CLOSE READING AND CITING EVIDENCESITES OF ENCOUNTER: CALICUT

LESSON FOCUS

Focus Question: What were the effects of the exchanges at Calicut?

Major Topics Addressed in this Lesson:

Spices & trade goods

Indian Ocean trade patterns

Cultural encounters at Calicut

Spread of cultural and religious influences in South and Southeast

Asia Gangaikondacolapuram Temple, Chola Dynasty, Thanjavur, Tamil Nadu, India. Photograph by Benjamín Preciado, Centro de Estudios de Asia y África de El

Colegio de México, Wikipedia Commons, http://en.wikipedia.org/wiki/File:Gangaikonda_Gopuram_5-10a.jpg.

PROCEDURES: STEPS 3 & 4ORGANIZATION OF INDIAN OCEAN TRADE & SPREAD OF CULTURE

The Big Ideas:

Motivation, experiences and effects on the region by multiple groups of travelers and traders

Student skill – Close Read

What to do with students:

Practice Close ReadingNumber paragraphsUnderline unfamiliar words & highlight

important pointsDiscuss “Questions for Consideration” with

partners

PROCEDURES: STEP 5ANALYZING PERSPECTIVES ON CALICUT AND TRADEThe Big Ideas:

Student Skills Read primary sources, analyze through

discussion, and chart results Identify point of view and understand

multiple perspectives

What to do with students

Option A: Students have sources (6.7 and 6.8) and work in groups to analyze, discuss and chart results

Option B: Students do a gallery walk of sources and discuss/chart individually or as teams Ship relief at Borobudur. Courtesy of Michael Vann, California State University,

Sacramento.

SE6.8.11: Vasco da Gama

PROCEDURES: STEP 6WRITING ASSIGNMENT

The Big Idea:

Bring all of the information together in a formally written response to the focus question

What to do with students:

Option A: In groups students discuss the prompt and their notes (chart), then write a response individually. Note: the written piece could be a detailed paragraph or an essay; the focus question allows for both.

Option B: Groups of students could write a response of the focus question about one group and share out to the class. They would then get information on other experiences/points of view from different student groups.

Student Handout 6.9 could be used to help focus students or used as a rough draft tool

“Depiction of First Squadron (led by Vasco da Gama) of 4th Portuguese India Armada (1502) from the ‘Libro das Armadas’,” photography by Walrasiad, 2010. (Academia de Ciencias de Lisboa.) Wikipedia Commons, en.wikipedia.org/wiki/File:Gama_squadron_of_1502_Armada_(Libro_das_Armadas).jpg.