WorldHistory--2109310
UNIT8:FirstGlobalAgeQuarter3(10Days)
LearningGoal
HowdidtheAgeofExplorationchangesociety,economics,andpoliticsinWesternEuropeandtheNewWorld?
FocusContentStandards
GuidingQuestions
Resources
Vocabulary
SS.912.W.4.11
1.
SummarizethecausesthatledtotheAge
ofExploration,andidentifymajorvoyages
andsponsors.
SS.912.W.4.12
2.
Evaluatethescopeandimpactofthe
ColumbianExchangeonEurope,Africa,
Asia,andtheAmericas.
SS.912.W.4.13
3.
Examinethevariouseconomicand
politicalsystemsofPortugal,Spain,the
Netherlands,France,andEnglandinthe
Americas.
4.
SS.912.W.4.14
Recognizethepracticeofslaveryand
otherformsofforcedlaborexperienced 5.
duringthe13ththrough17thcenturiesin
EastAfrica,WestAfrica,Europe,
SouthwestAsia,andtheAmericas.
SS.912.W.4.15
Explaintheorigins,developments,and
impactofthetrans-Atlanticslavetrade
betweenWestAfricaandtheAmericas.
LiteracyStandards:
LAFS.910.RH.1.1
LAFS.910.RH.1.2
LAFS.910.RH.1.3
LAFS.910.RH.2.4
LAFS.910.RH.2.5
LAFS.910.RH.2.6
LAFS.910.RH.3.7
LAFS.910.RH.3.8
WhatwerethecausesforPortugal,
Spain,theNetherlands,France,and
EnglandtostartexploringtheNew
World?
Whatwasthescopeandimpactofthe
ColumbianExchangeonEurope,Africa,
Asia,andtheAmericas?
WhatimpactdidEuropeanexpansion
haveontheNativepeoplesof
MesoamericaandSouthAmerica?
LocateonamaptheareastheEuropeans
colonizedintheNewWorld.
Whatweretheorigins,developments,
andimpactofthetrans-Atlanticslave
tradebetweenWestAfricaandthe
Americas?
TextbookAlignedResources
1.
2.
3.
4.
5.
PossibleActivity:
6.
*DBQ:ExplorationorReformation:WhichWastheMore
ImportantConsequenceofthePrintingPress?(Satisfies7.
8.
9WeeksWritingComponent)
9.
10.
*DBQ:ChristopherColumbus:HeroorVillain?(Satisfies
11.
9WeeksWritingComponent)
12.
13.
*CrashCourseWorldHistory-Columbus,VascoDa
14.
Gama,&ZhengHe
15.
https://www.youtube.com/watch?v=NjEGncridoQ&list=
PLBDA2E52FB1EF80C9&index=21
*CrashCourseWorldHistory-TheColumbianExchange
https://www.youtube.com/watch?v=HQPA5oNpfM4&in
dex=23&list=PLBDA2E52FB1EF80C9
Resources:
BackgroundessayontheAgeofExploration.Note:The
teacherwillneedtocreateafreelogintoaccessthis
document.http://www.gilderlehrman.org/history-byera/exploration/essays/navigating-age-exploration
TeachingResourcesontheAgeofExploration
http://www.historyquesters.com/topics/explorers-ageof-exploration/
*Isanexampleofanactivitythatmustbe
viewed/completedtomeetliteracystandards.
PrenticeHall,WorldHistory,Chapters14and15
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Conquistadors
ColumbianExchange
Astrolabe
Cartographer
Caravel
Circumnavigate
Immunity
Missionary
Jointstockcompany
Tariff
TriangularTrade
MiddlePassage
ForcedMigration
CashCrop
Encomienda
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WorldHistory--2109310
LAFS.910.RH.3.9
WritingStandards:
LAFS.910.WHST.1.1
LAFS.910.WHST.1.2
LAFS.910.WHST.3.4
LAFS.910.WHST.3.5
LAFS.910.WHST.4.7
LAFS.910.WHST.4.8
LAFS.910.WHST.4.9
PossibleActivity:
*DBQ-WhatDrovetheSugarTrade(Satisfies9Weeks
WritingComponent)
*CrashCourseWorldHistory-AtlanticSlaveTrade
https://www.youtube.com/watch?v=dnV_MTFEGIY&ind
ex=24&list=PLBDA2E52FB1EF80C9
ResourcesabouttheSlaveTrade:
http://americanhistory.mrdonn.org/triangle-trade.html
*Isanexampleofanactivitythatmustbe
viewed/completedtomeetliteracystandards.
VideoSegment:FoodandtheColumbianExchange:The
CaribbeanExperience
http://www.learner.org/courses/worldhistory/unit_video_162.html
ExploringHistorythroughdocumentsandimages:TheEndof
theAfricanSlaveTrade
http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.ht
ml
ArticleonProductionandConsumptionintheAtlanticWorld
http://worldhistoryconnected.press.illinois.edu/7.1/martin.ht
ml
FordhamUniversity-DiscoveryandReformation-Thissites
containinformationaboutpeopleandeventsrelatedtothe
AgeofDiscoveryandthereformation.Italsocontainsmaps
andaglossaryofimportantterms.
http://legacy.fordham.edu/halsall/mod/modsbook02.asp
http://legacy.fordham.edu/Halsall/mod/modsbook03.asp
PBS-TheConquistadorsfocusesonSpanishConquistadorsin
theNewWorldandthelegacyoftheircontactwithNative
Americans.Therearelessonplansforteachersandin-depth
onlinecontentforstudentsavailableinbothEnglishand
Spanish.
http://www.pbs.org/conquistadors/
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WorldHistory--2109310
BritishNationalArchives-BlackPresence-thissiteexplores
AsianandBlackhistoryintheCaribbeaninBritainfrom1500to
1850throughprimarydocumentsandgeneralinformation
http://www.nationalarchives.gov.uk/pathways/blackhistory/in
dex.htm
NationalHumanitiesCenter-TheColumbianExchange:Plants,
Animals,andDiseasebetweentheOldandNewWorlds-This
sitegivespicturesaswellasareadingexcerptoftheproducts
andideasexchangedintheColumbianexchange.
http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindi
an/essays/columbian.htm
UniversityofMontreal-(Brief)HistoryofEuropean-Asian
trade-Thissitehasgeneralinformationaswellasampsand
chartsdetailingEuropeanandAsianrelation,includingthe
SpiceTraderoutesaswellasimperialism
http://www.iro.umontreal.ca/~vaucher/Genealogy/Documents
/Asia/EuropeanExploration.html
ExtensivecollectionofprimarydocumentsonEuropean
explorationandthefirstencountersbetweentheEuropeans
andtheAmerindians.
http://nationalhumanitiescenter.org/pds/amerbegin/
Linkstohistoricalmaterialsandcontemporarylegaciesof
PortugueseandDutchColonialism.
http://www.colonialvoyage.com
PortaltoawidevarietyofresourcesincludingAfrican
experiencesonslaveryandtheslavetrade.
http://www.inmotionaame.org/migrations
InMotion:TheAfricanAmericanMigration
Experience.SchomburgCenterinBlackCulture,NewYork
PublicLibrary-Excellentwebsitefullofimages,maps,and
primarysourcesontheTransAtlanticSlaveTrade.
http://www.inmotionaame.org/home.cfm
SHEG:MontezumaandCortes
(http://sheg.stanford.edu/moctezuma-and-cortes)
AtahualpaandtheBible
(http://sheg.stanford.edu/atahualpa-and-the-bible)
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Inanutshellvideo,WhodiscoveredAmerica
(https://www.youtube.com/watch?v=U7HxCsPho34)
VideoSegment:SilverConnectstheWorld:China
http://www.learner.org/courses/worldhistory/unit_vide
o_15-1.html
VideoSegment:SilverConnectstheWorld:TheAmericas
http://www.learner.org/courses/worldhistory/unit_vide
o_15-2.html
VideoSegment:SilverConnectstheWorld:Europe,East
Asia,andWestAfrica
http://www.learner.org/courses/worldhistory/unit_vide
o_15-3.html
Ausefulportaltoprimarysourcesonworldhistory,
includingAsianempires,organizedchronologicallyand
geographically,withadedicatedsectiononwomenin
worldhistory.
http://worldhistorymatters.org
ThiswebsitecomparesEuropeandChinabetween15001937throughgeneralinformation,primarydocuments
andvideosegments
http://afe.easia.columbia.edu/chinawh/
AvirtualjourneyontheNakasendoHighway,theroad
connectingtheTokugawacapitalofEdowiththe
imperialresidenceayKyoto
http://www.nakasendoway.com/
CreatedundertheauspicesoftheNationalEndowment
oftheHumanities,withthevisualresourcesonsuch
topicsascalligraphy,militarytechnology,painting,and
architecture.
http://depts.washington.edu/chinaciv/
HavestudentscreateaVennDiagramcomparingthe
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WorldHistory--2109310
MingandQingdynastyintermsofleaders,religions,
tradepolicies,economics,Europeancontactanddecline.
HavestudentscreateaVennDiagramontheimpactof
foreigninfluenceinChinacomparedtoJapan.
Havestudentscreatealistofthemajorindividuals,
events,andcharacteristicsforeachofthelisted
historicalperiods(e.g.,Tokugawa,MingandQing)
HavestudentsidentifytheJapanesesocialclassesduring
theShogunateandlistordiscusstheirresponsibilities
andprivileges.
http://wsu.edu:8000/~dee/TOKJAPAN/CONTENTS.HTM
Havestudentsdiscussandprepareareportonwhy
countrieswoulddevelopandpartakeinisolationist
policiesandwhetherornotitisbeneficialtothe
country.
Havestudentscreateapoliticalcartoonabout
CommanderPerry’sarrivalinJapan.Studentscantake
eitherperspective.
http://afe.easia.columbia.edu/japan/japanworkbook/mo
dernhist/perry.html
http://www.pbs.org/empires/japan/enteredo.html
CrashCourse21:Columbus,DeGama
(https://www.youtube.com/watch?v=NjEGncridoQ)
CrashCourse23:ColumbianExchange
(https://www.youtube.com/watch?v=HQPA5oNpfM4)
CrashCourse24:AtlanticSlaveTrade
(https://www.youtube.com/watch?v=dnV_MTFEGIY)
CrashCourse25:SpanishEmpireandSilver
(https://www.youtube.com/watch?v=rjhIzemLdos)
ESE/ESOLStrategies:
PairsCheck
CornellNotes
ThinkingMaps
TicketouttheDoor
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WorldHistory--2109310
3-2-1
Mix-Pair-Share
LiteracyCircles
Advanced/HonorsClasses:
Foralladvanced/honorsclassestheexpectationisto
increasetherigor,researchandwritingexpectations,
alongwiththespeedatwhichthecurriculumistaught.
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WorldHistory--2109310
WorldHistoryUnit8:FirstGlobalAge
Score
LearningProgression
I can:
r Analyze the cultural beliefs of Judaism, Christianity, and Islam.
r Analyze the social beliefs of Judaism, Christianity, and Islam.
r Analyze the religious beliefs of Judaism, Christianity, and Islam.
4.0
Tracking
Have students write a newspaper article on one of the
explorers, highlighting their achievements and the new lands
they discovered that cites specific textual evidence to support
analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
http://www.kidinfo.com/american_history/american_revolutio
n.html
Have students research and defend on a point of view in a
debate from the various views of government officials,
indigenous peoples, and/or explorers towards Columbus
exploration of the America’s, be sure to examine both sides
and how they were affected.
http://www.hartford-hwp.com/Taino/docs/columbus.html
http://www.flmnh.ufl.edu/caribarch/columbus.htm
http://www.americanheritage.com/content/christophercolumbus-mariner
3.5
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
r
r
r
r
r
Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors.
Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.
Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in
the Americas.
Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th
centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas.
Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the
Americas.
3.0
Have students trace the routes taken by various explorers of
the time period mapping each route from its site of origin.
Have students compare the reasons for exploration amongst
the Big Five Nations through a semantic web.
Have students outline the triangular trade system; conduit the
actual items that were exchanged during the process.
Have students imagine that they are a cartographer around
1500 for either Portugal or Spain and have them illustrate a
map of newly discovered territories with pictures of people,
places, and goods discovered.
Have students write a newspaper article on one of the
explorers, highlighting their achievements and the new lands
they discovered.
Have students write a diary entry from the perspective of a
slave experiencing the middle passage.
http://www.pbs.org/wgbh/aia/part1/1narr4.html
Have students write a testimony of the Middle Passage from
the perspective of the boat being used for the journey.
2.5
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
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WorldHistory--2109310
I know:
r
2.0
r
r
r
r
1.5
1.0
the definition of the following terms: conquistadors, Columbian Exchange, astrolabe, cartographer, caravel,
circumnavigate, immunity, missionary, joint stock company, tariff, triangular trade, Middle Passage, forced
migration, cash crop, encomienda
how to recognize why explorers came to the New World, such as to find routes for trade.
how to recognize an impact of the Columbian Exchange, such as the exchange of agricultural goods, diseases, or
ideas between Europe, Africa, and the Americas.
how to recognize that European countries influenced the economic or political systems in the Americas.
how to recognize that slavery and forced labor were used in Africa, Europe, and the Americas.
Have students list the advantages and disadvantages of
exploration from the perspective of either a European
Explorer or an indigenous person.
Have students map the port cities along the Spice Islands, and
identify the controlling nations of each.
Have students create a chart outlining the movements of
people and how their resulting interaction affected the
economic, social, and geopolitical institutions of society.
I can do some things at a 3.0 with little success.
I need a lot of help with most things at 3.0
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