Download Unit Timeline: 9 weeks

World History 2016-17 Unit Map: Quarter One
Quarter One/Unit One: Spread of Ideas (Muslim Empires; Renaissance & Reformation; The Global Age; Absolutism )
Essential Questions:
How does a state gain or lose power over others?
How do religions and belief systems help change society?
What were the ideals of the Renaissance and how did artists and writers reflect these ideas?
How did the Renaissance develop in northern Europe?
How did revolts against the Catholic Church affect northern European society?
How did the Reformation bring about two different religious paths in Europe?
How did discoveries in science lead to new ways of thinking for Europeans?
How did the search for spices lead to global exploration?
What effects did European exploration have on the peoples of Africa?
How did European countries build empires in south and southeast Asia?
How were European encounters in East Asia shaped by the worldviews of both Europeans and Asians?
How did a small number of Spanish conquistadors conquer a huge Native American empires?
How did Spain and Portugal build colonies in the Americas?
How did European struggles for power shape the North American continent?
How did the Atlantic slave trade shape the lives and economies of Africans and Europeans?
How did the voyages of European explorers lead to new economies systems in Europe and its colonies?
How did Phillip II extend Spain’s power and help establish a golden age?
How did France become the leading power in Europe under the absolute rule of louis XIV?
How did the British Parliament assert its rights against royal claims to absolute power in the 1600s?
How did the two great empires of Austria and Prussia emerge from the Thirty Year’s War and subsequent events?
How did Peter the Great and Catherine the Great strengthen Russia and extend its territory?
Academic Vocabulary
Muslim Empires
Quran
Mosque
Hajj
Jihad
Renaissance & Reformation
Humanism
Patron
Perspective
Vernacular
Global Age
Cartographer
Line of Demarcation
Treaty of Tordesillas
Circumnavigate
Absolutism
Absolute Monarch
Divine Right
Armada
Huguenots
Unit Timeline: 9 weeks
Assessments:
Required
Quarterly: Achievement Series
On-line District Assessment
(Multiple Choice)
Common Formatives:
Writing Tasks
Quizzes
Vocabulary Checks
Chapter Assessments
World History 2016-17 Unit Map: Quarter One
Sunni
Shiite
Sultan
Rajah
Sikhism
Cultural Blending
Janizary
Shah
Utopian
Indulgences
Diet
Theocracy
Predestination
Sect
Canonize
Ghetto
Heliocentric
Scientific Method
Hypothesis
Plantation
Missionary
Monopoly
Boers
Outpost
Sovereign
Sepoys
Dutch East India Company
Conquistador
Immunity
Viceroy
Encomienda
Peon
Peninsular
Creole
Mestizo
Mulatto
Privateer
Triangular Trade
Middle Passage
Edict of Nantes
Levée
Dissenter
Puritans
Bill of Rights
Limited Monarchy
Constitutional Government
Mercenary
Autocratic
Boyar
Partition
MO Learning Standards (CCSS)
Describe the main characteristics of the Ottoman, Safavid, and Mughal Empires.SS.3b.g
Explain why Muslim and Hindu traditions clashed and how they blended.SS.6.k
Describe the characteristics of the Renaissance in Italy. SS. Aa.
Describe the themes that northern European artists, humanists and writers explored. SS. Aa.
Use text-based evidence to describe the new ideas that Protestant sects embraced. SS. 1. a.
Explain how new discoveries in astronomy changed the way people viewed the universe and analyze the contributions
that scientists made to the Scientific Revolution. SS. 3. B. j.
Describe European motivations for exploring the seas and analyze early Portuguese and Spanish explorations. SS. 3. B. c.
Analyze the results of the first encounters between the Spanish and Native Americans. SS. 3. B. c.
World History 2016-17 Unit Map: Quarter One
Explain how Spain ruled its empire in the Americas and analyze the major features of Spanish colonial society and
culture. SS. 3. B. c.
Describe how Europeans competed for power in North America and how their struggle affected Native Americans. SS. 3.
B. c.
Explain how triangular trade worked and analyze the impact of the Atlantic Slave Trade. SS. 3. b. o.
Explain how European exploration led to the Columbian Exchange and describe the impact that mercantilism had on
European and colonial economies. SS. 3. b. i.
Analyze the policies of European rulers during the Age of Absolutism and examine how the role of religious conflicts
impacted these policies. SS. 3. b. k.
Addressing Content
World History 2016-17 Unit Map: Quarter One
Strategies
Interact with New
Knowledge
Practice and Deepen New
Knowledge
Generate and Test Hypotheses about
new knowledge.
Muslim Empires
Pre-teach the
vocabulary:
 3x5 cards
 Frayer models
 Sentence stems
 Writing with lists
I can describe the main
characteristics of the Ottoman,
Safavid, and Mughal Empires.
I can explain why Muslim and
Hindu traditions clashed and how
they blended.
Muslim Empires
Pages 304-333 (emphasis on
Pages 324-333)
Renaissance & Reformation
I can describe the characteristics
of the Renaissance In Italy.
I can describe the themes that
northern European artists,
humanists and writers explored.
The Renaissance
Pages 410-420
I can use text-based evidence to
describe the new ideas that
Protestant sects embraced.
The Reformation
Pages 423-433
I can explain how new discoveries
in astronomy changed the way
Activities
* See Social Studies
Vocabulary Strategies at
www.core-learning.com
Make use of print and
on-line visuals: maps,
infographics,
biographies, etc.
Use digital resources:
mentimetor.com;
Quizlet.com;
b.socrative.com.
Use video clips:
http://videoclips.mrdo
nn.org/worldhistory.ht
ml ; history
channel.com ; pbs.org
Provide a note taking
template or graphic
organizer for reading or
language support.
Use essential questions
to facilitate lecture and
Review content. Guided practice.
Assign in-class work.
Review new content by using
guided reading, re-teaching and
enrichment sources.
Timelines: illustrations on the top
and textual descriptions
underneath.
Utilize and apply new knowledge
through cooperative learning : examine
the impact of the empires then and
now (investigate the legacy of each
empire in the geographic areas they
once controlled)
Engage students in problem solving and
investigational tasks.
Teacher or students create graphic
organizers and fill them in while
reading.
Re-Question: In pairs, students
prepare a list of questions on a
reading selection. They trade lists,
answer the questions. Then they
trade back and grade each other’s
answers.
Venn Diagrams or T-charts to
compare and contrast.
Investigative Task:
Renaissance Web Quest
* A sample instruction template is available.
Writing task:
Descriptive writing: Summarize the
ideas espoused by Martin Luther and
John Calvin.
World History 2016-17 Unit Map: Quarter One
people viewed the universe and
analyze the contributions that
scientists made to the Scientific
Revolution.
The Scientific Revolution
Pages 434-438
The Global Age
I can describe European
motivations for exploring the seas
and analyze early Portuguese and
Spanish explorations.
Spices & Slaves
Pages 446-465
to keep focus on
vocabulary and key
terms.
Assign in-class work
from text, online or
other enrichment
sources.
Review new content by
using guided reading,
re-teaching and
enrichment sources.
Investigative Task:
Scientific Revolution Research Project
* A sample rubric and URL list is available.
Use higher educational resources:
sheg.stanford.edu;
zinnedproject.org.org;
www.teachci.com;
Chunk content.
I can analyze the results of the
first encounters between the
Spanish and Native Americans.
I can explain how Spain ruled its
empire in the Americas and
analyze the major features of
Spanish colonial society and
culture.
I can describe how Europeans
competed for power in North
America and how their struggle
affected Native Americans.
Conquest in the Americas
Writing task:
Exposition: Social classes in the Spanish
colonies in the Americas.
World History 2016-17 Unit Map: Quarter One
Pages 472-486
I can explain how triangular trade
worked and analyze the impact of
the Atlantic Slave Trade.
The Slave Trade
Pages 487-490
I can explain how European
exploration led to the Columbian
Exchange and describe the impact
that mercantilism had on
European and colonial economies.
The Columbian Exchange
Pages 491-497
Absolutism
Analyze the policies of European
rulers during the Age of
Absolutism and examine how the
role of religious conflicts
impacted these policies.
Absolutism
Pages 504-535
Activities
Timeline: illustrations on the top
and textual descriptions
underneath.
Students create a graphic
organizers and fill them in while
they read.
Re-Question: In pairs, students
prepare a list of questions on a
reading selection. They trade lists,
answer the questions. Then they
trade back and grade each other’s
answers.
Possible Research Projects:
Atlantic Slave Trade
The Columbian Exchange
Louis XIV
Hernan Cortez and the Aztecs
Pizarro and Peru
* A sample rubric and instruction template
is available.
World History 2016-17 Unit Map: Quarter One
Unit Resources:
1. Prentice Hall World History,
2014 update. Ellis & Esler- text
2. Prentice Hall World History,
2014 update. Ellis & Esler-online
resources.
Intervention Strategies:
1. Shared reading, choral
reading, round robin reading,
re-quest reading, team or pair
practice with identify main
points/summarize/paraphrase,
think-pair-share. (Marzano –
collaborative learning)
2. Re-teach using bell ringers,
review and exit cards
Accommodations and Modifications:
Accommodations:
Strategic seating, extra time, more guided practice with teacher, opportunity to synthesize, analyze, critique and apply concepts in writing; repetition and drill,
strategic teaming/grouping of students.
Modifications:
World History 2016-17 Unit Map: Quarter One
Classroom: Students are allowed extra time for completion, including taking assignments to after school tutoring or taking assignments home as homework, or
students are not penalized for non-completion of all tasks. Students are allowed to express thoughts in picture format, graphic panels, captioned pictures or
stand-alone visual representations such as bulleted lists, numbered lists, and timelines. Students are not penalized for spelling or arithmetic errors. On
computer projects, students are not penalized for errors in formatting works cited lists. Students are not penalized for submitting fewer pages and or showing
less depth of topic understanding on PowerPoint slides. Students are allowed to paste pictures with captions in lieu of written paragraphs on computer-based
writing projects.