Stage 1- Desired Results
Essential Questions
Enduring Understandings
Students understand that...
AFRICA AND THE AMERICAS PRE-1600: The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.
9.9 TRANSFORMATION OF WESTERN EUROPE AND RUSSIA: Western Europe and Russia transformed politically, economically, and culturally ca. 1400–1750. This transformation included state building, conflicts, shifts in power and authority, and new ways of understanding their world.
9.10 INTERACTIONS AND DISRUPTIONS: Efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks
Common Core Standards and Performance Indicators:
Unifying Themes: (Use page 33 of the framework)
Knowledge
Students know that...
The Renaissance was influenced by the diffusion of technology and ideas. The Islamic caliphates played an important role in this diffusion.
Complex societies and civilizations continued to develop in Africa and the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca.
Various motives, new knowledge, and technological innovations influenced exploration and the development of European transoceanic trade routes.
Transatlantic exploration led to the Encounter, colonization of the Americas, and the Columbian exchange.
The decimation of indigenous populations in the Americas influenced the growth of the Atlantic slave trade. The trade of enslaved peoples resulted in exploitation, death, and the creation of wealth.
European colonization in the Americas and trade interactions with Africa led to instability, decline, and near destruction of once-stable political and cultural systems
Skills
Students will be able to...
Students will explore shifts in the Western European Medieval view of itself and the world as well as key Greco-Roman legacies that influenced Renaissance thinkers and artists.
Students will locate the extent of the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas
Students will explore the relationship between knowledge and technological innovations, focusing on how knowledge of wind and current patterns, combined with technological innovations, influenced exploration and transoceanic travel.
Students will trace major motivations for European interest in exploration and oceanic trade, including the influence of Isabella and Ferdinand.
Stage 2- Assessment Evidence
Performance Task
Treatment of African Slaves in Slave Ships CRQ
Causes, Motivations, and Means of European Exploration DBQ
Christopher Columbus in His Own Words CRQ pp. 59 - 60
The Spanish and the Indians: Two Views CRQ pp. 79-81
August 2001 ThematicCultural and Intellectual Life Thematic EssayPrezi: CRQ and DBQ: Can use as a Chromebook or Computer lab assessment . Renaissance
Other Evidence
Create a T-chart listing the pro and cons of European mercantilism in Latin America
Create a list (1-5) of negative effects the Atlantic Slave Trade had upon Africa. (1 being the most devastating effect and 5 being the least devastating effects)
Compare and contrast matrix of Africa, Europe, and the Americas on the eve of the Encounter. (page 46)
Machiavelli Discourses (page 974 BB)
Renaissance activities: Excellent Renaissance handouts and worksheets
Stage 3- Related Lessons
These lessons are aligned with the unit goals. They are intended for center work, whole group and/or small group instruction. Lessons that meet the same objectives can be used in place of the ones below.
Technology and Resources
PM Session:
Skill:
Multiple Perspectives