I. Unit of Study:                                  Global Contacts

II. Lesson Title/Length of Time:       Interpreting Portuguese Expansion: Balance and                                                                        Perspective
                                                            Three to four 50-minute class periods

III. Author/County:                            Amy Smith

Howard County, MD

IV. Grade Level/Subject Area(s):     AP World History, Grade 11

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V. Abstract

This lesson involves the time period of the early modern period (15th century) during the initial globalization of the world. The lesson will focus on Portugal's rise to world power during the Age of Discovery. Students will investigate the relationship Portugal shared with its people of contact. Students will be instructed to make observations and inferences of Portugal's initial encounters and how they transpired. This interpretation of history will be exhibited through three activities: producing an interactive, graphic organizer based on the text and readings; creating and performing a tableau (a group role-play involving representations of significant moments in history); and using a rubric to evaluative the contributions of others in a collaborative classroom experience.

VI. Background

• This “Interpreting Portuguese Expansion” lesson will lay the foundation of an early modern period unit. Students will have already covered the postclassical period, dating from 500 C.E. (common era) to 1450, including the areas of Arabia, Africa, Eastern and Western Europe, and the Americas on the eve of invasion. Examining Portugal's leadership role will provide a context to the period allowing students to trace the evolution of Western European expansion.

• Prior to this lesson, students will have been given three readings and a focus region for reading.  They are to do all the reading but be focused on information related to their region.

• Upon completion of this lesson students will be led further into the study of the early modern period (1450 - 1750). Topics include: the transformation of worldwide labor systems, the massive expansion of slavery and serfdom, drastic environmental changes (i.e. Columbian Exchange), plus new wealth and cultural currents, in addition the military and political results of gunpowder; all of which propel the burgeoning world economy. 

VII. Materials

1. Textbook: World Civilizations: The Global Experience (4th ed.) (Stearns)

2. Reading: ''The Portuguese Empire: 1415-1808, A World On The Move'' (A.J.R. Russell-Wood)

3. Reading: Letter of Pedro Vaz De Caminha to King Manuel (1st of May 1500)

VIII. Standards/Learner Outcomes

A. Fine Arts Standard:

ELO Theatre Outcome IV:  Aesthetics and Criticism

• Expectation A: The student will demonstrate an understanding that theatre requires unity of effort and effect by applying social concepts in ensemble building.

• Indicator of Learning 2:  The student will develop and apply standards for evaluating personal contributions and the contributions of others in collaborative experiences in the theatre classroom setting.

b. Content Standards

1. 2007. The College Board. AP World History: Students are expected to know Major Developments and be able to use them in making comparisons across cultures. The ordering of the developments suggests chronology and depth of coverage.

2. VSC- English/Language Arts Standard 1.0 General Reading Processes-Topic E. General Reading Comprehension: Create original dialogue in order to demonstrate inferential thinking and transform new information and prior knowledge into a new form (tableau) in order to demonstrate synthesis.

IX. Objectives/Skills

A. Fine Arts Objectives:

Students will work cooperatively to create tableaus to demonstrate their understanding of readings related to their region.
 
B. Content Objectives:
 
Students will use graphic organizers to create flyers for the class that demonstrate their understanding of

• periodization
• changes in trade, technology, and global interactions
• major empires and other political systems and social units
• diverse interpretations.

X. Keywords/Vocabulary

• Reconquista

• Ceuta

• Pedro Alvares Cabral

• King Manuel I

• King John II

• Society of Jesus

• Francis Xavier

• Angola

• Estado da India

• Hormuz

• Goa

• Nagasaki

• Macao

• Matteo Ricci

XI. Motivation

Today you are going to get to teach the class about your region! Now is the time to shine and show us all you have learned!

XII. Scope and Sequence

Day One

A. Teacher Directed:

• Students will arrive and get into their regional groups.

• Teacher will demonstrate the acting tools of imagination/mind, voice and body, in conjunction with the acting skills of cooperation/ensemble, and concentration to prepare students for their tableau.

B. Guided Practice:

• Teacher will lead students in several drama activities to give them practice in these areas (i.e. finding personal space, mirrors/diamonds, and shake and freeze).

C. Independent Practice:

• Teacher will pass out a rubric for content and theatre expectations for student tableaus plus a graphic organizer to help students synthesize information from the readings to create a tableau.

• Students will have time to start planning their tableaus using the graphic organizer.

• The students will turn in their graphic organizers on the way out the door in order to get work checked and receive feedback for the following class. 

Day Two

A.  Teacher Directed:

• The students will arrive and receive back their graphic organizers with feedback from teacher.

• Teacher will then distribute a rubric for content and theatre expectations for student tableaus plus a rubric for the flyer/handout that will visually display the information that is in their tableau.

B.  Guided Practice:

• Teacher will ask students to share ideas for how they can make a flyer/handout that is visually pleasing yet informative.

• Teacher will have record examples of these on the board. Some examples of good graphic design to be included are the use of drawings, bold text, bullets, color, etc.

C.  Independent Practice:

• Students will work in teams to create their flyers/handouts.

• These designs will be turned in as students leave class.

• A final draft can be developed on a home computer. Depending on availability of school computer lab, the teacher may choose to allow teams to work on a design in the computer lab.

• Closure: Students turn in flyers/handout designs as they walk out the door. TOMORROW WE PERFORM!

Day Three

A. Teacher Directed:

• Review the rubric for scoring content and theatre with the class.

• Students will be told that each group will grade one other group.

B.  Guided Practice:

• Each group presents.

• After a presentation, teacher will lead the class in a discussion about what they learned from the tableau.

• The presenting group will let the class know how close they are to guessing the content/title of their tableau.

• The group will then distribute their flyer/handout to the rest of the class. The flyer/handout can be used as notes and a study tool.

C. Independent Practice:

• Each student will grade one other group using the rubric provided.

• Closure/Reflection: Do you think you learned more or less from having your classmates teach you?

XIII. Assessment

Rubric should include the six guidelines for tableau and 3-4 content requirements that may vary between groups.

XIV. Closure/Reflection

Homework: Students will be assigned a reading and questions about ethnocentrism and interpretations of world history.