Why is most of this world map covered up? Your child should be able to tell you. The history I'll be teaching isn't about memorizing names and dates-instead, its about understanding causes and consequences. One of the challenges for students is that the material they are expected to learn isn't organized in a textbook.
The old vocabulary words important for understanding these causes are Africa, Europe, Asia, Mediterranean Sea, Atlantic Ocean, and Iberian Peninsula. The new vocabulary words are impact, exploration, regions, Spain, Portugal, Prince Henry the Navigator, navigation, boats/ships, colonization, land, wealth, natural resources, market, goods, gold/silver, spices, slavery, trade, trade routes, religion, missionaries, Christianity, competition and honor. That's a lot of vocab., especially when the goal is not to memorize definitions, but to understand relationships between vocabulary words.
We started this unit by looking at why and how Europeans explored. Your child should be able to tell you why boats/ships (instead of other methods) were used by Europeans for exploration, which requires them to understand where the continents are, the basic shape of Europe, how much technology has changed in the past 600 years, and the advantages and disadvantages of different kinds of transportation. Today we
1. drew a map, or wrote sentences describing, what Europeans knew about the world in 1400,
2. talked about how people make money by buying and selling things,
3. looked at different trade routes from Europe to Asia,
4. began looking at how Prince Henry wanted to find a route to Asia from the
Iberian Peninsula.
On Monday we'll
1. Review Europeans' knowledge of the world in 1400,
2. Review the reason boats/ships were used by Europeans,
3. Review how people can make money buying and selling things, introducing the words
goods and market,
4. Introduce the goods Europeans wanted to get and sell, such as spices,
5. See if the students can figure out why a country would want to colonize another
region,
6. Continue looking at Prince Henry's specific contributions, working on the concept
of navigation and and what exactly
Europeans hoped to get from Asia.
7. Begin predicting the impact of exploration on relationships between European
countries.
There's a lot to learn, and I'm looking forward to it.
The old vocabulary words important for understanding these causes are Africa, Europe, Asia, Mediterranean Sea, Atlantic Ocean, and Iberian Peninsula. The new vocabulary words are impact, exploration, regions, Spain, Portugal, Prince Henry the Navigator, navigation, boats/ships, colonization, land, wealth, natural resources, market, goods, gold/silver, spices, slavery, trade, trade routes, religion, missionaries, Christianity, competition and honor. That's a lot of vocab., especially when the goal is not to memorize definitions, but to understand relationships between vocabulary words.
We started this unit by looking at why and how Europeans explored. Your child should be able to tell you why boats/ships (instead of other methods) were used by Europeans for exploration, which requires them to understand where the continents are, the basic shape of Europe, how much technology has changed in the past 600 years, and the advantages and disadvantages of different kinds of transportation. Today we
1. drew a map, or wrote sentences describing, what Europeans knew about the world in 1400,
2. talked about how people make money by buying and selling things,
3. looked at different trade routes from Europe to Asia,
4. began looking at how Prince Henry wanted to find a route to Asia from the
Iberian Peninsula.
On Monday we'll
1. Review Europeans' knowledge of the world in 1400,
2. Review the reason boats/ships were used by Europeans,
3. Review how people can make money buying and selling things, introducing the words
goods and market,
4. Introduce the goods Europeans wanted to get and sell, such as spices,
5. See if the students can figure out why a country would want to colonize another
region,
6. Continue looking at Prince Henry's specific contributions, working on the concept
of navigation and and what exactly
Europeans hoped to get from Asia.
7. Begin predicting the impact of exploration on relationships between European
countries.
There's a lot to learn, and I'm looking forward to it.
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