On Wednesday students will receive a study guide and on Friday students will play the much anticipated Jeopardy review game admistered by Mr. Trebekalin. The test will be Friday 1/15/10.
Chapter 7 Study Guide
Test on 1/15/10
Terms to know: Scientific Method***, Columbian Exchange, Triangular Trade, Subsidies, and Mercantilism**
Know what Natural Philosophers believed
Know what is referred to by a geocentric universe
Know Kepler and Copernicus role in the heliocentric universe
Know some of the basic works of Sir Isaac Newton**
Know some of the main beliefs of Rene Descartes
Know what colonies were used for by Europe***
Know the Treaty of Tordesillas
Know the Triangular** trade and the Middle Passage**
Know what the main asset of Spain in the Americas
Know why Phillip II lost the Netherlands
Know what Francis Bacon argued
Know what the Colombian Exchange resulted in
Know what Amerigo Vespucci and Columbus disagreed on
Know how the Portuguese established early advantages
Know if some African tribes participated in the slave trade
Know how Spain defeated the Aztecs even though outnumbered
Know if Phillip the II ruled as an “absolute monarch”
Know how the Dutch interacted with Japan
Know the role the compass and the astrolabe played in navigation
Know what country Bartolemeu Dias and Vasco de Gama from
Know that Portugal was once controlled by Spain
Know with what instrument Galileo proved Copernicus correct
Know which famous tribe Hernado Cortes defeated
Know what the Dutch East India Company to make it important
Know what Columbus true navigational intention
Know how countries could develop exports for other countries
Friday, January 15, 2010
1/14 & 1/15 2010 (Competition between the Spanish and Dutch Empires
By the end of the today students will understand the differences between the Spanish and Dutch in the methods they used to extend power abroad. Students will also be able to draw conclusions as to why the Dutch were able to have such successful "two way win" relationships with some of their colonies while Spanish Empire would attempt to dominate their colonial possessions. Finally, students will be able to draw conclusions as to which style was more successful. Students will answer the questions found on page 208 while they read.
1/11/10 (Discovery Education Video)
Today we will be taking notes and answering "as you watch" questions on the Triangle Trade including an investigation of what made up the middle passage and the revolt of the African Slaves and theie triumph in U.S. Supreme court on the Amistad. The reasons for the demand of African slave labor in the New World was addressed on Friday.
Friday, January 8, 2010
12/8/10 Socratic Circle (Colombus letter to Spanish Treasurer)
IntroductionAfter sailing across the Atlantic Ocean, Christopher Columbus spent the fall of 1492 exploring a number of the islands of the West Indies. He reported his impressions of the land and people in a February 1493 letter to the secretary of the Spanish treasury. The passages that follow relate Columbus’s experiences and impressions as he met peoples, such as the Taino, who were previously unknown to him. _____________________ Sir,—Believing that you will take pleasure in hearing of the great success which our Lord has granted me in my voyage, I write you this letter, whereby you will learn how in thirty-seven days’ time I reached the Indies with the fleet which the . . . King and Queen . . . gave to me, where I found very many islands thickly peopled, of all which I took possession without resistance for their Highnesses by proclamation [declaration] made and with the royal standard unfurled. . . . When I reached Juana [Cuba], I followed its coast to the westward, and found it so large that I thought it must be the mainland, —the province of Cathay [China]; and, as I found neither towns nor villages on the sea–coast, but only a few hamlets [small villages], with the inhabitants of which I could not hold a conversation because they all immediately fled, I kept on the same route, thinking that I could not fail to light upon some large cities and towns. At length . . . I . . . returned to a certain harbour which I had remarked, and from which I sent two men ashore to ascertain [learn] whether there was any king or large cities in that part. They journeyed for three days and found countless small hamlets with numberless inhabitants, but with nothing like order; they therefore returned. In the meantime I had learned from some other Indians whom I had seized, that this land was certainly an island. . . . The lands are high and there are many very lofty mountains. . . . [The islands] are all most beautiful, of a thousand different shapes, accessible, and covered with trees of a thousands kinds of such great height that they seemed to reach the skies. The nightingale was singing as well as other birds of a thousand different kinds; and that, in November. . . . There are palm–trees of six or eight kinds, wonderful in their beautiful variety; but this is the case with all the other trees and fruits and grasses; trees, plants, or fruits filled us with admiration. It contains extraordinary pine groves, and very extensive plains. There is also honey, a great variety of birds, and many different kinds of fruits. In the interior there are many mines of metals and a population innumerable. . . . The inhabitants of this and of all the other islands I have found or gained intelligence of, both men and women, go as naked as they were born. . . . They have neither iron, nor steel, nor arms, nor are they competent [able] to use them, not that they are not well–formed and of handsome stature [build], but because they are timid to a surprising degree. On my reaching the Indies, I took by force, in the first island that I discovered, some of these natives that they might learn our language and give me information in regard to what existed in these parts; and it so happened that they soon understood us and we them, either by words or signs, and they have been very serviceable to us. They are still with me, and, from repeated conversations that I have had with them, I find that they still believe that I come from heaven. And they were the first to say this wherever I went, and the others ran from house to house and to the neighbouring villages, crying with a loud voice: "Come, come, and see the people from heaven!" And thus they all, men as well as women, after their minds were at rest about us, came, both large and small, and brought us something to eat and drink, which they gave us with extraordinary kindness. They assure me that there is another island larger than [Hispaniola] in which the inhabitants have no hair. It is extremely rich in gold; and I bring with me Indians taken from these different islands, who will testify to all these things. Finally, . . . their Highnesses may see that I shall give them all the gold they require, if they will give me but a little assistance; spices also, and cotton, as much as their Highnesses shall command to be shipped; and mastic [a tree used to make varnish], . . . slaves, as many of these idolators [non-Christians] as their Highnesses shall command to be shipped. I think also I have found rhubarb and cinnamon, and I shall find a thousand other valuable things.
(12-07-10) The Explorers: Portugal and Spain
Students will become familiar with significant "discoveries" and accomplishments of some of the major European Exploration and explorers. We will complete a note taking chart to help the students identify the timeline of the "discovery" of the Western Hemisphere.
Wednesday, January 6, 2010
1/05/10
We will be watching two videos from Discovery Education on The Scientific Revolution and then Sir Issac Newton. After completing the video's and engaging in a Socratic Circle on the amazing 18 months of Newtons life in which he formulated some of the greatest accomplishments in human history.
Finally, we will be answering questions 1 and 2 from the textbook, p. 195
Finally, we will be answering questions 1 and 2 from the textbook, p. 195
Monday, January 4, 2010
Day 2 of 2 (Historical Poster Project)
Using the last day before Winter Break and the first day back students will pick anything they learned in World History this year and make a poster. There is a considerable amount of latitude for this project in order to tap the students creativity. Posters are due at the end of the hour 1/4/10.
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