Chapter:
Ch. 15 s.1
Ch.16 s.1 & 5
Unit 10: Age of Exploration (1300-1800)
Essential Questions
1) In what ways can new technologies impact the course of history?
2) Do people that challenge the norm and status quo sometimes have a positive impact on societies?
3) What are possible outcomes when two different cultures come into contact?
The Search for Spices
Conquest in the Americas
Changes in Europe
Concepts
Supply and Demand
Economic motives of the 1300s
Concepts
Reason for European dominance of the Native Americans
Causes of the population decline of the Native Americans
Concepts
Mercantilism
Capitalism
inflation
Terms/Events
Terms/Events
Astrolabe
Sextant
Circumnavigate
Cartographer
Caravel
Scurvy
People
Prince Henry
Vasco da Gama
Bartholomeu Dias
Pedro Cabral
Christopher Columbus
Vasco Nunez de Balboa
Ferdinand Magellen
Conquistador
Viceroy
Encomienda
Peon
Privateer
Terms/Events
Joint-Stock Company
Tariff
Import
Export
People
Hernando Cortez
Francisco de Pizarro
Hernando de Soto
Francisco de Coronado
Amerigo Vespucci
Ponce de Leon
Bartholome de las Casas
Montezuma
Cuauhtemoc
Atahualpa
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
 I CAN:
 _____List and explain why the Europeans crossed the seas (16.B.3d).
 _____Describe how Portugal’s eastward explorations lead to the development of a trading empire (16.C.3a).
 _____Summarize how Columbus’s voyages affected the search for a passage to the Indies (16.D.4a).
 _____List the results of the first encounters between the Spanish and Native Americans (16.A.4a).
 _____Explain how the Spanish conquistadors conquered the Aztec and Incan empires (16.A.4a).
 _____Identify why the Spanish were victorious in the Americas (16.D.4a).
 _____Summarize how Spain ruled its empire in the Americas (16.B.3d).
 _____List the chief features of colonial society and culture (16.E.4a).
 _____Explain how Portugal and other European nations challenged Spanish power (16.B.3d).
 _____List the problems that settlers faced in the New World (16.C.5b).
 _____Explain how traditions of government evolved in the 13 English colonies (16.B.3d).
 _____Describe how competition for power affected Europeans and Native Americans (16.D.4a).
 _____Identify how European explorations lead to a global exchange (16.C.4a).
 _____Explain the impact of the commercial revolution and mercantilism on European economies (16.C.4a).
 _____Explain the impact of economic changes on ordinary people(16.C.4a).
 _____Define all the key terms and people/peoples.
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
And/or
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.