Daily Lesson Planning Template

Name: Anna Barr Lesson Topic: Responses to European Exploration

Content Area: Adv. World History 2 Grade Level(s): 10th graders

Lesson Content

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and
expansion into the Americas, Africa, and Asia by
c) explaining migration, settlement patterns, cultural diffusion, and social classes in the
colonized areas;

WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional
civilizations of the world after 1500 A.D. (C.E.) by
c) describing East Asia, including China and the Japanese shogunate;

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

U2: A person’s prspective is shaped by their context and biases. Deleted: A person’s perspective is shaped by their
culture, context, and biases, which they in turn shape.
K7: The Aztec and Incan Empires were destroyed by Spanish colonization due to disease and the resulting social disruption.

K8: China and Japan sought to limit the influence of European merchants through isolationism and the creation of limited foreign Deleted: U
enclaves for trade. Deleted: U8: Analyze a primary source in light of it’s
context and perspective
D5: Compare the response of the South American response to European exploration to the Japanese and Chinese response to
European exploration Commented [MOU1]: Aligns with D8
Commented [MOU2]: Principle Two says that
D7: Apply contextual details to understand a historical event. assignments must be in line with summative assessment
– the summative assessment is about reading primary
D8: Evaluate the content of a historical source in light of its context. source documents and putting them into context, and
that’s what this lesson does. So we start here as a
Assessments: – diagnostic.
Diagnostic: Document questions about the main ideas of the documents – will pull popsicle sticks to garner answers for random Commented [MOU3]: Students should be building a
accountability. This is our first time working with primary sources in this unit and so it’s an important building block towards the conceptual understanding of “context” – throughout the
final assessment. lesson, we will be discussing the historical details
relevant to this event (D8) and now they have to put into
Formative: Ask questions and take questions during the notes-taking process – most important question – “How does this detail their own words how the context of exploration was
relate to the topic?” different based on those details. I can review these exit
tickets before the next class in order to see who is getting
Summative: Exit Ticket : Why was the Aztec response to colonization so different from the Chinese response? Think about what the idea (i.e. that Aztec contact with Europeans turned
we talked about in terms of politics, culture, and economics. Think about the different contexts of exploration. out very differently than Chinese contact because of the
style of Aztec government, economics, and culture). This
is Principle Three – that I’m letting the data from this
Procedures/Steps in the Lesson: -- formative assessment drive what I do next. The
“patterns” of understanding (gets it, sort of gets it,
Step One: Quiz doesn’t get it) will help me determine what groups to put
• Open notes quiz to assess homework completion and accuracy students in for next time so that as I check in with the
• Assesses with maps the differences between main explorers’ trade routes and a few key facts about them different groups in that activity, I can know what kind of
help to provide (Principle Four).
Step Two: Document Discussion
Commented [MOU4]: This is assessment for learning –
• when students finish the quiz, they begin working on the document questions from their notes sheets
students must also acquire the K goals, and to do this,
• Students can quietly Think-Pair-Share if they and their table finish around the same time.
there needs to be ways to hold them accountable to the
o This helps me informally assess and ensure each and every student is involved in this document processing –
homework. This is an open note quiz that can, itself,
if I were only to be only going over this with popsicle sticks, then every student might not participate. I need
each and every student trying out these skills now so that I have some data on everyone, and not just the become notes for students to use later.
people who get called on. Formatted

 Daily Lesson Planning Template

• We will go over it whole class with popsicle sticks
o Answers: Aztec seemed to not just welcome but anticipate Cortez, seems like their coming is a good thing but
written by Natives under Spanish direction so not necessarily true. Chinese are super condescending to
English, implying they have everything

Step Three: Lecture

• I will share information from the slides, elaborating on important points
• Students will take notes in their graphic organizers
• Big question: How does the context relate to the experience?

Step Four: Exit ticket

• Give out as a half sheet at the end of class, asking students to summarize our discussion
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – What do you need to
make sure you’re prepared?

• Quiz
• Slides
• Notes sheet including documents
• Exit ticket

Label each map with the name of the explorer who followed each route.

_____________________________________ _____________________________________

A_____________________________________ A_____________________________________
B) ____________________________________ B)_____________________________________
C) ____________________________________
 Name________________________
Date_____________ Period:

Explorers Homework Quiz

You may use any notes you took on the Explorers reading. You may not use the
reading.
Write your answer to each question on the line provided. Then turn the page over for
the map section.

_____ 1. In 1497, Vasco da Gama sailed around the Cape of Good Hope, and paved
the way for Portuguese trade in which one of the following countries?
a. The Philippines
b. India and Indonesia
c. China
d. Mexico

_____ 2. Which one of the following explorers is an example of a Conquistador?

a. Christopher Columbus
b. Francis Drake
c. Ferdinand Magellan
d. Francisco Pizarro

_____3. In 1588, King Philip II of Spain sent the Spanish Armada to invade England.
One of the reasons Spain and England were on the brink of war was because:
a. Francis Drake also circumnavigated the world
b. Christopher Columbus had been mocked by the British
c. British sea captains like Francis Drake had been raiding Spanish ships
and settlements
d. The British supported the Incas during Pizarro’s attacks

____ 4. Prince Henry the Navigator contributed to the “Age of Discovery” by

a. Establishing a school that trained sea captains and developed better
technology
b. Funding early explorations for Portugal
c. Neither of these
d. Both a and b

____ 5. Hernando Cortez laid siege to Tenochtitlan with the help of:
a. Disgruntled Aztec subjects
b. Incan Allies
c. British Allies
d. Francisco Pizarro

 Name________________________
Date_____________ Period:
Document #1: Aztec Response

Source: The Codex Florentino, an account of Aztec life originally written by Mexican natives
between 1570-1585 under the supervision of Spanish friar Bernardino de Sahagún, whose
primary goal was to convert the natives of Mexico to Christianity.

Context: When Cortez arrived in modern day Mexico in 1519, he and his 600 soldiers were lead
to the Aztec capital (a city called Tenochtitlan) by a Native woman named Malinche. Moctezuma,
the emperor, welcomed Cortez into the capital.
Commented [MOU5]: This is the kind of thing I’m asking
students to write in their final summative assessment. I’ll
be sure to highlight it, and ensure students understand
why it’s important to know during our document
discussion.

“…And Moctezuma responded: “Yes, I am Moctezuma.” Then he stood up to welcome Cortés, to

meet him face to face. He bowed his head low, stretched as far as he could, and stood firm.

Then he addressed him in these words: “Our lord, you are very welcome in your arrival in this land.
You have come to satisfy your curiosity about your noble city of Mexico. You have come here to sit
on your throne, to sit under its canopy, which I have kept for awhile for you. For the rulers and
governors [of past times] have gone: Itzcoatl, Moctezuma I, Axayacatl, Tiçocic, and Ahuitzol. [Since
they are gone], your poor vassal has been in charge for you, to govern the city of Mexico….I am
not just dreaming that I have seen you and have looked at you face to face. I have been worried
for a long time, looking toward the unknown from which you have come, the mysterious place. For
our rulers departed, saying that you would come to your city and sit upon your throne. And now it
has been fulfilled, you have returned. Go enjoy your palace, rest your body. Welcome our lords to
this land.””

1. According to this passage, how did Moctezuma feel about Cortez?

2. How do you know?

3. What might we conclude about Aztec Culture from this document?

Commented [MOU6]: This is a really critical building

4. Look at the source again. Who wrote this account? And why might that matter?
block question to our critical Big Question “How does
context effect the content of a historical source?” but here
it’s framed in more user-friendly language. I’ll be sure to
spend the most time on this question, invite as many
student perspectives as I can, and try to bring in as many
students as I can for this part of the discussion through a
Think-Pair-Share method.

 Name________________________
Date_____________ Period:
Document #2: Chinese Response

Source: Emperor Qianlong sent a letter to King George III in 1793.

Context: This letter was written some two hundred years after the first European contact, but
the position of the Chinese Empire hadn’t changed much in those intervening centuries. In this
case, King George II sent a letter to ask Emperor Qianlong to open up trade to the English. This
is Emperor Qianlong’s response.

“We have perused [read] this text of your state message and the wording expresses your
earnestness. From it your sincere humility and obedience can clearly be seen. It is admirable and
we fully approve…

As to what you have requested in your message, O King, namely to be allowed to send one of
your subjects to reside in the Celestial Empire [China] to look after your country’s trade, this does
not conform to the Celestial Empire’s ceremonial system, and definitely cannot be done…

Moreover, the territories ruled by the Celestial Empire are vast, and for all the envoys of vassal
[inferior] states coming to the capital there are definite regulations…There has never been any
precedent for allowing them to suit their own convenience….Furthermore, there are a great many
Western Ocean countries altogether, and not merely your one country. If, like you, O King, they all
bed to send someone to reside at the capital, how could we grant their request in every case? It
would be absolutely impossible for us to do so. How can we go so far as to change the regulations
of the Celestial Empire….because of the request of one man – of you, O King?

We have never valued ingenious articles, nor do we have the slighted need of your country’s
manufacturers…You, O King, should simply act in conformity with our wishes by strengthening
your loyalty and swearing perpetual obedience so as to ensure that your country may share the
blessings of peace.”

1. According to this passage, how did Qianlong feel about the English?

2. How do you know?

3. What might we conclude about Chinese culture from this document?

 Name________________________
Date_____________ Period:
American Responses to Exploration
Aztecs Incas
Commented [MOU7]: This is the same notes format as
the pervious day’s lesson. Like in Principle Two, I’m
making sure the unit all “holds together” and aligns so
that the most essential skills are building on each other
each day.

The Aztec and Inca

empires tended to be
more _______________ to
European explorers.

So what happened?

 Name________________________
Date_____________ Period:
Aztecs Inca






Asian Responses to Exploration

China Japan

The Chinese and Japanese

tended to be more
_______________ to
European explorers.

 Name________________________
Date_____________ Period:
So what happened?
China Japan

 Name_________________________
Date_____________ Period_____

To summarize:
How were the Aztec and Chinese responses to European exploration different? What
accounts for this difference? [Hint: Be specific. Think about what we talked about in terms
of politics, culture, and economics. Think about what made the context of exploration
different in the different places.]

Name_________________________
Date_____________ Period_____

To summarize:
How were the Aztec and Chinese responses to European exploration different? What
accounts for this difference? [Hint: Be specific. Think about what we talked about in terms
of politics, culture, and economics. Think about what made the context of exploration
different in the different places.]