Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
SAMPLE UNIT FOR A NORTH CAROLINA ESSENTIAL STANDARDS WORLD HISTORY COURSE Clarifying Objective Clarifying Objective
WH.H.4.1 WH.H.4.1 Explain how interest in classical learning and religious reform contributed to increased global interaction (e.g., Renaissance, Protestant Reformation, Catholic Reformation, Printing revolution, etc.).
WH.H.5.4
WH.H.5.4 Analyze the role of investment in global exploration in terms of its implications for international trade (e.g., transatlantic trade, mercantilism, joint-‐stock companies, trading companies, government and monarchial funding, corporations, creation of capital markets, etc.).
WH.H.4.4
WH.H.4.4 Analyze the effects of increased global trade on the interactions between nations in Europe, Southwest Asia, the Americas and Africa (e.g., exploration, mercantilism, inflation, rise of capitalism, etc.).
WH.H.7.1
WH.H.7.1 Evaluate key turning points of the modern era in terms of their lasting impact (e.g., conflicts, documents, policies, movements, etc.).
WH.H.5.1
WH.H.5.1 Explain how and why the motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations (e.g., religious and political motives, adventure, economic investment, Columbian exchange, commercial revolution, conquistador destruction of Aztec and Incan civilizations, Triangular Trade, Middle Passage, trading outposts, plantation colonies, rise of capitalism, etc.).
WH.H.6.1
WH.H.6.1 Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions (e.g., Scientific Revolution, Enlightenment, rationalism, secularism, humanism, tolerance, empiricism, natural rights, contractual government, laissez-‐faire economics, Bacon, Descartes, Galileo, Newton, inductive and deductive reasoning, heliocentric, inquisition, works of Locke, Montesquieu, Rousseau, Bolivar, Jefferson, Paine, Adam Smith, etc.).
WH.H.5.2
WH.H.5.2 Explain the causes and effects of exploration and expansion (e.g., technological innovations and advances, forces that allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, the Americas and the Colombian exchange).
Unit Title When Worlds Collide: European Exploration and the First Global Transformations
Essential Standards &
Clarifying Objectives
WH.4: WH.H.4.1, WH.H.4.4 WH.5: WH.H.5.1, WH.H.5.2, WH.H.5.3, WH.H.5.4 WH.6: WH.H.6.1 WH.7: WH.H.7.1
Unit Overview
• What were the catalysts and facilitators of the first encounters between the Europeans and the natives of the Americas? • Why did Europeans take to the sea in a quest of exploration? • What made the civilization of the Renaissance turn to discovery? • What were the developments during the age of exploration that led to the origins of modern capitalism? The Age of Exploration and Expansion occurred within the context of major technological innovations, the catastrophic decline of American Indian populations, the rise of the Spanish empire, the trans-‐Atlantic trade, the change in economic systems and the migration of Europeans to lands in the western hemisphere. In this unit we will look at the history of European global interaction and global transformation in relation to these aspects. A dominating concept of this era was the great acceleration of change in the way people lived, worked, and thought. But, the concepts of movement and power were also significant in providing Europeans the opportunities to exert greater power and influence in the world than any people of a single region had ever done before the late 15th century. This Age of Exploration and European overseas expansion is often referred to as a bridge between the Middle Ages and the Modern era. But, what happened when the “old world” and the “new world” connect?
Conceptual
Lens Movement and Power
Unit Webbing
(*Concepts in blue; Content that could be
taught in black)
History WH.H.4.1, WH.H.4.4,
WH.H.5.1 H.H.5.2, WH.H.6.1, WH.H.7.1
Geography & Environmental Literacy
WH.H.5.1, WH.H.5.2,
Civics & Government WH.H.4.1, WH.H.5.1, WH.H.5.2
WH.H.6.1, WH.H.7.1
Economics & PFL WH.H.4.4, WH.H.5.3,
WH.H.5.4
Culture WH.H.4.1, WH.H.5.1, WH.H.5.2, WH.H.6.1,
WH.H.7.1
Reform, Colonization, Revolution, Conflict, Power, Change, Turning Point,
Crusades, Black Death, Early Empires Colonization of the Americas, Scientific Revolution, Renaissance, Reformation, The shift from a feudal to Renaissance ways of life, Age of Discovery, Columbus, Cortez, spread of technology
Movement, Exploration, Expansion, Colonization, Resources
Exploitation of natural resources, Columbian Exchange, Spread of Christianity, Trans-‐Atlantic Slave Trade
Reform, Colonization, Revolution, Conflict, Power, Change, Religion, Democracy,
Bacon, Descartes, Locke, Montesquieu, Bolivar, natural rights, discontent with political conditions, Questioning government policies, conflict with doctrines of the Roman Catholic Church,
Trade, Interdependence, Technology, Mercantilism, Agriculture, Exploration, Expansion, Colonization, Industrialism, Market,
Agricultural Revolution, Commercial Revolution, Encomienda System, Growth of capitalism, laissez-‐faire economics, Adam Smith, joint-‐stock companies, Changing International Trade Patterns,
Reform, Improvement, Change, Interac-‐tion, Religion,
Spread of Christianity, Christian conversions of indigenous people, Conquistador, Encomienda system, enslavement of indigenous people, Spanish conquest of the Americas,
Generalizations/Enduring Understandings and their Guiding/Esse
ntial Questions
HISTORY: 1. The methods of and motivations
for exploration and conquest can result in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
• What were the reasons for exploration by Portugal, Spain, France and Britain? (F)
• Do the benefits of exploration and expansion
GEOGRAPHY & ENVIORNMENTAL LITERACY 1. Movement and interaction of
people and ideas affects all societies involved. • How did factors such as
the Scientific Revolution, the search for a sea route to Asia, the arrival of Columbus and other Europeans to the Americas help create the Columbian Exchange? (F)
CIVICS & GOVERNMENT: 1. Powerful nations benefit from the
acquisition of colonial possessions. • How did the role of Britain
and Spain change as a result of the Age of Exploration? (F)
• How might a nation’s government be affected by its colonial acquisitions abroad? (C)
• How did the Treaty of
ECONOMICS & PFL: 1. Powerful nations benefit from
the acquisition of colonial possessions. • How does trade
competition among nations fuel economic growth? (C)
• How did Spain, France, Portugal and Britain each benefit from colonial acquisitions? (F)
2. The desire for resources and
CULTURE: 1. Movement and interaction
of people and ideas affects all societies involved. • Why did the
movement of people (ingenious Americans, European, African) into, from and within the Americas and Africa result in conflict between the New World and European
justify the conquest of weaker nations or civilizations? (P) (C)
• What was the interaction like between the European and the natives of lands for which the Europeans sought to explore? (F)
• What positive/negative outcomes resulted from European exploration? (F)
• Why do conflicts arise when nations interact? (F)
2 The desire for wealth may lead to global exploration. • What factors led to
overseas exploration between the late 1400s and the end of the 1600s? (F)
• What were the key features of the major European explorations? (F)
3 Key events in history can signal turning points that drastically alter the social, economic and political directions of a society. • How and why did the
economic, cultural and societal recovery that occurred in the late Middle Ages set the stage for changes during the Age of Discovery? (F)
• What were the factors that led to the Renaissance and the impact it had on the arts? (F)
• How does the desire for wealth and power set the stage for decisive changes in history? (C)
• In what ways do religious, political, intellectual, military and economic campaigns or decisions change the course of
• How does the migration of people to new lands lead to the changes in the environment? (C)
• How did the arrival of Europeans to the New World impact the environment of the Americas? (F)
2. The desire for economic advantage and the migration of people causes drastic changes in how, why and where people settle. • What were the reasons
for colonization by both the Spanish and the British in the New World? (F)
• How can a nation’s needs and wants affect the geography of other regions and civilizations? (C)
• How did the rise and fall of civilizations in the New World affect the balance of power among European nations? (F)
Tordesillas (1494) help settle land acquisition and power conflicts between Portugal and Spain? (F)
2. New ideas, theories and political thought help engineer foundations for changes in government, economies and societies. • Why did Enlightenment
theories initiate the questioning of government practices and prompt the desire for self-‐rule? (C)
• How and why Enlightenment ideals such as liberty, popular sovereignty, natural rights, democracy and nationalism became driving forces for reforms and revolutions between the 1400s and 1600s? (F)
• How did new intellectual, philosophical, and scientific ideas cause people to reevaluate how they viewed themselves and their physical and spiritual worlds? (F)
3. Discontent with prevailing economic, political, and social conditions is often the impetus for change, which can result in revolution or reform. • What were the factors that led
to the Reformation and what was the impact it had on European politics? (F)
• How does the inability of to compromise on important issues lead to conflict between government and its colonial leaders? (C)
• How did changes in political thought result in conflict and revolution in Europe and eventually the Americas? (F)
markets can be catalysts for exploration and may lead to increased global interaction, economic competition and additional colonial possessions. • How did the desire for a
trade route that bypassed the Mediterranean and provided direct access to Asia influence European exploration? (F)
• How did Spanish colonization and the need for Spain’s desire for new markets create political, economic, and social change in the Americas? (F)
• How was the Commercial Revolution a result of the need for new resources and economic markets? (F)
3. Global travel leads to exchanges of goods and ideas and are contributing factors to mercantilism and capitalism. • How might the economic
system of mercantilism affect decisions involving exploration and expansion? (C)
• How did expanded international trade and the push for overseas empires help the growth of European capitalism? (F)
• In what ways did was mercantilism an outcome of exploration and lead to colonization? (F)
• How does exploration fuel global economies and lead to global interaction? (C)
nations? (F) • How does the
migration of people to new lands lead to the exchange of ideas, culture, foods and languages that change societies and civilizations? (C)
• In what ways did the African slave trade and the migration that resulted from slave trade cause a shift in societal settlement patterns in Africa, European societies and the Americas? (F)
• What types of cultural changes occurred as a result of the Spanish conquest of the Americas? (F)
• What • is the significance of
contact with the Europeans for Native Americans in pre-‐Columbian America? (F)
2. Explorers, reflecting different cultures and religions often seek to imprint their identities on settlements. • Why are religion,
wealth and adventure each reasons for exploration of new regions and places in the world? (C)
• How did explorers such as Columbus, Cortez, Pizzaro, Magellan, Sir Walter Raleigh, John Smith, etc. leave their mark on lands in the New
history? (C)
4. The conquest of nations or regions often creates a shift in the balance of economic and political power. • How does a nation’s
acquisition of new colonies increase its wealth and guarantee control of resources for trade, raw materials for developing industry and markets for manufactured products? (C)
• How did the voyages for exploration help Europe emerged as a powerful new force in the world by the16th and 17th centuries? (F)
• Why did the influx of gold, and especially silver, into Europe create an inflationary economic revolution? (F)
4. Innovation may affect a nation's economic power and influence. • Why do technological
advancements bring prosperity to some nations and not to others? (C)
• How did technological advances of the 14th century increase the economic power and global influence of some European nations? (F)
• How did innovations in naval technology impact the economic growth of certain European nations? (F)
World? (F)
Critical Content
Students will know:
1. The factors that stimulated exploration beyond European borders and the distinctive characteristics of the major European explorations between the late 15th and 17th centuries.
2. The religious, cultural, political and economic interactions of various cultures and populations in Europe, Asia, Africa and the Americas, including patterns of political organization after the mid 1400s.
3. Exploration fueled the global economy and led to global interaction.
AC
WS, Q, T, PT
WS
WS
4. How and why the desire to spread Christianity, acquire economic wealth and achieve social or political notoriety were reasons individuals, groups and governments participated in or financed exploration of the western hemisphere and the far east.
5. That the voyages for exploration marked the beginning of European domination of the globe and these voyages helped Europe emerged as a
powerful new force in the world in the 16th and 17th centuries.
6. How and why the “Black Death” spread both death and social unrest throughout Western Europe.
7. The major technological innovations that were made by the Portuguese and Spanish in shipbuilding, navigation and naval warfare and that those innovations had a direct effect on the confidence explorers had in expanding their travel beyond traditional routes.
8. Factors such as the Scientific Revolution, the search for a sea route to Asia, the arrival of Columbus and other Europeans to the Americas helped
create the Columbian Exchange.
9. The migration of Europeans to the Americas and the exchange of ideas and culture between the Europeans and the Native Americans as well as the death of millions of Native Americans and the trans-‐Atlantic slave trade are effects of the Columbian Exchange.
10. How and why the movement of people (ingenious Americans, European, African) into, from and within the Americas and Africa resulted in conflict between the New World and European nations.
11. The African slave trade and resulting migration caused a shift in societal settlement patterns in Africa, European societies and the Americas.
12. The Commercial Revolution was a result of the need for new resources and economic markets.
13. Cultural changes occurred as a result of the Spanish conquest of the Americas.
14. How and why the role of mercantilism in stimulating European expansion through trade, conquest and colonization. How economic systems changed as a result of exploration.
15. New business and investment methods (e.g., joint-‐stock companies) developed in the medieval times that allowed people to pool large amounts of
capital needed for overseas ventures.
WS
WS
WS
WS
WS WS, Q, T, P
WS, P, PT
WS
WS
WS, P
WS
WS
16. Expanded international trade and the push for overseas empires helped the growth of European capitalism.
17. How and why the recovery of the late Middle Ages set the stage for changes during the Renaissance and Reformation.
18. Enlightenment theories initiated the questioning of current government practices and prompted the desire for self-‐rule.
19. How and why various ideals became driving forces for reforms and revolutions (e.g., liberty, popular sovereignty, natural rights, democracy and nationalism).
20. How and why the printing press and other technologies where a catalyst to better communication and more rapid dissemination of ideas across
Europe.
21. The meaning of “turning point” and “watershed”.
22. How geography impacted major turning points during major wars during the modern era.
23. How and why major political, military and economic campaigns or decisions have forever changed the course of history.
WS
WS
WS, Q, T, P
WS
WS
WS
WS
WS, P
Key Skills
Students will be able to do the following:
1. Analyze cause-‐and-‐effect relationships as well as consider multiple causes of past.
2. Use maps and graphing data to draw conclusions about the causes and effects of religious, political, military, actions of various European nations
between the 14th and 17th centuries.
3. Develop graphic data to analyze and draw conclusions about the causes and effects of historical events and phenomena as and to interpret historical data for meaning.
4. Use various types of technology to research and present historical information orally, virtually and in on paper.
5. Analyze historical data and sources beyond written passages or narratives in order to clarify, illustrate or elaborate on data presented in historical
passages or narratives. This data includes historical maps.
6. Formulate historical questions by deconstructing a variety of sources, such as historical narratives and passages, including eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past.
7. Research and collect historical data from a variety of sources, to help answer historical questions. These sources include library and museum
collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators.
8. Interpret historical data, construct reasoned arguments and draw conclusions using historical evidence collected from a variety of sources.
9. Interpret data presented in time lines in order to identify patterns of historical change and continuity.
10. Prepare and present an organized debate, persuasive argument, case brief, justification statement, historical abstract or critical analysis.
11. Write analytical essays that demonstrate historical interpretations, analysis, conclusions, and supporting evidence from a variety of sources.
AC
WS WS WS WS, PT WS WS, PT WS, PT
WS, PT WS, PT
WS, P, PT
WS, P, PT
Performance
Task What: Investigate the origins and consequences of European global expansion during the 15th through 17th centuries. Why: In order to understand that nations explore and establish colonies to further economic and political interests; and that nations and cultures are shaped by historical events, traditions, values, beliefs and interactions. How: An Authentic Task and an Engaging Scenario Performance Task #1 (Authentic Task) Form two groups based on teacher assignment and debate the question: “Did the benefits of exploration and expansion justify the conquest of the Americas?” One group will represent historians who work for museums and historical societies. The other group will represent archeologists who work for a national and international geographic magazines and engineering firms with cultural resource management divisions.
1. Use the Internet to help research and gather digital magazine articles, primary and secondary resource documents and visual images or footage of news and reports relating to European global exploration and expansion. These articles and images may be used as evidence to develop arguments in your debate as well as in the visual presentation used to compliment your argument.
2. Present to the class or group of the teacher’s choosing. 3. The class will discuss the debate and come up with some thoughts and/or questions about points presented by either side.
Performance Task Criteria
§ Content: The digital presentation as well as the written and/or verbal argument for the debate reflects thorough and accurate research on significant events, people and decisions of European Exploration. The presentation also reflects accurate research and reporting of the events that were in some way consequences or outcomes of the exploration and expansion.
§ The concepts of movement and power are clearly portrayed as major catalysts and facilitators of outcomes behind decisions made and events that
evolved.
§ The final reflection statement in each side’s argument in the debate provokes deeper thinking and reflection about how past events and decisions of European leaders, governments, groups and people in general to either protest or get involved in political and/or military conflicts, economic opportunities and investments or religious and societal reforms have played a significant role not only in the acceleration of change in the way people lived, worked, and thought but in decisions made that established major European nations in their roles as major global powers by the end of the 17th century.
Process:
§ The arguments in the debates flow logically from a written outline. § The digital presentation used to provide visual support presents accurate representations. § Slides, virtual images on web or wiki pages are easy to read and understand. § Graphics, including animation, clip art, or photo images, support arguments made and enhance the message. They are not redundant or overdone.
Note: Use Rubistar or other rubric to evaluate the digital presentation.
How: Performance Task #2 (Engaging Scenario) You are the host of a popular Peoples’ Court TV show. You have been charged with producing a Peoples’ Court episode to teach students about the interlinking of all major regions of the world from the mid-‐1400s to the early 1700s that led to global transformations geographically, politically, culturally and economically.
1. Identify the litigants in the case. a. Who is the plaintiff and why are they suing? b. Who is the defendant and why are what is their counter suit?
2. Develop a case brief (narrative/abstract) of what the case is about. a. Include a reminder for both the litigants and the judge that throughout the trial each litigant and their witnesses are expected to make
sure that they try to show how over the course of time between the 14th through 17th centuries the concept of movement and power has transcended time and been major factors.
3. Develop a set of questions that the judge can ask during the trial. Possible answers should be provided on a separate sheet. 4. Develop several major points, supported with evidence that the plaintiff may want to bring up when making their case. 5. Develop several major points, supported with evidence that the defendant may want to bring up when making their case. 6. Develop several objections the plaintiff may have to some of the major points brought out by the defendant. 7. Develop several objectives the defendant may have to some of the major points brought out by the plaintiff. 8. Provide at least 2 possible witnesses for the plaintiff. 9. Provide at least 2 possible witnesses for the defendant. 10. (Optional) Develop a set of questions that a reporter/TV analyst could ask the people on the street (classroom students) as the trial takes place. 11. Develop a poll that will ask each student to document which side they think should win the case and why. The poll can be given electronically
using some type of classroom performance device, virtually using a cell phone or online polling software, written on paper, etc. Before the judge renders the verdict have the class to participate in a poll that will provide a snapshot of who is in favor of the plaintiff’s case and why as well as who is in favor of the defendant’s case and why? Once the verdict has been rendered by the judge the class will discuss the hypothetical case and share their thoughts on the case presented by both the plaintiff and the defendant. The class will discuss their thoughts on the verdict and if they feel that the judge handed down a fair and accurate verdict based on the evidence provided.
Performance Task Criteria
§ Content: The written and/or verbal arguments and statements presented by both litigants and their witnesses as well as the judge reflects thorough and accurate research on significant the historical perspectives and interpretations of events, people and decisions of European Exploration. The presentation also reflects accurate research and reporting of the events that were in some way consequences or outcomes of the exploration and expansion.
§ The concepts of movement and power are clearly portrayed as major catalysts and facilitators of outcomes behind decisions made and events that
evolved.
• The final arguments of both litigants and the judge show accurate interpretation of historical data. Each side demonstrates well-‐constructed reasoned arguments and the conclusions drawn use historical evidence collected from a variety of sources.
Process:
§ The arguments by each litigant, witnesses the judge and people on the street are reasonable based on the historical interpretations of the events, people and decisions between the 14th and 17th centuries.
§ All questions are logical and are phrased with the intent of generating information based on historical interpretation of data and narratives. Note: Use Rubistar or other rubric to evaluate the digital presentation.
Scoring Guide
A=93-‐100, B=92-‐85, C=84-‐77, D=76-‐70,
F=69 & below
Content Elements for Performance Task #1 Possible Points or % (Final numbers = 100) Self-‐Assessment (Final numbers = 100)
Teacher Assessment (Final numbers = 100)
§ Content: Both the written and verbal argument for the debate reflects thorough and accurate research on significant events, people and decisions of European Exploration. The presentation also reflects accurate research and reporting of the events that were in some way consequences or outcomes of the exploration and expansion.
§ The concepts of movement and power are
clearly portrayed as major catalysts and facilitators of outcomes behind decisions made and events that evolved.
§ The final reflection statement in each sides
argument in the debate provokes deeper thinking and reflection about how past events and decisions of European leaders, governments, groups and people in general to either protest or get involved in political and/or military conflicts, economic opportunities and investments or religious and societal reforms have played a significant role not only in the acceleration of change in the way people lived, worked, and thought but in decisions made that established major European nations in their roles as major global powers by the end of the 17th century.
30
25
15
10
10
5
5
Process Elements for Performance Task #1 • The arguments in the debates flow logically from a written
outline.
• The digital presentation used to provide visual support presents accurate representations.
• Slides, virtual images on web or wiki pages are easy to read
and understand. • Graphics, including animation, clip art, or photo images,
support arguments made and enhance the message.
Content Elements for Performance Task #2 Possible Points or % (Final numbers = 100) Self-‐Assessment
(Final numbers = 100) Teacher Assessment (Final numbers = 100)
§ Content: The written and/or verbal arguments and statements presented by both litigants and their witnesses as well as the judge reflects thorough and accurate research on significant the historical perspectives and interpretations of events, people and decisions of European Exploration. The presentation also reflects accurate research and reporting of the events that were in some way consequences or outcomes of the exploration and expansion.
§ The concepts of movement and power are
clearly portrayed as major catalysts and facilitators of outcomes behind decisions made and events that evolved.
• The final arguments of both litigants and the judge show
accurate interpretation of historical data. Each side demonstrates well-‐constructed reasoned arguments and the conclusions drawn use historical evidence collected from a variety of sources.
30
10
10
20
30
Process Elements for Performance Task #2 • The arguments by each litigant, witnesses the judge and
people on the street are reasonable based on the historical interpretations of the events, people and decisions between the 14th and 17th centuries.
• All questions are logical and are phrased with the intent of
generating information based on historical interpretation of data and narratives.
Learning
Experiences Suggested Learning Experiences Generalizations Know
(The numbers refer back to the Critical Content section of this unit.)
Key Skills (The numbers refer back to the Key Skills section of this unit.)
1. Briefly research the professional responsibilities of both the historian and the archeologist in the investigation, documentation and preservation of the period known as the Age of Exploration.
2. Use primary and secondary source documents found through teacher provided websites and resource lists to compare accounts of European global expansion during the 15th through 17th centuries. Create a graphic organizer with the following comparisons:
• Name of the European nation • Reasons for exploration • Reasons for expansion • Political/economic/cultural consequences of
exploration and/or expansion Summarize your comparisons made in this graphic organizer in a well-‐constructed paragraph.
3. Work with a partner to create a cause and effect chart that shows the flow of events and decisions (immediate and long-‐term) that occurred as a result of the age of European Exploration. Make sure that the chart explains the logical reasoning for each effect presented.
• The methods of and motivations for exploration and conquest can result in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
• Key events in history can signal turning points that drastically alter the social, economic and political directions of a society.
• The desire for wealth leads to global
exploration. • Powerful nations benefited from the
acquisition of colonial possessions. • The conquest of nations or regions often
creates a shift in the balance of economic and political power
• The desire for resources and markets can be catalysts for exploration and may lead to increased global interaction, economic competition and additional colonial possessions.
• The methods of and motivations for
exploration and conquest can result in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
• The desire for wealth leads to global exploration.
• The desire for resources and markets can be catalysts for exploration and may lead to increased global interaction, economic competition and additional colonial possessions.
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24 1, 3, 4, 5, 9, 10, 12, 13, 15, 17, 20, 21, 24
7 1, 3, 5, 10 1, 3
4. Write an informative historical abstract about an event,
person, decision or consequence that occurred during the age of European Exploration. An abstract is a short summary of written work, paper or completed research that others can use as an overview to inform them about what they may learn about the full or completed work. It helps they reader to understand the work that has been completed and help people decide whether that particular paper, essay or research suits their purposes. An abstract often goes at the beginning of the work so whatever the work is; it has to be completed first. That way, you will know exactly what you are summarizing when you begin writing the abstract.
5. Select one major event that occurred during the 15th
through 17th centuries and create a PERSIA graphic organizer characterizing that event. The categories are as follows:
• Political: Who is in charge? • Economic: How do we make a living? • Religion: What do we believe? • Social: How do we relate to one another? • Intellectual / Arts: How do we learn? How do we
express ourselves? • Area / Geographic Connections: How does where
we live impact how we live? Use the information to write a brief historical abstract of the event in a well-‐constructed paragraph.
• The desire for wealth leads to global exploration.
• The desire for economic advantage and the migration of people causes drastic changes in how, why and where people settle.
• Powerful nations benefited from the acquisition of colonial possessions.
• Discontent with prevailing economic, political, and social conditions is often the impetus for change, which can result in revolution or reform.
• Key events in history can signal turning points that drastically alter the social, economic and political directions of a society.
• The methods of and motivations for exploration and conquest can result in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
• Movement and interaction of people and ideas affects all societies involved.
• The desire for economic advantage and the migration of people causes drastic changes in how, why and where people settle.
• New ideas, theories and political thought help engineer foundations for changes in government, economies and societies.
• Discontent with prevailing economic, political, and social conditions is often the impetus for change, which can result in revolution or reform.
• Global travel leads to exchanges of goods and ideas and are contributing factors to
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24
1,2,3,4,5,6,7,8,9,10, 12,13,15, 17, 19, 21, 24
10 7, 8, 10
6. Use one of the unit lenses (movement or power) to reflect
on two or more consequences of European exploration and expansion. Your reflection may be in one of the following forms:
• A visual display (virtual posters (glogster, wiki, etc.) • Story/Tale (written and performed orally) • Skit (written and performed) • Monologue (written and performed) • Song (written and performed)
This experience will give students practice with describing the significance of the concept of movement or power throughout the entire phenomena referred to as the Discovery Age or European Exploration and Expansion. This experience will hopefully help them to be able to better transfer their learning and understanding of how these two concepts played out over time during the late 14th through 17th centuries. 7. Take a position for or against the Crusades. Write an
editorial lobbying the public to support your position. This experience will give students practice with writing and presenting a persuasive argument.
8. Use 3 historical documents from a list provided by the
teacher to come up with question that may be asked to help decode the meaning or intent of each document. Come up with 3 to 5 questions for each document you select. Make sure to choose a variety of documents from the list provided (diaries, letters, government records, maps, art,
mercantilism and capitalism. • Explorers, reflecting different cultures and
religions often seek to imprint their identities on settlements.
• The methods of and motivations for
exploration and conquest can result in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
• Key events in history can signal turning points that drastically alter the social, economic and political directions of a society.
• Movement and interaction of people and
ideas affects all societies involved. • The conquest of nations or regions often
creates a shift in the balance of economic and political power
• Global travel leads to exchanges of goods and ideas and are contributing factors to mercantilism and capitalism.
• Choice of generalization will be
determined by the documents chosen by the student.
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24 2,5 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24
1, 5, 7, 8, 9, 10, 11 7, 8, 10 6 10
photos, political cartoons, etc.) This experience will give students practice with writing and presenting a persuasive argument.
9. A debate is an argument. Prepare a debate that can be
presented in class. • From a hat or bag the teacher will have you pick a
piece of paper that will represent “pro” or “con”, which will be one of the sides that you will debate on the topic you will be given or allowed to choose. Another student will be given or choose the same topic as you and will argue the other side. There are always two (or more) sides or ideas to a debate or points to argue. You must select one viewpoint and follow it through.
• After you have chosen a point or topic from a list provided by the teacher that highlights the age European Exploration and Expansion research all information around "the point or topic."
• In researching your topic you will need to research both sides. Once you have researched both sides to a point, you can begin creating your debate and making your point in the argument you will present.
• Prepare a written outline for the debate that you will present orally.
• Choice of generalization will be
determined by the documents chosen by the student.
Teacher Resources and
Notes
Resources: § Approved print or web-‐based resources for the course § Supplemental textbooks and resource materials § Internet § Magazines and other periodicals § Teacher Designed or approved Webquest
Teacher Notes: By the time this unit is taught students should have been taught certain skills that will be needed to be successful with the learning experiences. Make sure that you have taught students how to:
• Know the difference between primary and secondary sources. • Analyze primary and secondary source documents to interpret historical meaning and perspective. • Write a persuasive argument and essay.
• Read a case summary from a court case. • Write a statement used as a case brief that could be used in summarizing a legal or constitutional issue. • Use maps and graphing data to draw conclusions about the causes and effects. • Develop graphic data to analyze and draw conclusions about the causes and effects. • Use various types of technology to research. • Use various types of technology and free web 2.0 software to develop presentations. • Prepare and use a Webquest. • Prepare PowerPoint presentations for historical and social studies presentations. • Analyze historical data and sources beyond written passages or narratives in order to clarify, illustrate or elaborate on data presented in
historical passages or narratives. • Formulate historical questions by deconstructing a variety of sources. • Research and collect historical data from a variety of sources, to help answer historical questions.
Related Documents
