Download – Sample Pages are from the What I Need to Know to Successfully

– Sample Pages are from the What I Need to Know to Successfully Teach
World History and Geography 1500 A.D. (C.E.) to the Present to ALL
Students book (teacher book).
– This “book” is on CD and contains the student book and teacher book with
worksheets, activities and graphic organizers with answers to all the
worksheets and activities in the “For the Teacher” section.
– Including section pages, there are 177 pages in the WINK teacher book
and seventy pages in the student book.
– Included samples are:
1) Reformatted Standards for Students (for both teacher and student
book)
2) Student Worksheet with Answers (worksheet without answers in
student book)
3) Two strategies from the Strategies section of the teacher book
(twenty-nine strategies total)
Please note: Sample pages have been put into PDF so that fonts and graphics will transfer
electronically—and are thus a bit smaller than the actual print. All samples are copyrighted materials.
Contact Information:
Bobbie J. Cutlip
Gary L. Cutlip
PO Box 2463
Abingdon, VA 24212
[email protected]
[email protected]
276 623-1617 or 276 356-3204 (phone)
703 997-4331 (fax)
Bobbie J. Cutlip
What I Need to Know…WHII
SKILLS STANDARD
WHII-1
The student will improve skills
in historical research and
geographical analysis by
a) identifying, analyzing, and
interpreting primary and
secondary sources to make
generalizations about events
and life in world history
since 1500 A.D. (C.E.);
b) using maps, globes, artifacts,
and pictures to analyze the
physical and cultural
landscapes of the world and
to interpret the past since
1500 A.D. (C.E.);
c) identifying geographic
features important to the
study of world history since
1500 A.D. (C.E.);
d) identifying and comparing
contemporary political
boundaries with the location
of civilizations, empires, and
kingdoms from 1500 A.D.
(C.E.) to the present;
e) analyzing trends in human
migration and cultural
interaction from 1500 A.D.
(C.E.) to the present;
f) analyzing the impact of
economic forces, including
taxation, government
spending, trade, resources,
and monetary systems on
events from 1500 A.D. (.E.).
THE WORLD IN 1500 A.D.
(C.E.)
Location of some of the major
states and empires in the Eastern
Hemisphere
• England
• France
• Spain
• Russia
• Ottoman Empire
• Persia
• China
• Mughal India
• Songhai Empire
Location of major states and
empires in the Western
Hemisphere
• Incan Empire
• Aztec Empire
WHII-2d
By 1500, regional trade patterns
had developed that linked Africa,
the Middle East, Asia, and Europe.
WHII-2b
New intellectual and artistic ideas
that developed during the
Renaissance marked the beginning
of the modern world.
What were the artistic, literary,
and intellectual ideas of the
Renaissance?
Renaissance
 “Rebirth” of classical
knowledge, “birth” of the
modern world
 Spread of the Renaissance from
the Italian city- states to
northern Europe
Contributions of the Renaissance
 Accomplishments in the visual
arts—Michelangelo, Leonardo
da Vinci
 Accomplishments in literature
(sonnets, plays, essays)—
Shakespeare
 Accomplishments in intellectual
ideas (humanism)—Erasmus
WH1-2a
WH1-2c
By 1500 A.D. (C.E.), major states
and empires had developed in
various regions of the world.
By 1500 A.D. (C.E.), the five
world religions had spread to many
areas of the Eastern Hemisphere.
On the world political map,
where were some of the major
states and empires located
around 1500 A.D. (C.E.)?
Where were the five world
religions located around 1500
A.D. (C.E.)?
2
Location and importance of
world religions in 1500 A.D.
(C.E.)
 Judaism—Concentrated in
Europe and the Middle East
 Christianity—Concentrated in
Europe and the Middle East
 Islam—Parts of Asia, Africa,
and southern Europe
 Hinduism—India and part of
Southeast Asia
 Buddhism—East and Southeast
Asia
What were the regional trading
patterns around 1500 A.D.
(C.E.)?
Why were the regional trading
patterns important?
Traditional trade patterns
linking Europe with Asia and
Africa
 Silk roads across Asia to the
Mediterranean basin
 Maritime routes across the
Indian Ocean
 Trans-Saharan routes across
North Africa
 Northern European links with
the Black Sea
 Western European sea and river
trade
 South China Sea and lands of
Southeast Asia
Importance of trade patterns
 Exchange of products and ideas
WHII-2e
By 1500 A.D. (C.E.),
technological and scientific
advancements had been exchanged
among cultures of the world.
What technological and scientific
advancements had been made
and exchanged by 1500 A.D.
(C.E.)?
V-DOE Curriculum Framework —2008 World History and Geography 1500 A.D. (C.E.) to Present as arranged by Dr. Bobbie J. Cutlip
IMPACT OF GLOBAL TRADE AFTER 1500 A.D. [C.E.] (WHII-5)
Draw a line from each box, to the country’s or empire’s approximate location on the map below.
OTTOMAN EMPIRE (5a))
The Ottoman Empire emerged as a political and economic power following
the conquest of Constantinople. The Ottomans brought much of the
Muslim territory in Southwest Asia and North Africa under their rule.
Original location of the Ottoman Empire

Asia Minor
Refer back to Worksheet WHII-2 for
more information on the trade routes.
Japan and China sought to limit the
influence and activities of European
merchants.
Expansion and extent of the Ottoman Empire (see map on next page)
 Southwest Asia
 Southeastern Europe, Balkan Peninsula

 Characterized by powerless emperor
controlled by military leader
North Africa
(shogun)
Development of the Ottoman Empire
 Capital at Constantinople renamed Istanbul


JAPAN (5c)
Islamic religion as a unifying force that accepted other religions
Trade in coffee and ceramics
 Adopted policy of isolation to limit
foreign influences
CHINA (5c)
 Creation of foreign enclaves to
control trade
EASTERN HEMISPHERE

Imperial policy of controlling
foreign influences and trade
 Increase in European demand for Chinese
goods (tea, porcelain)
INDIA (5b)
E
--
AFRICA (5d)
The exportation of slaves and demand for imported
goods began to alter traditional economic patterns in
Africa.
African exports
 Slaves (triangular trade)
 Raw materials (ivory and gold)
African imports
 Manufactured goods from Europe, Asia,
and the Americas
 New food products (corn, peanuts)
© Cutlip and Lively
Mughal Empire:
Descendants of the Mongols, the Muslim Mughal (Mogul) rulers
established an empire in northern India. The Mughal Empire traded
with European nations. The Mughal Empire was located in North
India.
Contributions of Mughal rulers
 Spread of Islam into India
 Art and architecture—Taj
Mahal
Arrival of European trading outposts

 Influence of Indian textiles on British textile industry
Trade with European nations
 Portugal, England, and the Netherlands competed for the Indian
Ocean trade by establishing Coastal ports on the Indian
subcontinent.
Southern India
Much of southern India remained independent and continued
international trade
 Southern India traded silks, spices and gems.
26
Student Worksheet for WHII-5
Strategy #3: Teaching and Learning Cards
(Content from WHII-4)
Using the computer (Microsoft Word with Comic Sans font at 85 points in this case) type two
phrases or words per page in landscape format. Print them, cut them, and inexpensive, ready-to-use
materials for manipulating information while working with students are readily available. As each
concept is introduced, the cards can be shown and then affixed to a wall or board for a visual. For
small groups the cards can be moved about on a work table. For items in a hierarchy the cards can
be placed one above the other. For linear thinking the cards can be arranged in a line. If there were
steps in a process or events of a timeline, students can be called upon to put the cards in order by
standing together while holding the word cards with the other students checking to see if the order
is correct. After a couple of times with the cards, the students are usually able to use the cards to
talk about the information in a variety of ways.
These cards can be used with the whole class for reviews—especially for those extra five minutes at
the end of class where you might pass around the cards and ask students to “tell what you know”
about the word or phrase received. They can also be used with smaller groups or study groups.
Francisco Pizarro
Vasco da Gama
Effect of horses and
(Spain)
cattle on First Americans
Loss of Constantinople
in 1453
(Portugal)
Triangular trade
Ferdinand Magellan
(Spain)Francis Drake
(England)
Conversion on
indigenous peoples
Influence of trading
companies (Portuguese,Columbian Exchange
Demise of Aztec and
Jaques Cartier
Inca Empires
Gold and silver exported
(France)
to Europe and Asia
Prince Henry the
Corn, tobacco, and Navigator
Hernando Cortez
potatoes in Europe
(Spain)
© Cutlip and Lively
74
What I Need to Know…WHII
Strategy #21: Create a Quiz
(Content from WHII-2 and 15)
A great way to review for a quiz is to allow your students to “become the teacher” and make up a
quiz of their own! This activity can be done with any of the content from the World History
course, but the example below corresponds to world religions (WHII.2e and WHII.15).
Ask the students to create a matching quiz. This activity can be done a number of ways.
Students can create sets of questions with five to ten descriptions for each of the five major
world religions. (Remind them to make an answer key on a separate sheet of paper.) Below you
will find an example of a set of questions to use with this strategy. One of the secrets of
success with this type of activity is providing students with an example or model of how the quiz
should look. Once everyone has created a quiz, the students would have the opportunity to
practice using their knowledge by taking someone else’s quiz.
Created By ___________________________
Taken By ___________________________
WORLD RELIGIONS QUIZ
Directions: Write the letter of the world religion that best matches each description.
A.
B.
C.
D.
E.
Judaism
Christianity
Islam
Hinduism
Buddhism
_____ 1. Founder was Siddhartha Gautama
_____ 2. Believes Jesus was the Son of God
_____ 3. Many forms of one God
_____ 4. The Ten Commandments are the
moral and religious code
_____ 5. Qur’an/Koran
_____ 6. Mecca and Medina
_____ 7. Torah
_____ 8. New Testament
_____ 9. Reincarnation
_____ 10. Four Noble Truths
Create a Quiz Activity (Answers)
World Religions
Directions: Write the letter of the world religion that best matches each
description.
A.
B.
C.
D.
E.
__E___ 1.
__B___ 2.
__D___ 3.
__A___ 4.
__C___ 5.
__C___ 6.
__A___ 7.
__B___ 8.
__D___ 9.
__E___ 10.
© Cutlip and Lively
126
Judaism
Christianity
Islam
Hinduism
Buddhism
Founder was Siddhartha Gautama
Believes Jesus was the Son of God
Many forms of one God
The Ten Commandments are the
moral and religious code
Qur’an/Koran
Mecca and Medina
Torah
New Testament
Reincarnation
Four Noble Truths
What I Need to Know…WHII