BRIDGIT DECARLO Date: December 1, 2011 Title: How did exploration begin?

Length: 55 minutes Unit: 5 Changing World Systems Course: World History Grade: Juniors

CONSIDERING THE CONTEXT: Purpose: The major purpose is for the students to visualize and experience the impacts, importance and turning point of exploration: basic foods were not available in certain areas until after 1492 (Columbian Exchange teaser). Also, students will recognize the importance Ferdinand and Isabella, and the Catholic Church had to the beginning of exploration. They will also be able to connect Ferdinand and Isabellas actions of using religion to gain power to the Machiavellian ideals we discussed in the first half of the unit. Lesson in Unit Context: This lesson falls right after a midway quiz. This lesson marks the second half of a HUGE unit on the global emergence of Europe. Students just learned about the external factors (Ming Dynastys retreat, Ottoman Empires eastern attacks, etc.) influence, and the European internal factors (Renaissance and Reformation) influences and importances on Europes increasing global presence. This lesson kicks off explorations important influence on Europes increasing global presence. The unit will continue with Europes edge on exploration, European exploration compared to Chinese exploration, Jared Diamonds argument (movie) on Europes domination, Columbian Exchanges impact on the global economy and turning point for Europe, Slave trade and its impact on Europes economy successes, and finally the Great Divergence debate. Objections: students will be able to Recognize the importance Ferdinand and Isabella, and the Catholic Church had to the beginning of exploration Visualize and experience the impacts, importance, and turning point of exploration: basic foods were not available in certain areas until after 1492 Read and analyzed the Buddha and Jesus article by Strayer Connect Ferdinand and Isabellas actions of using religion to gain power to the Machiavellian ideals we discussed in the first half of the unit. CONSIDERING THE LEARNER: Prior knowledge: students have background knowledge on the external and internal factors influence (detailed above) on Europes increasing global presence, specifically for this lesson, Machiavellian ideals about power and leadership, the Catholic Churchs authoritative role in government, and Henry VIIIs connection with Spain (Catherine of Aragon). Misconceptions: that tomatoes were always apart of the Italian cuisine forever, and that Columbus thought the world was flat and was exploring for that reason only. Exceptionalities: I have an ELL student in this class, to which I give the lecture notes before class. This also includes the link to the video we watch so that he can watch it at home on his own if he does not catch everything the first time. CONSIDERING THE CONTENT: Standards being addressed:
o o o o 5.2.1 European Exploration/Conquest and Columbian Exchange Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest and of the Columbian Exchange in the late 15th and 16th centuries. 5.1.1 Emerging Global SystemAnalyzetheimpactofincreasedoceanictravelincludingchangesintheglobal system of trade, migration, and political power as compared to the previous era. 5.3.5 Europe through the 18th Century Analyze the major political, religious, cultural and economic transformations in Europe. 6.1.5 - Interpreting Europes Increasing Global Power Describe Europes increasing global power between 1500 and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe (e.g., Renaissance, Reformation, demographic, economic, and social changes) or factors external to Europe (e.g., decline of Mughal and Ottoman empires and the decreasing engagement of China and Japan in global interactions).

Big Question(s):

Unit: Explain the emergence of the modern world system and the key transitions that helped bring it about. o Sub-question: Analyze (break down and discuss) the demographic (population), cultural, and political impact of European oceanic travel, trade and conquest on the rest of the world. o Lesson Question: How did European exploration begin? Concepts: Iberian Peninsula Hidalgos Columbian Exchange Impacts Christopher Columbus Spanish Inqusition Hapsburgs Ferdinand and Isabella Catholic Church Portugal Castile Aragon

Instructional Tools: o Tangible food ingredients cards with food names on them o Group discussion with driving questions o Movement throughout activity o History Channel movie clip o Pre-Lecture response: stop and jot o Greensheet unit overview organizer o Working in Groups Use of Text: o History channel video clip that explains and corrects misconceptions about Christopher Columbus and his day. Brings in history we have discussed and will discuss in homework and tomorrows lecture: Ottoman control of trade, Ferdinand and Isabella, etc. Technology: o I will be presenting the agenda, questions, activity directions, lecture and clip on a PowerPoint to give the students the frame of the lesson. o Video Clip

ASSESSMENT: Informal: o Journal questions o Discussion questions about making spaghetti and exploration o Pre-lecture response question o Lecture follow up questions Formal: o None MATERIALS: Food ingredients Lecture PowerPoint History Channel Video Clip Homework worksheet Daily Activities: SPAGHETTI ACTIVITY: Journal: What area of the world do you think of when you think of SPAGHETTI? - What basic ingredients are needed to make spaghetti? Cattle beef (Europe) Basil (India) Black Pepper (India)

Onion (Egypt) Wheat noodles (Asia) Tomatoes (Americas) Bell Peppers (Americas) It is 1450, and your task is to make spaghetti. Half the room is Afro-Eurasia. Half the room is the Americas. Each table has a food from its respective origin. You have to trade with the other tables to gain all of the basic ingredients to make spaghetti. Remember that you can only trade with the areas of world in 1450 fashion.- no cross-Atlantic transportation Please RECORD the ingredients you gathered.

It is 1520, and your task is to make spaghetti. Half the room is Afro-Eurasia. Half the room is the Americas. Each table has a food from its respective origin. You have to trade with the other tables to gain all of the basic ingredients to make spaghetti. Remember that you can only trade with the areas of world in 1520 fashion.- cross-Atlantic transportation is practiced then. Please RECORD the ingredients you gathered Discuss: What was the difference between finding ALL the spaghetti Ingredients in 1450 and 1520? What happened between 1450 and 1520? o Anything BIG? o Could go across the Atlantic AFTER 1492 Exploration had begun: Mention this is the Columbian exchange; discuss later Columbus 1492 Things were being exchanged: food, crops, animals SEGWAY INTO THE ORIGIN OF EXPLORATION WITH FERDINAND AND ISABELLA HOW DID EUROPEAN EXPLORATION BEGIN? - Lecture FERDINAND AND ISABELLA THE CATHOLIC KINGS I. THE SPANISH EMPIRE: A MOMENT IN TIME: a. Until 1469, Spanish Empire didnt exist as political entity b. By 1660, the Spanish Empire was bankrupt and out of the political ring THE KEY TO STATE BUILDING: MARRIAGE a. Ferdinand: heir of Aragon i. Where Catherine of Aragon was from 1. Reason for decline of annulment (Spain Monarch was intertwined with Catholic Church) b. Isabella: heiress of Castile i. Married in 1469 c. This did not unify Spain, but laid the foundation of the Spanish Empire and its domination through the dynamic marriages of Ferdinand and Isabellas offspring i. True unification of Spain after marriage to the powerful Austrian family, the Hapsburgs FERDINAND AND ISABELLA: THE CATHOLIC KINGS a. Together they i. Built army and took back land held by Muslims ii. Sought support from church

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iii. Shaped the Spanish identity b. Based on pure blood and religion c. No Jews or non Spaniards IV. FERDINAND AND ISABELLA & THE CHURCH a. Had to align Churchs interest with Spains in order to develop a strong Monarch i. Reformed the church with their purposes in mind ii. Didnt criticize the church like everyone else in Europe inspired by the Renaissance and Reformation b. Iberian Peninsula: i. Kicked out last Muslims territory ii. Became very religious and intolerant of foreigners c. No intermarriage with non-Christians d. Piety and purity of blood: Spanish identity e. Spanish State and Church tied together in fight against Jews and Muslims i. Spanish Inquisition 1. Expelled Jews if they refused to be baptized 2. Inquisitor: followed up with New Christians to ensure that no back sliding was taking place a. Typically tortuous interrogations 3. Muslims were targeted too 4. Height of Inquisition: 1609 1614 5. Dark time for Spanish Church and Empire

V.

FERDINAND AND ISABELLA & EXPLORATION a. Due to wars against Muslims, the Spanish army improved best in Europe b. With strong army and church busy with Inquisition the Catholic Kings decided to explore out west i. 1492: Gambled on Christopher Columbus and WON! ii. 1519: Corts defeated Aztec in Mexico with only 600 foot soldiers and 16 horses 1. Result of: a. Spanish technology b. Fractured Aztec Empire i. Disunity amongst people c. Hidalgos: low gentry yearning for power and wealth i. Fierce ambition for power and wealth through means of war and in name of God

THE REAL STORY OF CHRISTOPHER COLUMBUS HISTORY CHANNEL THE HOW AND WHY BEHIND CHRISTOPHER COLUMBUS CONCLUSION: The Spanish Empire represents the interconnectedness of king, army, taxation and the church. Why and How? Discussion Questions: How did European exploration begin? How do Ferdinand and Isabella represent Machiavellian political thinking? How do Ferdinand and Isabella use the religion? Homework: Answer these questions: How did European exploration begin? How do Ferdinand and Isabella represent Machiavellian political thinking? How do Ferdinand and Isabella use the religion?

Read Lockard 433-434: Answer these questions: In your own words, describe Lockards interpretation of Gold, God and Glory. Name the factors that pushed people of the Iberian Peninsula to explore. (define: circumnavigate) Explain the impact that technology and competition had on exploration.