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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.