are, and what the opinions of your other
crew members may have. Explore different perspectives and cover multiple. They
will complete and turn in for me to check, just to make sure it is completed, but I
wont collect it.
Journal Entry #3
The next part of their journal will begin to focus on the economics of
exploration. The prompt with which they will respond goes as follows: In this
journal, write down what relations with Natives are like after some months have
passed. Depending on where you have landed, what things are you starting to do in
this area. In other words, your home country has financed an expedition, now how
do they make their money back from the land you now occupy in its name? Using
notes/lectures/books/maps outline what trade will grow from your new settlement.
They will complete and turn in for me to check, just to make sure it is completed, but
I wont collect it.

Journal Entry #4
Now begins the process of conquest. In this entry I want the students to begin
to think about the long term effects on the globe colonization and conquests have
on the world and the irreversible consequences, both positive and negative, that
came as a result. This journals prompt: Now with your new growing trade economy,
how do you make it grow? Who do you go to in order to learn what grows and what
can be produced from this land? How have relations gone with the Natives? How is
the Native population doing since your expedition has arrived? How has your trade
business progressed? They will complete and turn in for me to check, just to make
sure it is completed, but I wont collect it.
Journal Entry #5
For their final entry, they will respond to this prompt: After many years, you
are finally returning home to Europe. Write your final thoughts about how the land
you settled in has grown and what state you leave it in, making note of what the
Native population is doing at this time. Using notes/lecture/book write your reaction
to coming home to Europe and experiencing the new global economy that came as
a result. At this point, I will collect the entire journal, and full points can only be
earned it each entry is submitted on time.

STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Historical
Topic(s)

Unit
Objective(s)

Activities

Assessments

Day 1

Hook,
Explorers,
3 Gs,
Technologie
s,
Portugal
Early
Exchanges
(Columbian
Exchange),
Slave Trade,
Equiano
Autobiograp
hy Excerpts
Colonization
,
Native
Americans,
Native
Empires,
Native
Empires,
European
Conquests
(Spanish)
Quiz and
DBQ
Human
Migration,
Colombian
Exchange,
Triangular
Trade
Columbian
Exchange
and
Triangular
Trade,
Ramificatio
ns of
European
Expansion

1,2,5

Columbus Video.
Lecture
Introduction to Unit
long project:
Explorer Journal

2,3,4,5,8

Lecture
Journal Entry #2
Jigsaw excerpts
from Equianos
autobiography
Exit ticket

Participation in
lecture/Explore
rs Worksheet
Starting
Journal Entry
#1
Participation
Journal #1
Checked

3,4,6,7,8,10

Lecture

Day 2

Day 3

Day 4

Day 5
Day 6

Day 7

Participation
Journal #2
Checked

3,4,5,6,7,8,10 Lecture
Introduction to DBQ
prompt
Journal Entry #3

Participation

1,2,3,4,6,7,8

Quiz followed by
start of Unit DBQ
Lecture
Trade map/chart
showing what goods
are traded where
Journal Entry #4

Quiz

Lecture
Journal Entry #5

Participation
Journal #4
Checked

3,4,5,6,7

5,6,7,8,9,10

Participation
Journal Entry
#3 Checked

Day 8

Essential
Question

1-10

Socratic Seminar
Journals

Day 9

Review

1-10

Review Day
DBQ Due

Day 10

Exam

1-10

Exam Day

Participation in
Socratic
Seminar,
Students turn
in completed
Journal
Participation in
Review
Jeopardy Game
Unit Exam

Catalog of Lessons:
Day 1
Lesson title: Unit Hook/Introduction to European Exploration
Unit objectives: 1, 2, 5
Activities:
Start day with attendance
Bell work (5 min) will be for them to think about who discovered America.
Meanwhile I will go around classroom checking responses. Most common I
think I will find are Columbus and Erikson.
o Use video from History.com to get them to think about who really
discovered the New World. Allow them to amend their bell work answer
and give answer. Will let student share thoughts and opinions.
Begin PowerPoint Lecture
o Why European Exploration occurred: the three Gs
Gold (Trade, goods, wealth)
Glory (Expansion, colonization, conquest)
God (Spread Christianity)
o Explorers and what country they are from (Pass out worksheet to help
students keep explorers straight)
Henry the Navigator
Columbus
Vasco de Gamma
Bartolomeu Dias
Ferdinand Magellan
Amerigo Vespucci
John Cabot
Henry Hudson
o Technologies used to navigate uncharted seas
Astrolabe
Caravel
Compass
Finish Class with introduction to Unit Assignment: Explorer Journal. They will
have some class time to start and ask questions.

o Prompt: As we begin the unit on European Exploration, put yourself in

the place of a crew member on one of these countries exploration
teams. Write two paragraphs discussing your feeling of traveling into the
unknown, and write about the conditions of the journey, and finish with
your first feelings upon seeing land.
Assessment:
Bell work will be collected at the end of class. Looking for active participation from
students during bell work and lecture PowerPoint.
Day 2
Lesson title: New Global Trade
Unit objectives: 2, 3, 4, 5, 8
Activities:
Check Journal #1
Lecture regarding trade, specifically, the slave trade and colonies in Africa and
moving into the early Colombian Exchange
o Display map showing all the things that traveled back and forth across
the Atlantic Ocean.
o What can you say about the types of good coming from the New World
and Europe?
o IN order to produce goods for all of Europe and Asia to enjoy, what size
work force was needed?
o Goods were fairly cheap. What ways can a country/business make their
goods as cheap as possible?
o How did they learn the best ways to produce, and who would supply the
cheapest labor?
o This is what drives growth in the New World: Slaves
o Transition to student based learning activity, where they will be
Jigsawing a first-hand account of what the Slave Trade was like.
Class will break into groups and be given sections of The Life of Olaudah
Equiano
o Class will Jigsaw section given to them
Section taken from webpage: http://www.gradesaver.com/theinteresting-narrative-of-the-life-of-olaudah-equiano/studyguide/quotes
Print out pages for groups
o Write down thoughts and reactions
First reading silently and writing down anything that they think of,
questions, feelings, things they deem important. Anything at all,
but this part is silent.
Next they will discuss with their group member what they read.
Trying to summarize in their own words, capture general reactions
and thoughts, and write them down.
Next, they must decide which member of the group will read the
passage aloud for the class, which member will summarize it, and
which member will discuss the reactions of the group, and which

member will call on other students to comment with their own

thoughts and questions for this groups passage.
The entire time during this activity, I will be monitoring
participation and the discussions of the groups, making sure
everything is appropriate and productive. The sheet will be
collected at the end as an exit ticket
o Once every group has finished their section, exit ticket will be to write a
paragraph reaction to the entire selection of pieces we looked at from
the book.
Journal #2 Assigned: Using the country you picked to be a part of in the first
entry, and using the notes/lectures/book decide where you first make land.
Talk about what you see, animals, plants, weather, etc. Next go in depth on
interactions with Natives. Talk about what you see, what your opinions are,
and what the opinions of your other crew members may have. Explore
different perspectives and cover multiple.
Exit ticket collected

Assessment:
Check off students that have completed the first journal entry. Looking for
participation in lecture and group work. Exit ticket is thoughtfully completed and
turned in by the end of class.
Day 3
Lesson title: Natives and the Colonization of Native lands.
Unit objectives: 3, 4, 6, 7, 8, 10
Activities:
Lecture Day
o Native American Groups
Specifically ones located in Mesoamerica and South America
Inca
Aztec
Assessment:
Participation during lecture and Journal #2 check
Day 4
Lesson title: European Conquests/Conquistadors
Unit objectives: 3, 4, 5, 6, 7, 8, 10
Activities:
Lecture
o Fall of Native Empires
o Hernan Cortez
o Francisco Pizarro
Introduction to DBQ
Journal #3 Assigned

Remind of Quiz next class period

Assessment:
Participation in lecture discussions.
Day 5
Lesson title: Quiz and DBQ
Unit objectives: 1, 2, 3, 4, 6, 7, 8
Activities:
They will first be given the quiz and allowed half the class period to complete
it.
With the second half of class they will be given the DBQ, which factors into
their Quiz score.
o With the time in class, students are expected to ask questions of me,
and upon full time, have at least an outline finished.
Assessment:
Achievement Quiz. DBQ outline will be checked.
Day 6
Lesson title: Migration and Triangular Trade
Unit objectives: 3, 4, 5, 6, 7
Activities:
Lecture
Trade Map
Journal #3 checked
Journal #4 assigned
Assessment:
Participation, Journal #3
Day 7
Lesson title: New World; New Global Economy
Unit objectives: 5, 6, 7, 8, 9, 10
Activities:
Journal #4 checked
Lecture
Journal #5 assigned
Assessment:
Participation and Journal #4 checked

Day 8
Lesson title: Essential Question Socratic Seminar
Unit objectives: 1-10
Activities:
Turn in completed Explorers Journal #1-5
Socratic Seminar that will look to answer the Essential Question:
o Did the ends justify the means in European exploration?
Student will break into two groups
o The Speakers
Will be arguing the question and trying to find a group consensus
o The Scribes/Discussion guides
Actively listening and making notes of facts stated to support
arguments, and any other thoughts they may have while listening
to the discussion.
If discussion starts to get off topic, or die, interject a question or a
thought for the speakers to consider. Must not give any opinions.
Half of the time will be given to each group, there will be a timer on the
projector screen in the class so they know.
At the end we will get together as a class and discuss the seminar and set up
a human continuum.
Students will line up against the wall deciding if they agree or disagree with
the ends justified the means statement. Have open discussion with students
stuck in middle.
o Last minute of class, make students in middle pick one side or the other.
Important with this activity is I let the students run the day, only interjecting if
absolutely necessary
o Students off task or inappropriate.
Assessment:
Collection of the Unit Project: Explorer Journal and graded participation in the
Socratic Seminar.
Day 9
Lesson title: Unit catch up day/Unit Review
Unit objectives: 1-10
Activities:
Finish any lectures still needed to be completed
Ask if there are any questions from the students
Play review jeopardy
Assessment:
Participation, DBQ Due.
Day 10

Lesson title: Unit Exam

Unit objectives: 1-10
Activities:
Exam will take whole time.
Assessment:
Unit Exam

CITATIONS
Ask HISTORY: Did Columbus Really Discover America? Video. (n.d.). Retrieved December 10, 2015,
from http://www.history.com/topics/exploration/christopher-columbus/videos/ask-history--did-columbusreally-discover-america

The Life of Olaudah Equiano Quotes and Analysis. (n.d.). Retrieved December 10, 2015, from
http://www.gradesaver.com/the-interesting-narrative-of-the-life-of-olaudah-equiano/study-guide/quotes

The Columbian Exchange 9th - 12th Grade Worksheet. (n.d.). Retrieved December 10, 2015, from
http://www.lessonplanet.com/teachers/the-columbian-exchange-9th-12th

Today in Social Sciences... (n.d.). Retrieved December 10, 2015, from

http://todayinsocialsciences.blogspot.com/2012/10/some-interactive-maps-about-triangular.html

Equiano, O. (1999). The Life of Olauda Equiano (p. 58). London: Dover Publications.

O'Connor, K. (n.d.). Kevin O'Connor - Age of Exploration DBQ. Retrieved November 24, 2015, from
http://www.pearlriver.org/education/components/scrapbook/default.php?sectiondetailid=5943

The Columbian Exchange. (n.d.). Retrieved November 24, 2015, from

https://ows.edb.utexas.edu/site/christopher-columbus/columbian-exchange

ATTACHMENTS
Day 1:
Link to America Discovery Video:
http://www.history.com/topics/exploration/christopher-columbus/videos/ask-history-did-columbus-really-discover-america
European Explorers Worksheet
Portuguese
Explorers

Spanish

English

French

Goal of
Travels

Religious
Affiliation

Primary
Areas of
Exploratio
n

General
Impressio
n of
Discovere
d Lands

Interactio
n with
Natives

Journal Entry Assignment Prompts:

Journal #1 DUE: ________________
As we begin the unit on European Exploration, put yourself in the place of a crew
member on one of these countries exploration teams. Write two paragraphs
discussing your feeling of traveling into the unknown, and write about the conditions
of the journey, and finish with your first feelings upon seeing land.
Journal #2 DUE: ________________
Using the country you picked to be a part of in the first entry, and using the
notes/lectures/book decide where you first make land. Talk about what you see,
animals, plants, weather, etc. Next go in depth on interactions with Natives. Talk
about what you see, what your opinions are, and what the opinions of your other
crew members may have. Explore different perspectives and cover multiple.
Journal #3 DUE: ________________
In this journal, write down what relations with Natives are like after some months
have passed. Depending on where you have landed, what things are you starting to
do in this area. In other words, your home country has financed an expedition, now
how do they make their money back from the land you now occupy in its name?
Using notes/lectures/books/maps outline what trade will grow from your new
settlement.
Journal #4 DUE: ________________
Now with your new growing trade economy, how do you make it grow? Who do you
go to in order to learn what grows and what can be produced from this land? How
have relations gone with the Natives? How is the Native population doing since your
expedition has arrived? How has your trade business progressed?
Journal #5 DUE: ________________
After many years, you are finally returning home to Europe. Write your final
thoughts about how the land you settled in has grown and what state you leave it
in, making note of what the Native population is doing at this time. Using
notes/lecture/book write your reaction to coming home to Europe and experiencing
the new global economy that came as a result.
Day 2:
Website link to passages from: The Life Olaudah Equiano is:
http://www.gradesaver.com/the-interesting-narrative-of-the-life-of-olaudahequiano/study-guide/quotes

Day 5:

Quiz:

AGE OF EXPLORATION Quiz

DO NOT WRITE
ON QUIZ

MATCHING. Select the answer that best completes the sentences or answers the
questions below. Write
the letter of your answer in the space provided on the answer sheet. USE
CAPITAL
LETTERS ONLY FOR YOUR ANSWERS.
1. What area in Europe controlled the
spice trade routes over land?
A.
B.
C.
D.

Cities
Cities
Cities
Cities

in
in
in
in

Spain
Italy
Portugal
India

2. All of the following were new

inventions
explorers used to discover new trade
routes
except:
A.
B.
C.
D.

Compass
Rutter (Log Book)
Caravel
Astrolabe

3. All of the following were reasons

navigators went exploring except:
A.
B.
C.
D.

Wealth
Fame
Overcrowding
Spread religion

4. Who helped launch the Age of

Exploration by
opening a navigation school?
A. Bartholomeu Diaz

B. Christopher Columbus
C. Amerigo Vespucci
D. Prince Henry
5. What Portuguese captain was the first
to reach the
Cape of Good Hope (southern tip of
Africa)?
A.
B.
C.
D.

Bartholomeu Diaz
Christopher Columbus
Amerigo Vespucci
Prince Henry

6. Vasco Da Gama loaded up cinnamon

and spices
from what country?
A.
B.
C.
D.

South Africa
Portugal
Spain
India

7. Whose plan was it to find a new route to

the Spice
Islands in the east by sailing west?
A.
B.
C.
D.

Bartholomeu Diaz
Christopher Columbus
Amerigo Vespucci
Ferdinand Magellan

8. The Treaty of Tordesillas and the Papal

Line of
Demarcation divided the New World
between
which two nations?
A.
B.
C.
D.

Italy and Portugal

Spain and India
Portugal and Spain
Italy and India

13. Who was the Dutch explorer who

found a bay
and a river (both named after him)?
A.
B.
C.
D.

John Cabot
Henry Hudson
Amerigo Vespucci
Prince Henry

9. Brazil was a colony of what country?

A.
B.
C.
D.

India
Portugal
Spain
South America

10. Columbus died believing he had found

what?
A.
B.
C.
D.

India
Philippines
Portugal
South America

11. Columbus sailed from (country)

, but
he was from
(country).
A.
B.
C.
D.

Italy, Portugal
Italy, Spain
Spain, Portugal
Spain, Italy

12. Who led the first expedition to

circumnavigate the
globe?
A.
B.
C.
D.

John Cabot
Henry Hudson
Samuel de Champlain
Ferdinand Magellan

14. Besides mistreatment by the Spanish,

what killed
nine out of ten Native Americans?
A.
B.
C.
D.

Black Death
Rubella
Smallpox
Chicken pox

15. Francisco Pizarro conquered what

South
American nation?
A.
B.
C.
D.

Aztec
Inca
Navajo
Cabeza de Vaca

16. All of the following countries searched

for the
Northwest Passage except:
A.
B.
C.
D.

England
France
Netherlands
Italy

FILL IN THE BLANK. Use the words listed below to complete the following
sentences. Write the letter
of the best word (s) in the correct space on the answer
sheet. Each word is used only
once.
A. tacking

B. astrolabe

17. The Spanish

land.

C. Arabic

D. Heranado Cortes

E. conquistadors

were lured to the new world by promises of wealth and

18. Explorers were able to determine their latitude by using the

determine location in relation to stars.
19. By using a zigzag pattern known as
triangle sails to sail into the wind.

to

, sailors were able to use the

numerals during the Middle Ages allowed

20. The shift from Roman to

astronomers and scientists

to do more complex math.
21. Arriving in Mexico,
base for exploration.

conquered the Aztecs and built Mexico City as a

A. Francisco Pizarro B. scurvy

E. Northwest Passage

C. Treaty of Tordesillas

22. England, France, and the Netherlands searched for the

D. Middle Passage

as a route

from Europe to India.

23. Spain and Portugal signed the
the new world.
24. Many sailors suffered from
on ships.

in 1494, dividing claims of territory in

due to the lack of vitamin C available

25. About 20% of slaves died due to the harsh conditions of the
which was the second part of the
Atlantic Slave Trade.
26. Arriving in South America,
send a tremendous amount of
gold back to Spain.

went on to conquer the Incas and

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MATCHING. Select the description in column B that best describes the word in column A. Write the
letter
of your answer in the space provided on your answer sheet. Use capital letters only!

27. Christopher Columbus

A. Claimed Newfoundland and New England

for England
28. Vasco da Gama
the globe

B. His crew was the first to circumnavigate

29. Bartholomeu Dais

C. Sailed for both England and the
Netherlands claimed New Amsterdam
30. Amerigo Vespucci
Africa

D. First to reach India by sailing around

31. Prince Henry

them to be new continents

E. Mapped North and South America, declaring

32. Ferdinand Magellan

Good Hope

F. Sailed from Portugal around Africa to the Cape of

33. Henry Hudson

West Indies

G. Tried to reach East by sailing West. Discovered

34. John Cabot

sailing to India to bring back

H. Started a navigation school in the hope of

spices and avoid having to pay Italy

SHORT ANSWER.
to answer the following

On a separate piece of paper, use complete sentences

questions. Be sure to indicate which question you are

answering.
Credit will not be given if you fail to use complete
sentences for your answers.
Describe the impact of European exploration on the native population in the
Americas.

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DBQ:
Mini-DBQ: European Exploration
Introduction:
This DBQ would appear at the end of the Unit, either as the exam or possibly and extra
credit paper. This DBQ would be presented to high school World History students, presumably
9th grade. This DBQ is to wrap up all the standards and objectives the students have met, and
have the students apply that to their knowledge gained into a paper linking all these pieces and
putting them in historical context. The documents chosen and the timing of when I would
administer this DBQ are to help with this. They will take all the facts learned and apply them to
these primary sources and accounts of what aspects of European exploration was like. This DBQ
would be a simple 4 paragraph essay, where the students need to simply compare and contrast
the views on European Exploration from various sources provided. While DBQs are typically a
tougher assessment, I added some hints and reminders to set them in the right direction, and
make the entire paper not a daunting. Also including a small rubric to help guide their
brainstorming.
Instructions:
Using the documents (1-4), prior knowledge, or anything you can infer to answer the following
question: While considering what the documents tell you, compare and contrast the
positives and negatives of European Exploration. Then explain why or why not colonization
and conquests were necessary in the whole picture of the unit. Be sure to not use any
personal pronouns in your explanation, and find ways to connect each individual action to the
grand scheme of the content of this unit. Good Luck!

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You will be graded on the following:

Five paragraphs (Intro, Body [3], and Conclusion) 5 points

Clear thesis statement that sets up the paper 20 points
Referencing ALL the documents provided 15 Points
Content, both from documents and content covered in this unit 40 points
Paper answers all parts of the prompt 20 points

Document #1
The following excerpt is from Columbuss daily log which contains his impressions of the Native
Americans and his attitudes toward them.
October 13, 1492
I cannot get over the fact of how docile these people are. They have so little to give but will
give it all for whatever we give them, if only broken pieces of glass and crockery. One seaman
gave three Portuguese ceitis (not even worth a penny) for 25 pounds of spun cotton. I probably
should have forbidden this exchange, but I wanted to take the cotton to Your Highnesses, and it
seems to be in abundance. I think the cotton is grown on San Salvador. Also, the gold they
were hanging in their noses comes from here, but in order not to lose time I want to go to see if
I can find the Island of Japan.

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Document #2
Excerpt from the Short Report of the Destruction of the Indies by: Bartolome de Las Casas, a
Spanish Explorer.
God has made the Indians without meanness or treachery. They are humble, patient, peaceful,
and calm, without hate and the desire for revenge.
They are likewise the most delicate people. Less than any other can they bear fatigue, and very
easily die of illness. Not even the sons and daughters of our princes and nobles, brought up in
royal and gentle life, are more delicate than they.
They are clean and unspoiled, most prompt to accept the Catholic faith. They quickly embrace
virtuous customs.
Among these gentle sheep (Native Americans), the Spaniards enter like wolves, tigers, and lions
which have been starved for many days. And for forty years the Spaniards have done nothing
else than destroy them with new and diverse kinds of cruelty. Whereas there were more than
three million souls on the island of Hispaniola, there are today not two hundred of the native
population left.
Document #3
Map of the Columbian Exchange.

24

Document #4
The following is a passage from the autobiography, titled: The Life of Olaudah Equiano by
Olaudah Equiano. The passage refers to the authors experience on a slave ship.
This produced copious perspirations, so that the air soon became unfit for respiration, from a
variety of loathsome smells, and brought on a sickness among the slaves, of which many died,
thus falling victims to the improvident avarice, as I may call it, of their purchasers. This wretched
situation was again aggravated by the galling of the chains, now become insupportable; and the
filth of the necessary tubs, into which the children often fell, and were almost suffocated. The
shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost
inconceivable. Page. 58
Day 6:

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