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Social Studies Curriculum Map 4.2
Subject: 10th Grade World History Unit: The Age of Exploration
Six Weeks: Fourth Time Frame: 1 week
Learning Summary: Connecting Hemispheres
(Renaissance, Exploration, Enlightenment, Absolutism)
By the 16th century, humanistic ideas of the Italian Renaissance were spreading throughout Europe.
Humanism, secularism, and a new interest in Greco-Roman heritage were the characteristics of this rebirth of
knowledge, art, and literature. This desire for discovery and information later led to the Reformation of the
Catholic Church, which in turn led to the Protestant beliefs in Christianity. Taking advantage of new
maritime knowledge and inventions, European powers undertook sea expeditions to expand their trade and
influence; monarchs of these nations centralized their authority in a quest for absolute power. New ideas
about science, human society and government began to sweep across Europe. The Enlightenment
reinvigorated ideas, like democracy and individual rights. These ideas were the foundation of the revolutions
to come. Students will focus on the visual arts via Renaissance art and more accurate maps from the
exploration of the New World. They will also explore the concept of change, with regards to the 95 Theses
and the Reformation.
TEKS:
I can explain why Europeans wanted to explore the New World and how they were able to do so. (WH1D,
WH7A, WH16B)
I can explain how the European Age of Exploration changed both Europe and the New World. (WH1D,
WH6B, WH16C)
I can describe the major effects of the Colombian Exchange and the impact the Colombian Exchange had on
the Americas and Europe. (WH1D, WH7B)
I can explain the development of the slave trade and its impact on the Atlantic slave trade on West Africa and
the Americas. (WH4I, WH7C)
I can compare the Maya, Inca, and Aztec civilizations. (WH6A)
I can explain how prior civilizations influenced the development of the Aztec, Maya, and Inca civilizations.
(WH6A)
I can summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in
the Maya, Inca, and Aztec civilizations. (WH27B)
Enduring Understanding(s) for this unit:
New technology, the search for wealth, and a desire to spread Christianity led to an age of discovery which
led to Europe becoming a dominant colonizing force in the world.
Essential Questions:
Was Europe destined to discover the New World?
What would have happened if The New World had not been “discovered?”
Critical Vocabulary: Limit to 5-10 words that are most essential
Instructional Notes/ Possible Misconceptions:
 Columbus discovered the United States of America
 Columbus proved the world was round
 Europeans captured Africans for slaves
 Most slaves went to the United States
Model Lesson (Below):
This may be produced on another document with the title indicated here…be sure the title here matches the
title within the document and the title of how it is saved.
Instructional Strategies/Infusion of 21st Century Skills:
 Maps related to subject matter
 Primary sources using SOAPS or APPARTS
 Problem Solving: World History Alive – Europe’s Transition to the Modern World 4.3
“Monuments to Exploration: Two Perspectives”
 Visual Discovery: World History Alive – Civilization of the Americas 2.1 “The Rise of Maya
Civilization”
 Visual Discovery: World History Alive – Civilization of the Americas 3.1 “The Expansion of the
Inca Empire”
 Visual Discovery: World History Alive – Civilization of the Americas 4.1 “The Development of
the Aztec Empire”
 Create a chart on the Ancient American civilizations – list achievements of the Mayan, Aztec,
and Incan civilizations
 Label a world map with the voyages of the explorers and countries – explain why certain
European countries claimed certain areas on the globe
 List the positive and negative results of the Columbian Exchange from the points of view of both
the Europeans and the Americans
 World map showing the Columbian Exchange from the Americas to Europe and from Europe
to the Americas – can also do a world map on the Triangular Trade
 Journal of an explorer traveling to the Americas or India
Assessment: Create a 7-15 question assessment that is TAKS formatted covering the TEKS for this unit..
Also attach a key and indicate the SEs and TAKS objective tested.