Download World History Unit 4/Part4 Title Suggested Dates Connecting

 World History Unit 4/Part4 Suggested Dates rd​
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Six Weeks Title Connecting Hemispheres​
/ Age of Exploration Big Idea/Enduring Understanding Guiding Questions European expansion and exploration impacted the entire globe. What was the Commercial Revolution? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Standards Clarifications Suggested Resources Student Expectations Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade,​
European exploration CISD 2015-2016, ​
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and the Columbian Exchange, European expansion, ​
and the Renaissance and the Reformation​
; (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to: Bloom’s Level​
Analyzing Students should analyze technological, economic and political changes that made exploration and expansion possible. World History for Us All 6.1 Oceanic Ventures and the Joining of the Continents United Streaming Exploring the World: The Age of Exploration Begins (A) analyze the causes of European expansion from 1450 to 1750; The European age of exploration and colonization​
­ This "turning point" began in the 1200's when Readiness Standard RC 1 Marco Polo returned to Europe with stories and samples of the "riches of the east" from the court of Genghis Khan. The demand for trade routes and riches forced European nations to look for a more efficient way to get to East Asia. In the mid­1400's the Portuguese and the Spanish pioneered the period of discovery and colonization and expanded the power and wealth of many European nations (with gold, silver, spices, silks, and other products) CISD 2015-2016, ​
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God (spread of Christianity), Gold(or other riches) and Glory(adventure) motivated many of the European Explorers. Technology from the Muslims and Chinese­ sternpost rudder, triangular lateen sail, magnetic compass, astrolabe, and gunpowder helped European explores travel farther. At this same time the Ottoman Empire controlled trade routes across the Middle East and there was a thriving trade system between the Chinese, Arab and Indian traders. European expansion was a turning point in history as global trade networks are established. Western culture began to dominate and the ideas of Westernization and Globalization begin to and continue to impact the world. (7) History. The student World History for Us All Bloom’s Level​
Understanding understands the causes and 6.2 the Columbian Exchange and its consequences Students need to know the impact of European expansion products that were pivotal in the from 1450 to 1750. The student is Columbian Exchange and how it expected to: CISD 2015-2016, ​
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(B) explain the impact of the Columbian Exchange on the Americas and Europe; Readiness Standard RC 1 brought changes to both Europe and the America. The Europeans brought the following items to the Americas. ● Sheep, goats , cattle, pigs and horses changing the lifestyles and diet of the Americas. ● Diseases that decimated the native populations. The America gave the following items to Europe. ● Food such as maize, potatoes, and tobacco, and cacao(chocolate) changing the diets and leading to a population increase (especially the potatoes and corn). ● The Americas became a major source for cotton and sugar. The production of sugarcane prompted the growth of the slave trade. CISD 2015-2016, ​
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(7) History. The student Bloom’s Level​
Understanding understands the causes and Slavery ­ impact of European expansion ● The enslavement of groups of from 1450 to 1750. The student is people has been a consistent expected to: part of history. (C) explain the impact of the ● Conquered peoples were often Atlantic slave trade on West enslaved by the conquerors. Africa and the Americas; ● Within a given society, the lowest social class was often Readiness Standard RC 1 enslaved or made to work on public works or other projects with little regard for human rights. . ● The Spanish enslaved Native Americans in the New World. ● The most pressing example of slavery was the enslavement of millions of Africans by Europeans and others to work on sugar plantations and other farming plantations in the West Indies, South America and North America. This "institution" of slavery involved transporting huge numbers of Africans to the Americas in what was called CISD 2015-2016, ​
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United Streaming The Atlantic Slave Trade 5
the ​
middle passage​
part of the triangular trade. ● The use of slave labor became part of the plantation economy of the southern colonies and later the southern United States and was a cause of the U.S. Civil War. Bloom’s Level​
Understanding (7) History. The student understands the causes and Students need to contract the ideas impact of European expansion of the aristocracy and the ideas of from 1450 to 1750. The student is the rising middle class. expected to: The Catholic church eased its ban (F) explain new economic on lending money and charging factors and principles that interest so banking became more contributed to the success of Europe's Commercial Revolution. respectable. Joint­ Stock companies were created to fund Readiness Standard RC 1 overseas businesses and limit risk to investors. Mercantilist beliefs created competition between European countries to establish a favorable balance of trade. The creation of European colonial empires led to a growth of overseas trade and a rising middle class of merchants. CISD 2015-2016, ​
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(16) Geography. The student Bloom’s Level​
Remembering understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; Supporting Standard RC 3 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (B) analyze the influence of human and physical geographic factors on major events in world history​
, including the development of river valley civilizations​
,​
trade in the Indian Ocean​
, ​
and the opening of the Panama and Suez canals; and Bloom’s Level​
Analyzing This SE should be taught with 7e A thriving trade system developed in the Indian Ocean during this time period. Europe’s desire to be a part of this trading system lead to European exploration. Readiness Standard RC 3 (24) Culture. The student understands the roles of women, children, and families in different CISD 2015-2016, ​
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Bloom’s Level​
Understanding 7
historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; Supporting Standard RC 3 Vocabulary Columbian Exchange Mercantilism Government Absolute Monarchy Constitutional Monarchy Democratic­ Republican Printing press CISD 2015-2016, ​
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