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Unit Era: 1415 to 1796
Unit II
Essential Question(s): How is power lost and gained?
I.A. Students will evaluate the regional reactions to the collapse of the interregional stability by:
- I.A.3: Explaining the causes and effects of Islamic expansion and Eurasian trade routes on political and cultural life in West African Kingdoms.
- I.A.4: Examining the factors that led to the rise and collapse of Ming China.
- I.A.5: Assessing the causes and effects of the Mughal Empire on India.
Essential Question: How does the interaction of cultures and people lead to conflict and change?
II.A Students will analyze the regional origins and global consequences of overseas expansion in the 15th, 16th, and 17th centuries by:
- II.A.1: Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas
- II.A.2: Assessing the ways in which the Columbian Exchange and the trans‐Atlantic African slave trade affected Europe, Asia, Africa, and the indigenous peoples of the Americas
- II.A.3: Explaining how plantation production of sugar and tobacco and the mining of silver in the Americas impacted the economies of Europe, South America, and East Asia and global labor systems.
Assigned Readings
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Mombasa
- Treaty of Tordesillas
- Boers
- Mughal Empire
- Malacca
- Outposts
- Dutch East India Company
- Sepoy
- Manchus; Qing
- Tokugawa
IV. MW05 [ Handout ] Student Choice BoardStudent Choice Board
Student Choice Board
Monday: Student Choice Day
Units I and IIMonday: Student Choice Day
Opener II: Review | Unit 1 The Renaissance and Reformation Test
Opener II: Review | Unit 1 The Renaissance and Reformation Test
We will go over the previous test so you know the answers in case you wish to do recovery
Please note for the section on "how do you know it's the Correct Answer" you may not reference me discussing it as your rationale (unless you talked with me individually)
Lesson: Select an Activity from the Student Choice Board
Lesson: Select an Activity from the Student Choice Board
See the Student Choice Board (left) if you want more information about today's activity
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Today marks the last day in which you can turn in the work from the previous unit for partial credit.
If you turn in an assignment from the last unit after today it will be marked as a "1/x" where "x" is equal to the value of the assignment. In other words, you will earn 1 point to illustrate that you turned in the assignment, albeit after it was directly relevant to the learning taking place.
Sea Shanty | Leave Her Johnny (c. 1901)
Tuesday: Europeans Explore Overseas
MSDE I.A.4 | Examining the factors that led to the rise and collapse of Ming China (CDI, GOV, ECN).MSDE I.A.5 | Assessing the causes and effects of the Mughal Empire on India (CDI, GOV, ECN).Tuesday: Europeans Explore Overseas
Opener: Geography | The Five Major Maritime Empires
Opener: Geography | The Five Major Maritime Empires
Identify the five major European maritime empires on the map.
Lesson: Europeans Explore Overseas and Gain Footholds
Lesson: Europeans Explore Overseas and Gain Footholds
I. Notes: Europeans Explore Overseas and Gain Footholds
Closing: Audio Files | Leave Her Johnny
Closing: Audio Files | Leave Her Johnny
Who is "her" as referred to in the Irish sea shanty, "Leave Her, Johnny"?
How does this help contemporary audiences understanding the nature of sailing?
Wednesday: African Kingdoms
MSDE I.A.3 | Explain the causes and effects of Islamic expansion and Eurasian trade routes on political and cultural life in West African Kingdoms. (ENV, CDI, GOV, ECN, SIO)Wednesday: African Kingdoms
Opener: This lesson will be modified from Reading Like a Historian and will replace the Vikings lesson
Opener: This lesson will be modified from Reading Like a Historian and will replace the Vikings lesson
Lesson:
Lesson:
I.
Closing:
Closing:
Map | Global Flow of Silver
Exit Ticket | Pirate Ship
Thursday: Asian Reactions to European Arrival
MSDE I.A.4 | Examining the factors that led to the rise and collapse of Ming China (CDI, GOV, ECN).MSDE I.A.5 | Assessing the causes and effects of the Mughal Empire on India (CDI, GOV, ECN).Thursday: Asian Reactions to European Arrival
Opener: Opener: Vocabulary Quiz | The World Europe Explored
Opener: Opener: Vocabulary Quiz | The World Europe Explored
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
(Extension) Discussion | America the Beautiful
Do you think America was a pristine wilderness before the arrival of Europeans?
Lesson: Asian Reactions to European Arrival
Lesson: Asian Reactions to European Arrival
I. Notes: Asian Reactions to European Arrival
II. Extension: Map Analysis | The Global Flow of Silver
Why is Potosi important in understanding the global flow of silver?
Is China a silver importer or exporter in the period 1570 to 1750?
Is Europe a silver importer or exporter in the period 1570 to 1750?
Closing: Art Gallery | Design Your Own Pirate Ship
Closing: Art Gallery | Design Your Own Pirate Ship
Design your own pirate ship. We will vote on the best ship next week.
Resources | The Columbian Exchange
Resources | The Columbian Exchange
America before Columbus
America before Columbus
The Florentine Codex (1585)
The Florentine Codex (1585)
Friday: America before Columbus Pt. 1
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)MSDE I.B.2 | Assessing the ways in which the Columbian Exchange and the trans‐Atlantic African slave trade affected Europe, Asia, Africa, and the indigenous peoples of the Americas (ENV, CDI, GOV, ECN, SIO)Friday: America before Columbus Pt. 1
Opener: Discussion | The Legacy of America
Opener: Discussion | The Legacy of America
What do you think is the greatest legacy of Native Americans before Columbus?
Lesson: America before Columbus Part 1
Lesson: America before Columbus Part 1
I. Watch: the National Geographic documentary, America before Columbus (2009)
II. Complete the Viewing Guide: As you watch, complete the America before Columbus viewing guide for credit
If you are not paying attention during the documentary you will not earn credit for the viewing guide
Closing: Collection | America before Columbus Viewing Guides
Closing: Collection | America before Columbus Viewing Guides
Turn in your completed viewing guide for grading
[ YouTube ] CCEH 1.4 - The Age of Exploration
[ YouTube ] TED Ed - How Magellan Circumnavigated the Globe
Essential Question(s) 1300 to 1750
Essential Question(s) 1300 to 1750
How is Power Lost and Gained?
How is Power Lost and Gained?
MSDE Objective(s) | Students will evaluate the regional reactions to the collapse of the interregional stability by :
I.A.4 | Examining the factors that led to the rise and collapse of Ming China (CDI, GOV, ECN).
I.A.5 | Assessing the causes and effects of the Mughal Empire on India (CDI, GOV, ECN).
How does the Interaction of Cultures and People Lead to Conflict and Change?
How does the Interaction of Cultures and People Lead to Conflict and Change?
MSDE Objective(s) | Students will analyze the regional origins and global consequences of overseas expansion in the 15th, 16th, and 17th centuries by:
I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)
I.B.3 | Explaining how plantation production of sugar and tobacco and the mining of silver in the Americas impacted the economies of Europe, South America, and East Asia and global labor systems (ENV, CDI, GOV, ECN, SIO)
Essential Question(s) 1300 to 1750
Essential Question(s) 1300 to 1750
World History: The Modern Era | Learning Goals
Lesson 1: European Explore OverseasWorld History: The Modern Era | Learning Goals
- L.G.1: I can understand the major causes of European exploration.
- L.G.2: I can analyze early Portuguese and Spanish explorations and expansion.
- L.G.3: I can describe how the Portuguese established footholds in Africa’s coasts.
- L.G.4: I can describe European searches for a direct route to Asia.
Lesson 2: Europeans Gain Footholds in Asia
- L.G.1: I can summarize how Portugal built a trading empire in South and Southeast Asia.
- L.G.2: I can analyze the rise of Dutch and Spanish dominance in Asia and the Indian Ocean.
- L.G.3: I understand how the decline of Mughal India affected European traders in the region.
- L.G.4: I can describe European contacts with Ming and Qing China.
- L.G.5: I can summarize Korea’s and Japan’s attitudes toward contact with the outside world.
Alternative Lessons
Alternative Lessons
Day 1: Native Americans Project | Research
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)Day 1: Native Americans Project | Research
Opener: Remember to view the rubric before constructing the presentation
Opener: Remember to view the rubric before constructing the presentation
Lesson: Finish Research and Construct Presentation or Paper
Lesson: Finish Research and Construct Presentation or Paper
You should finish research within the first ten minutes of the class
Each group should work on their slideshow with members focusing on slides relevant to what themes they researched
Example: student who worked on the Environment and Governance themes should do those particular slides
- Closing: Remember that the presentations will be next Wednesday through Friday
Day 2: Native Americans Project | Construct
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)Day 2: Native Americans Project | Construct
Opener: Remember to view the rubric before constructing the presentation
Opener: Remember to view the rubric before constructing the presentation
Lesson: Finish Research and Construct Presentation or Paper
Lesson: Finish Research and Construct Presentation or Paper
You should finish research within the first ten minutes of the class
Each group should work on their slideshow with members focusing on slides relevant to what themes they researched
Example: student who worked on the Environment and Governance themes should do those particular slides
- Closing: Remember that the presentations will be next Wednesday through Friday
Day 1: What Were Viking Raids Like?
MSDE I.B.1 | Explaining the causes and consequences of European (Portuguese, Dutch, Spanish, English and French) exploration and colonization of the Americas. (ENV, CDI, GOV, ECN, SIO)Day 1: What Were Viking Raids Like?
Opener: Ted-Ed | What's So Special About Viking Ships?
Opener: Ted-Ed | What's So Special About Viking Ships?
How did the “lapstrake” technique improve early Viking ship design?
How did the fall of Western Rome impact Scandinavia?
How far West did the Vikings travel?
Lesson: What Were Viking Raids Like?
Lesson: What Were Viking Raids Like?
I. Classwork: Complete the What Were Viking Raids Like? worksheet based on information from the Virginia Geographic Alliance
Closing: Point of View | The Viking Raids
Closing: Point of View | The Viking Raids
Why is it important to consider who is writing about the Vikings when addressing their common violent portrayal in popular culture?
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