Download Unit Timeline: 9 weeks

World History Social Studies SY 2015-2016
Unit 2 Name: Renaissance & Reformation; The Global Age; Absolutism & Enlightenment
Essential Questions:
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 Catherin the Great strengthen Russia and extend its territory?
What effects did Enlightenment philosophers have on government and society?
As Enlightenment ideas spread across Europe, what cultural and political changes took place?
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 Social Studies SY 2015-2016
Academic Vocabulary
Renaissance & Reformation
Humanism
Patron
Perspective
Vernacular
Utopian
Indulgences
Diet
Theocracy
Predestination
Sect
Canonize
Ghetto
Heliocentric
Scientific Method
Hypothesis
Global Age
Cartographer
Line of Demarcation
Treaty of Tordesillas
Circumnavigate
Plantation
Missionary
Monopoly
Boers
Outpost
Sovereign
Sepoys
Dutch East India Company
Conquistador
Immunity
Viceroy
Encomienda
Peon
Peninsular
Creole
Mestizo
Mulatto
Privateer
Triangle Trade
Middle Passage
Absolutism & Enlightenment
Absolute Monarch
Divine Right
Armada
Huguenots
Edict of Nantes
Levée
Dissenter
Puritans
Bill of Rights
Limited Monarchy
Constitutional Government
Mercenary
Autocratic
Boyar
Partition
Natural Law
Social Contract
Natural Right
Philosophe
Laissez Faire
Censorship
Salon
Enlightened Despot
World History Social Studies SY 2015-2016
MO Learning Standards (CCSS)
Learning Standard #1
Describe the characteristics of the Renaissance in Italy. SS. Aa.
Learning Standard #2
Describe the themes that northern European artists, humanists and writers explored. SS. Aa.
Learning Standard #3
Use text-based evidence to describe the new ideas that Protestant sects embraced. SS. 1. a.
Learning Standard #4
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.
Learning Standards #5
Describe European motivations for exploring the seas and analyze early Portuguese and Spanish
explorations. SS. 3. B. c.
Learning Standard #6
Analyze the results of the first encounters between the Spanish and Native Americans. SS. 3. B. c.
Learning Target #7
Explain how Spain ruled its empire in the Americas and analyze the major features of Spanish colonial
society and culture. SS. 3. B. c.
Learning Standard #8
Describe how Europeans competed for power in North America and how their struggle affected Native
Americans. SS. 3. B. c.
Learning Standard #9
Explain how triangular trade worked and analyze the impact of the Atlantic Slave Trade. SS. 3. b. o.
Learning Standard #10
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.
Learning Target #11
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.
Learning Target #12
Explain how science led to the Enlightenment. SS. 3. b. k.
Learning Target #13
Analyze the beliefs and contributions of the philosophes. SS. 3. b. k.
World History Social Studies SY 2015-2016
Addressing Content
Strategies
Renaissance & Reformation
Pre-teach the
vocabulary:
 3x5 cards
 Frayer models
 Sentence stems
 Writing with lists
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
people viewed the universe and
analyze the contributions that
scientists made to the Scientific
Revolution.
The Scientific Revolution
Pages 434-438
Interact with New
Knowledge
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
Practice and Deepen New
Knowledge
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.
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.
Generate and Test Hypotheses about
new knowledge.
Engage students in problem solving and
investigational tasks.
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.
Investigative Task:
Scientific Revolution Research Project
* A sample rubric and URL list is available.
World History Social Studies SY 2015-2016
The Global Age
I can describe European
motivations for exploring the seas
and analyze early Portuguese and
Spanish explorations.
Spices & Slaves
Pages 446-465
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
Pages 472-486
I can explain how triangular trade
worked and analyze the impact of
the Atlantic Slave Trade.
Provide a note taking
template or graphic
organizer for reading or
language support.
Use higher educational resources:
sheg.stanford.edu;
zinnedproject.org.org;
www.teachci.com;
Use essential questions
to facilitate lecture and
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.
Chunk content.
Writing task:
Exposition: Social classes in the Spanish
colonies in the Americas.
World History Social Studies SY 2015-2016
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 & Enlightenment
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
I can explain how science led to
the Enlightenment.
I can analyze the beliefs and
contributions of the philosophes.
Enlightenment
Pages 542-555
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 Social Studies SY 2015-2016
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:
World History Social Studies SY 2015-2016
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:
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.
World History Social Studies SY 2015-2016