Download Unit 3 - Public Schools of Robeson County

World History
Public Schools of Robeson County
Unit 3- WORLD HISTORY
INSTRUCTIONAL ALIGNMENT
Essential Standard:
WH.H.4 Analyze the political, economic, social and cultural factors that lead to the development of the first age of global interaction.
WH.H.5 Analyze exploration and expansion in terms of its motivations and impact.
Clarifying Objective(s):
Essential Question(s):
WH.H.4.1- Explain how interest in classical learning and religious reform
1. What factors prompted the Renaissance?
contributed to increased global interaction (e.g., Renaissance, Protest
2. How did the revival of classical learning contribute to global interactions?
Reformation, Catholic Reformation, Printing revolution, etc.).,
3. How did religion and secular struggles impact government structure of
WH.H.4.2 Explain the political, social and economic reasons for the rise of
society?
powerful centralized nation-states and empires (e.g., Reformation,
4. How did motivations for explorations and conquest increase global
absolutism, limited monarchy, empires, etc.).
interactions?
WH.H.4.3 Explain how agricultural and technological improvements
5. Why did exploration impact indigenous people around the world?
transformed daily life socially and economically (e.g., growth of towns,
creation of guilds, feudalism and the manorial system, commercialization,
etc.).
WH.H.4.4 Analyze the effects of increased global trade on the interactions
between nations in Europe, Southwest Asia, the Americas and Africa (e.g.,
exploration, mercantilism, inflation, rise of capitalism, etc.).
WH.H.5.1 Explain how and why the motivations for exploration and
conquest resulted in increased global interactions, differing patterns of
trade, colonization, and conflict among nations (e.g., religious and political
motives, adventure, economic investment, Columbian
exchange, commercial revolution, conquistador destruction of Aztec and
Incan civilizations, Triangular Trade, Middle Passage, trading outposts,
plantation colonies, rise of capitalism, etc.).
WH.H.5.2 Explain the causes and effects of exploration and expansion
(e.g., technological innovations and advances, forces that allowed the
acquisition of colonial possessions and trading privileges in Africa, Asia,
the Americas and the Colombian exchange).
WH.H.5.3 Analyze colonization in terms of the desire for access to
resources and markets as well as the consequences on indigenous cultures,
population, and environment (e.g., commercial revolution, Columbian
exchange, religious conversion, spread of Christianity, spread of disease,
spread of technology, conquistadors, slave trade,
encomienda system, enslavement of indigenous people, mixing of
populations, etc.).
World History
WH.H.5.4 Analyze the role of investment in global exploration in terms of
its implications for international trade (e.g., transatlantic trade,
mercantilism, joint-stock companies, trading companies, government and
monarchial funding, corporations, creation of capital markets, etc.).
Pacing Guide:
2.5 weeks
Unit (3) of
Study
Renaissance,
Reformation,
and the Age of
Exploration
Major Concepts
Instructional Task
Reform
Revolt
Exploration
Improvement
Expansion
Colonization
Growth
Conflict
Trade
Power
WH.H.4.1
1. Describe the various
classical features of the early
renaissance.
2. Classify the difference
between the Protestant and
Catholic Reformation.
3. Explain how printing
increased formal learning.
4. Defend your viewpoint on
how the renaissance increased
global interaction.
5. Hypothesize how
reformation increased world
advancement.
WH.H.4.2
1. Define a centralized nationstate/political unit and other
related vocabulary.
2. Give examples of nationstates.
3. Examine political, social,
and economic rise of
powerful nation-states.
WH.H.4.3
1. Read about the technological
and agricultural
improvements of the feudal
era.
2. Explain how technological
and agricultural
Public Schools of Robeson County
Essential
Vocabulary
Instructional Resources
Pre:
Text Resources:
1. Exploration
2. Overseas
3. Missionary
4. Colony
5. Plantations
6. Conquest
Textbook
Primary and Secondary Sources
Current:
1. Secular
2. Schism
3. Colonialism
4. Capitalism
5. Mercantilism
6. Printing Press
7. Catholic
8. Protestant
9. Byzantine
10. Conquistador
11. Columbian Exchange
12. Triangle Trade
Digital Resources:
Ancient History Sourcebook
Smart History
NARA
Library of Congress
British Museum
Smithsonian
PBS
Crash Course Videos
Mankind Videos
Discovery Education
www.learnnc.com
www.discovery.com
www.nationalgeographic.com
Introductory:
Literary Connections:
1. Machiavellianism
2. Spanish Inquisition
3. Classicalism
4. Humanism
5. Utopia
6. Holocaust
7. Assimilation
8. Diffusion
Giorgio Vasari, Lives of the Artists
Machiavelli’s The Prince
Luther , 95 Thesis and On the Freedom of
a Christian
Pico della Mirandola, The Courtier and
Utopia
Thomas Cranmer “Letter on the King’s
Divorce”
Sample Assessment Prompts
Web-quest: Renaissance-Italy
and Beyond
Mini-DBQ-What was the
impact of the Age of
Exploration on the indigenous
peoples of the lands explored?
Writing activities:
short response to
prompt or primary
source: What was the short
term and long term
consequences of the
Reformation?
Maps: Trace the exploration
routes of the major explorers
Class debates and
discussions: Exploration and
conquest was more beneficial
than destructive to the
conquered peoples, or,
Exploration was more
destructive than beneficial.
Martin Luther Trial
World History
improvements improved
daily life
3. Classify the effects of
agricultural improvements
on population development.
Analyze how technology
advanced the spread of culture
throughout the period.
WH.H.4.4
1. Define mercantilism and
other related vocabulary.
2. Draw the concept of global
trade.
3. Classify items of trade to
specific countries.
4. Analyze the causes of
increased global trade.
5. Determine the effects of
global trade.
6. Compare the causes and the
effects of global trade
7. Develop a model for the
movement of people and
ideas.
WH.H.5.1
1. Define exploration and other
related vocabulary.
2. Explain the motivations for
exploration.
3. Create a timeline that
explains the sequence of
events during the age of
exploration.
4. Break down how the
movement of people and
ideas affect the different
societies.
5. Construct how conquest led
to increased global
interactions.
WH.H.5.2
9. Indulgence
10. Vernacular
St. Francis Xavier letters
Public Schools of Robeson County
Timelines: Trace the
developments associated with
the Renaissance, Reformation,
and/or Exploration
Research of major
events, issues, and/or
people associated
with content of study
Formative and
Summative quizzes
and tests
World History
Public Schools of Robeson County
1.
Outline the causes of
exploration and expansion.
2. Defend the reasons why
people explored other land
areas.
3. Explain the effects of
exploration and expansion.
4. Develop how power shifts
are created by exploration
5. Analyze the effects in
relation to Native
Americans.
6. Organize the causes and
effects of exploration and
expansion
WH.H.5.3
1. Identify the different
colonial settlements by the
English, Spanish, French,
etc.
2. Demonstrate specific needs
of countries in terms of
natural resources.
3. Explain positive and
negative outcomes of
colonization on indigenous
populations; other groups.
4. Outline how colonization
and the need for new
markets created political,
social and economic change
in the Americas.
5. Conclude the overall effects
of colonization and the need
for new markets on the
Americas and Europe.
WH.H.5.4
1. Identify investment, global
trade, and other related
vocabulary.
World History
Public Schools of Robeson County
2.
3.
4.
Give examples of
exploration and trade
connections.
Divide the world into
spheres of influence
Diagram and compare trade
patterns.