Let's Make a Deal
Introduction
If you remember this show, you are either very old like me, or you are a "Game Show TV" addict.
Remember Monty Hall tempting guests with deals too good to be true? Cash for a box or what might be hidden behind a curtain? How about the "big deal of the day?" Door number 1,2 or 3? Many of those deals contained "zonks" which were worthless items.
Spain's discovery of a new continent prompted Spain and her rival Portugal to make their own "BIG DEAL." What was at stake? Not a year's supply of Rice-a-roni (The San Francisco Treat) or even a car. Nope! These nation's were playing for much bigger stakes: control over the world. So who got the great deal and who got "zonked?" Stay tuned.....and you don't even have to dress as a vegetable to play!
Procedure
We will examine the growing rivalry between Spain and Portugal and the potential trouble that could cause. Students will be given an activity to hypothesize what would happen if a new planet (similar to Earth in every way...except no people) was discovered. Their predictions will be both good and bad for this planet.
We will compare this to Spain's uncovering of a new continent and how Portugal and Spain avoided war by splitting the world into "zones" of exploration.
Resources
Objectives
Upon the completion of this lesson, students will be able to:
Evaluation
There will be a brief follow-up discussion following the completion of this lesson as well as a quiz on the information in the textbook
Delaware State Standards
Civics Standard One 6-8a: Students will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy ,and make war.
Civics Standard One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.
Civics Standard Two 6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.
Civics Standard Two 6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.
Civics Standard Three 6-8a: Students will understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.
Civics Standard Three 6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.
Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office
Economics Standard One 6-8a: Students will analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.
Economics Standard Two 6-8a: Students will analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.
Economics Standard Three 6-8a: Students will demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.
Economics Standard Four 6-8a: Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.
Geography Standard One 6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.
Geography Standard Two 6-8a: Students will apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world’s sub-regions.
Geography Standard Three 6-8a: Students will identify and explain the major cultural patterns of human activity in the world’s sub-regions.
Geography Standard Four 6-8a: Students will understand the processes affecting the location of economic activities in different world regions.
Geography Standard Four 6-8b: Students will explain how conflict and cooperation among people contribute to the division of the Earth’s surface into distinctive cultural and political territories.
History Standard One 6-8a: Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
History Standard Two 6-8a: Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.
History Standard Two 6-8b: Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
History Standard Three 6-8a: Students will compare different historians’ descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.
History Standard Four: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history [Content].
Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
Three worlds meet (Beginnings to 1620)
-- Colonization and settlement (1585-1763)
-- Revolution and the New Nation (1754-1820s)
-- Expansion and Reform (1801-1861)
-- Civil War and Reconstruction (1850-1877)
Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including:
-- The beginnings of human society
-- Early civilizations and pastoral peoples (4,000-1,000 BC)
-- Classical traditions, major religions, and great empires (1,000 BC-300AD)
-- Expanding zones of exchange and encounter (300-1,000AD)
-- Intensified hemispheric interactions (1,000-1,500 AD)
Introduction
If you remember this show, you are either very old like me, or you are a "Game Show TV" addict.
Remember Monty Hall tempting guests with deals too good to be true? Cash for a box or what might be hidden behind a curtain? How about the "big deal of the day?" Door number 1,2 or 3? Many of those deals contained "zonks" which were worthless items.
Spain's discovery of a new continent prompted Spain and her rival Portugal to make their own "BIG DEAL." What was at stake? Not a year's supply of Rice-a-roni (The San Francisco Treat) or even a car. Nope! These nation's were playing for much bigger stakes: control over the world. So who got the great deal and who got "zonked?" Stay tuned.....and you don't even have to dress as a vegetable to play!
Procedure
We will examine the growing rivalry between Spain and Portugal and the potential trouble that could cause. Students will be given an activity to hypothesize what would happen if a new planet (similar to Earth in every way...except no people) was discovered. Their predictions will be both good and bad for this planet.
We will compare this to Spain's uncovering of a new continent and how Portugal and Spain avoided war by splitting the world into "zones" of exploration.
Resources
- Lecture and discussion
- Text Material:
- "The Line of Demarcation" (handout)
- "The Second Voyage of Christopher Columbus"
- Call to Freedom (text) pages 38-43
- Primary Sources:
- excerpts from the diary of Christopher Columbus
- Maps:
- map of Columbus' 1492 voyage
- map of the line of demarcation
- Power point presentation
- "Chris Crossed"
- "Let's Make a Deal"
Objectives
Upon the completion of this lesson, students will be able to:
- describe the voyage of Christopher Columbus,
- identify the term "demarcation
- identify the "treaty of Tordesillas,"
- explain how the potential conflict over the new continent was resolved, an
- discuss the reaction of countries NOT included in this treaty
Evaluation
There will be a brief follow-up discussion following the completion of this lesson as well as a quiz on the information in the textbook
Delaware State Standards
Civics Standard One 6-8a: Students will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy ,and make war.
Civics Standard One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.
Civics Standard Two 6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.
Civics Standard Two 6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.
Civics Standard Three 6-8a: Students will understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.
Civics Standard Three 6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.
Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office
Economics Standard One 6-8a: Students will analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.
Economics Standard Two 6-8a: Students will analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.
Economics Standard Three 6-8a: Students will demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.
Economics Standard Four 6-8a: Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.
Geography Standard One 6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.
Geography Standard Two 6-8a: Students will apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world’s sub-regions.
Geography Standard Three 6-8a: Students will identify and explain the major cultural patterns of human activity in the world’s sub-regions.
Geography Standard Four 6-8a: Students will understand the processes affecting the location of economic activities in different world regions.
Geography Standard Four 6-8b: Students will explain how conflict and cooperation among people contribute to the division of the Earth’s surface into distinctive cultural and political territories.
History Standard One 6-8a: Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
History Standard Two 6-8a: Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.
History Standard Two 6-8b: Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
History Standard Three 6-8a: Students will compare different historians’ descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.
History Standard Four: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history [Content].
Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
Three worlds meet (Beginnings to 1620)
-- Colonization and settlement (1585-1763)
-- Revolution and the New Nation (1754-1820s)
-- Expansion and Reform (1801-1861)
-- Civil War and Reconstruction (1850-1877)
Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including:
-- The beginnings of human society
-- Early civilizations and pastoral peoples (4,000-1,000 BC)
-- Classical traditions, major religions, and great empires (1,000 BC-300AD)
-- Expanding zones of exchange and encounter (300-1,000AD)
-- Intensified hemispheric interactions (1,000-1,500 AD)