1.) Migration: Movement of people from one place to another
2.) push factor: reasons people leave a place
3.) pull factor: reasons people are drawn to a new place
4.) Explorer: a person who investigates unknown places
5.) circumnavigate: to go all the way around the world
6.) conquistadors: soldiers who led military expeditions in the Americas.
7.) encomienda system: settlers had the right to tax Native Americans or make them work. In exchange, settlers were supposed to protect the Native Americans and convert them to Christianity.
The 5 Oceans:
1.) Atlantic Ocean
2.) Pacific Ocean
3.) Indian Ocean
4.) Arctic Ocean
5.) Southern Ocean
The 7 Continents:
1.) North America
2.) South America
3.) Asia
4.) Africa
5.) Europe
6.) Antarctica
7.) Australia
Primary Sources:
A primary source is a FIRST HAND account of an event. For example, I tell you something that happened to me personally, a diary that tells of something the writer went through, pictures/videos of an event.
Secondary Sources:
Made by a person who was not around for the actual event. For example, textbooks, biographies.
TASK: Look at the picture assigned to your group. Try and answer the following:
1.) Describe the picture
2.) What is happening in the picture?
3.) Why could this be important?
----------------------------------------------------------------------------------------------------------------------------------
September 25,2017
Copy the vocabulary in ENGLISH and YOUR LANGUAGE in your notebooks:
commerce: having to do with money
Age of Exploration: A time when countries sent sailors in search of new lands to claim
mercantilism: when a country tries to gain as much wealth as possible, from trade or taking over land
Natural resources: things found in nature that are valuable and can be used, traded, or sold
---------------------------------------------------------------------------------------------------------------------
September 26,2017
TASK: Complete the task listed below for your group. Use the websites below to help you gather information. If you need to, copy the information and paste it to google translate.
GROUP A: Using the handouts, create a timeline of the different explorers who came to the new world. Include visuals, like a picture of their ship or the flag of the country they sailed for. (if you are artistic, you can draw a picture of them or print one out to bring in). Remember, some of the explorers took several trips in different years!! Be sure to include them in the years they came.
GROUP B: Use the websites to gather information about FOUR different explorers. Complete the chart in your notebooks. When you are done, pick ONE explorer and complete the trading card for that person.
GROUP C: Work together to read the documents on exploration. Answer the questions in full sentences!
Hernan Cortes
Hernan Cortes
Christopher Columbus
Christopher Columbus
Francisco Vasquez de Coronado
Francisco Vasquez de Coronado
Jacques Cartier
Jacques Cartier
Amerigo Vespucci
Amerigo Vespucci
Hernando de Soto
Hernando de Soto
Samuel de Champlain
Samuel de Champlain
John Cabot
John Cabot
----------------------------------------------------------------------------------------------------------------------------------
October 18,2017
Group C:
**Abdullah, Yasser, Tareq, Kendy, Mohamed, Gaber, and Zien**
Click on the link below and read/listen to vocabulary words on Quizlet. When you are done, you can click on the "match", "flashcards" or "test" button to see how well you know the words.
https://quizlet.com/234953951/13-colonies-geography-flash-cards/
The 5 Oceans:
1.) Atlantic Ocean
2.) Pacific Ocean
3.) Indian Ocean
4.) Arctic Ocean
5.) Southern Ocean
The 7 Continents:
1.) North America
2.) South America
3.) Asia
4.) Africa
5.) Europe
6.) Antarctica
7.) Australia
Primary Sources:
A primary source is a FIRST HAND account of an event. For example, I tell you something that happened to me personally, a diary that tells of something the writer went through, pictures/videos of an event.
Secondary Sources:
Made by a person who was not around for the actual event. For example, textbooks, biographies.
How to Analyze a Primary Source
When you analyze a primary source, you are undertaking the most important job of the historian. There is no better way to understand events in the past than by examining the sources--whether journals, newspaper articles, letters, court case records, novels, artworks, music or autobiographies--that people from that period left behind.
Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation.
In order to analyze a primary source you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class and on lectures. On your own you need to think about the document itself. The following questions may be helpful to you as you begin to analyze the sources:
1. Look at the physical nature of your source. This is particularly important and powerful if you are dealing with an original source (i.e., an actual old letter, rather than a transcribed and published version of the same letter). What can you learn from the form of the source? (Was it written on fancy paper in elegant handwriting, or on scrap-paper, scribbled in pencil?) What does this tell you?
2. Think about the purpose of the source. What was the author's message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well?
3. How does the author try to get the message across? What methods does he/she use?
4. What do you know about the author? Race, sex, class, occupation, religion, age, region, political beliefs? Does any of this matter? How?
5. Who constituted the intended audience? Was this source meant for one person's eyes, or for the public? How does that affect the source?
6. What can a careful reading of the text (even if it is an object) tell you? How does the language work? What are the important metaphors or symbols? What can the author's choice of words tell you? What about the silences--what does the author choose NOT to talk about?
Now you can evaluate the source as historical evidence.
1. Is it prescriptive--telling you what people thought should happen--or descriptive--telling you what people thought did happen?
2. Does it describe ideology and/or behavior?
3. Does it tell you about the beliefs/actions of the elite, or of "ordinary" people? From whose perspective?
4. What historical questions can you answer using this source? What are the benefits of using this kind of source?
5. What questions can this source NOT help you answer? What are the limitations of this type of source?
6. If we have read other historians' interpretations of this source or sources like this one, how does your analysis fit with theirs? In your opinion, does this source support or challenge their argument?
Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation.
In order to analyze a primary source you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class and on lectures. On your own you need to think about the document itself. The following questions may be helpful to you as you begin to analyze the sources:
1. Look at the physical nature of your source. This is particularly important and powerful if you are dealing with an original source (i.e., an actual old letter, rather than a transcribed and published version of the same letter). What can you learn from the form of the source? (Was it written on fancy paper in elegant handwriting, or on scrap-paper, scribbled in pencil?) What does this tell you?
2. Think about the purpose of the source. What was the author's message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well?
3. How does the author try to get the message across? What methods does he/she use?
4. What do you know about the author? Race, sex, class, occupation, religion, age, region, political beliefs? Does any of this matter? How?
5. Who constituted the intended audience? Was this source meant for one person's eyes, or for the public? How does that affect the source?
6. What can a careful reading of the text (even if it is an object) tell you? How does the language work? What are the important metaphors or symbols? What can the author's choice of words tell you? What about the silences--what does the author choose NOT to talk about?
Now you can evaluate the source as historical evidence.
1. Is it prescriptive--telling you what people thought should happen--or descriptive--telling you what people thought did happen?
2. Does it describe ideology and/or behavior?
3. Does it tell you about the beliefs/actions of the elite, or of "ordinary" people? From whose perspective?
4. What historical questions can you answer using this source? What are the benefits of using this kind of source?
5. What questions can this source NOT help you answer? What are the limitations of this type of source?
6. If we have read other historians' interpretations of this source or sources like this one, how does your analysis fit with theirs? In your opinion, does this source support or challenge their argument?
TASK: Look at the picture assigned to your group. Try and answer the following:
1.) Describe the picture
2.) What is happening in the picture?
3.) Why could this be important?
----------------------------------------------------------------------------------------------------------------------------------
September 25,2017
Copy the vocabulary in ENGLISH and YOUR LANGUAGE in your notebooks:
commerce: having to do with money
Age of Exploration: A time when countries sent sailors in search of new lands to claim
mercantilism: when a country tries to gain as much wealth as possible, from trade or taking over land
Natural resources: things found in nature that are valuable and can be used, traded, or sold
---------------------------------------------------------------------------------------------------------------------
September 26,2017
TASK: Complete the task listed below for your group. Use the websites below to help you gather information. If you need to, copy the information and paste it to google translate.
GROUP A: Using the handouts, create a timeline of the different explorers who came to the new world. Include visuals, like a picture of their ship or the flag of the country they sailed for. (if you are artistic, you can draw a picture of them or print one out to bring in). Remember, some of the explorers took several trips in different years!! Be sure to include them in the years they came.
GROUP B: Use the websites to gather information about FOUR different explorers. Complete the chart in your notebooks. When you are done, pick ONE explorer and complete the trading card for that person.
GROUP C: Work together to read the documents on exploration. Answer the questions in full sentences!
Hernan Cortes
Hernan Cortes
Christopher Columbus
Christopher Columbus
Francisco Vasquez de Coronado
Francisco Vasquez de Coronado
Jacques Cartier
Jacques Cartier
Amerigo Vespucci
Amerigo Vespucci
Hernando de Soto
Hernando de Soto
Samuel de Champlain
Samuel de Champlain
John Cabot
John Cabot
----------------------------------------------------------------------------------------------------------------------------------
October 18,2017
Group C:
**Abdullah, Yasser, Tareq, Kendy, Mohamed, Gaber, and Zien**
Click on the link below and read/listen to vocabulary words on Quizlet. When you are done, you can click on the "match", "flashcards" or "test" button to see how well you know the words.
https://quizlet.com/234953951/13-colonies-geography-flash-cards/
