6 Global Interactions 1450 C.E. to 1750 C.E.
Essential Questions
- To what extent is trade a form of conquest?
- To what extent is migration both beneficial and harmful?
- To what extent is culture shaped by global interactions?
- Do some societies have advantages over others in terms of global interactions?
Enduring Understandings
- The motivation for and consequences of trade involves more than economics (cultural, political, religious, social, technological).
- Migration can be both beneficial and harmful.
- Assimilation, adoption and cultural diffusion are consequences of global interactions. (The Renaissance.....)
- Geographic luck and technology give some societies an advantage over others.
The Research Paper
Your task: Choose a significant topic of the historical period of 1450-1750 and prove a thesis which uncovers at least one of the historical concepts (change, continuity, causation, or consequence) in relation to the topic.
You will use Noodletools to gather their research and Turnitin to submit the paper. All information can be found on the research paper link above.
Here is the Rubric
Library Guide with all the resources and necessary information.
Are you researching the African Slave Trade? Check out this great article!
We will meet in the library starting on 3/4 April.
Step 1: Create a new document, put in the essential questions, enduring understandings and a link to this page.
Step 2: What are some themes we can study about this time period?
Take a few minutes to look through our textbook (chapters 18-22) and come up with some themes that are applicable to this time period. Find three interesting topics (events, people, empires, movements) from three different continent and put them in your notes.
- Absolute Monarch
- Expansion/Isolation
- Spread of Islamic World
- Enlightenment
- European Exploration (New World)
Step 3: What interest you? (Thursday and Friday)
Using the document provided, your task is to find topics from world history that might interest you. You should look between the years 1450 C.E. and 1750 C.E. They can be from anywhere in the world, think about North and South America, Europe, Asia and Africa. Think about the trade systems we were studying right before break.
Step 4: Narrow your topics towards a question
Day two: 1-2 April
Let's EVALUATE the topics you have generated.
- Is it within the time period?
- What theme is it connected to?
- How specific is your topic? Your research should only cover (X amount of years)
- What are some perspectives on your topic? How can it be argued or evaluated using the HISTORICAL CONCEPTS?
Activity: We will break into four groups and ANALYSE "the four C's." Your group will write your own definition, draw a picture of the concept, and explain how a historian would use this concept.
When we finish analysing the concepts, students should apply the concepts to their research so far. By the end of class they will fill out the google form (sent through classroom) to check their status and share their research question.
Evaluate: Make an appraisal by weighing up the strengths and limitations.
Historical Concepts: Six key terms used to examine and evaluate the past. These are ways to think about why the event matters.
Analyse: Break down in order to bring out the essential elements or structure.
Step 5: Library time! We will spend five class periods in the library.
Day Three: 3/4 April
Please meet in the Tagore room. When you arrive please click the link to look at the library guide.
Introduction to the library process ppt and guide. Open noodletools, create a new project (Sem 2-WH9) and share the project with me (1450-1750 WH9 Spring 19).
HW: Spend 30 minutes researching make sure you understand and can explain at least one key element of your topic.
HW: Spend 30 minutes researching make sure you understand and can explain at least one key element of your topic.
Developing a draft question
Day Four: 5/8 April
We will focus on refining your question. You may be asking how or why did something happen, these are great starting points, now we want you to dig deeper and develop a sophisticated historical question.
In class we will review more resources and add at least two citations and three notecards to noodletools.
HW: Spend 30 minutes researching your topic. You should be able to discuss the main points of two sources with your parents or your teacher.
HW: Spend 30 minutes researching your topic. You should be able to discuss the main points of two sources with your parents or your teacher.
Understanding the full story
Day Five: Read, Take Notes and Cite
9/10 April
Review EBSCO and Questia as online search tools. Make sure to keep taking notes, each new idea should have it's own notecard in noodletools.
HW: Spend 30 minutes researching your topic. You should be able to discuss the main points of your argument with your parents or your teacher.
Flash Draft
Day Six: Flash draft and writing
11/12 April
Please use the Flash draft document provided to write.
Take the next 45 minutes to write out a Flash draft (document) of your research paper. You may refer to your outline but no other resources. If you get stuck, make a note of what you need to do, try to write out as much detail as possible.
*Remember you are answering a question (make it your title) and writing an argument that proves your answer is correct with supporting evidence.
You will not need to cite your facts in your flash draft.
When you are done continue researching.
HW: Spend 30 minutes researching your topic. You should be able to write one of your main body paragraphs with in-text citations.
Last day of Library Research
15/16 April
What source was the most helpful to your research process and why? Maybe this should be the source you evaluate. Open the source in noodletools and start writing in the annotation section.
Please identify the origin, purpose, and content of the source, then apply the values and limitations to each section for your study.
Here is the graphic organizer to help you.
HW: Spend 30 minutes working on your paper. You should be able to write at least two sections and complete your source analysis.
Peer Editing
22/23 April
Today we will edit each others papers. The goal of this exercise is to see into your own paper.
Take a look at the rubric and see how you would rate the paper.
Formatting your paper
You will have the following sections:
- Cover page
- MLA formated
- Your title is your Question
- Investigation (the paper)
- Each paragraph is indented, you do not skip lines between paragraphs
- Bibliography
- Please Export this from Noodletools
- Noodletools--Source--Print/Export--Google Doc
- Then copy and paste into final paper
- Source Analysis
- Copy and paste from Noodle Tools or Google Classroom
- Reflection
- (We will do this in class)
In Text Citation
Watch the tutorial to ensure you are properly citing your sources.
You cite direct quotes and paraphrases. You should have multiple citations per paragraph.
Please check out the Purdue Owl Sample paper here!
Look at the sample paper below, model your research paper after it.
When it is done, please submit it on turnitin.
Sharing our Research
26/29 April
Congratulations! You have finished your research paper! Now it is time to share what you have learned about your topic.
The Activity
Walk around the room and find out research paper topics that fit the criteria below.
Once you find someone with a paper that fits a criteria, STOP and CHECK; ask them their thesis statement, and discuss to check that it truly fits one of the categories below.
Write down the student’s name and 1 major conclusion of their research.
You are finished when you have 12 different student’s names to each criteria.
How might this look?
My thesis is Columbuses discovery of the new world recreated Pangea.
Coming to this conclusion gave me several new insights!
- Europe and Asia were exposed to new foods that only existed in the New World such as potatoes, corn, and tomatoes.
- Peoples were moved and used as slaves to export the resources of "newly" found lands.
I will share these ideas and my partner will choose to write one down in the appropriate box.
Before we end the year, we have one more project.
How did we get here?
The world is always evolving and changing yet somethings remain constant. Did you ever think that a single moment in time can change the world?
In chaos theory, the butterfly effect is the sensitive dependence on initial conditions in which a small change in one state of a deterministic nonlinear system can result in large differences in a later state (“Butterfly Effect.”).
Step by Step
April 30/May 1
Step One: Come up with some ideas, be creative, think of something no one else knows about. Look back to the time frame we are working in 1450-1750, think about some of the topics from the research paper. Your topic should not be the same or even similar to your research paper.
May 2/3
Step Two: Deciding our topics of research. The assignments will be semi-random because we have a lot of students and everyone needs their own topic. The event cannot be more than one year and it must occur between the years of 1400-1995. You will choose one event from each of the centuries (1400, 1500, 1600, 1700 and one from 1800-1995). Then as a class we will select our individual topics.
Step Three: Research your event. What happened? Why did it happen? Think about the immediate effect and the long term effect of your event. Then go the other way and look at what lead to this moment.
Create your chart.
May 6/7
Step Four: Write your thesis statement. This is the main point of your speech. This will be the point that connects your event to the past and the future.
Step Five: Outline your speech. What will be the order of your facts and ideas? Will you start with your event or will you explain how we got to your event.
May 8/9
Step Six: Create a moment in time posters of events from 1400-1799. These posters will be great events to help us explain our speech topics.
May 10/13
Step Seven: Write your speech.
May 14/15
Step Eight: Practice.
May 16/17
Step Nine: Present
Continuity and Change
Definition: This theme is important for showing how the past can affect the present. Although individuals only live a relatively short time, institutions, ideas, and problems can endure for long periods of time, even thousands of years. This is known as continuity. Although continuity is important in the study of history, historians also recognize that society is constantly undergoing change.
