Proposed course outline



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PROPOSED COURSE OUTLINE

Advanced Modern World History 10

Victoria Straughn, Teacher
[Note: This course is set up for a 4-Block schedule. In order to complete the course as planned, 3 Terms of study will be needed, each Term consisting of approximately 9 weeks of 90 minute classes]
WEEK I-II: Era 5: “Intensified Hemispheric Interactions, 1000-1500 C.E.” QUESTION: How did trade stimulate cultural exchange and what was the impact on local societies in the pre-Modern period?
STANDARD 1: The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.
1D: How interregional communication and trade led to intensified cultural exchanges among diverse peoples of Eurasia and Africa


  • Identifying the maritime routes extending from East Asia to northern Europe, and assessing the importance of trade across the Indian Ocean for societies of Asia, East Africa, and Europe. [Draw upon data in historical maps]

  • Explaining connections between trade and the spread of Islam in Central Asia, East Africa, West Africa, the coasts of India, and Southeast Asia [Analyze cause & effect]

Day 1: Map-making: to gain a visual understanding of the area in question. Mental maps of the world, followed by slides on pre-modern and early modern maps. In computer lab: students work with and create hemispheric map for the period 632-1000 CE. Cities, Islam’s spread, sea routes for European-Asian trade, trade winds, camel caravan routes, and other significant events. Use online Ch. 14 Interactive Map and Timeline Part One from Bentley/Ziegler and pp. 602-3 B&Z. Write or discuss the question: What will be the impact of intensified cross-regional trade for men? Women? Upper class? Lower classes? Homework: read/notes: pp. 345-370 B&Z


Day 2: Homework reading discussion, highlighting the Unit question (see above). View Part I: “Islam: Empire of Faith,” noting the points we have been discussing. As you view, create a set of questions that this film raises for you.
Day 3: Briefly discuss questions from film and introduce “Reading Guide for Historical Documents.” (See bibliography.) Divide into small groups for primary source analysis to compare and contrast the experiences of and rules for women, using the following: pp. 126-138, “Conditions of Women in Islam, Byzantine Christianity, and Western Christianity” in Stearns, and http://chnm.gmu.edu/wwh/p documents: 199, 200, 207, & 208.
Day 4: Introduce library research on architecture and social importance of caravanserais and khans of Central Asia and the Middle East. What sort of people went there? Why? Compare and contrast these institutions with a modern gathering place. See p. 361 (B&Z) and pp. 36 & 55 in Wilkerson. Homework: by next week, create a two-or three-dimensional representation of a caravanserai or khan, from the descriptions you found online (see Directions for Caravanserai/Khan handout).
Day 5: Lecture on the Origins of Coffee, view excerpts of “In the Footsteps of Alexander” in coffee houses and hold a “Coffee House Simulation:” “What has been the impact of trade and communication on culture?” Use “Web Articles” or “News Feed” from B&Z online to hold a discussion on current events related to this subject. Extra Credit: research on “fair trade” coffee.
Day 6: Assign primary source analysis for Benjamin of Tudela’s descriptions of Baghdad and Constantinople (pp. 358 & 329 respectively). Writing assignment: place yourself in the role of a teenager in one of these two cities. Describe your daily activities and thoughts. Turn in your caravanserai/khan project tomorrow.

Day 7: Question: How did Islamic trade and conquest alter life on the Iberian Peninsula? Slides, notes, and discussion on The Alhambra and textbook readings.


Day 8: Test on Unit 1. Homework: read/notes: Chapter 18 “Nomadic Empires and Eurasian Integration,”

pp. 461-481.


WEEK II-III: Era 5: “Intensified Hemispheric Interactions, 1000-1500 C.E.” QUESTION (continued): How did trade stimulate cultural exchange and what was the impact on local societies in the pre-Modern period?
STANDARD 3: The rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1350.
3B: Demonstrate understanding of the significance of Mongol rule in China, Korea, Russia,

and Southwest Asia by:



  • Analyzing how Mongol rule affected economy, society, and culture in China and Korea [Analyze cause & effect]

  • Explaining how the Golden Horde and the Khanate of Persia-Iraq became “Islamicized” in the 13th and 14th century [Formulate a position on an issue]

Day 9: Go to Computer lab: Having read the chapter assignment, study the following: a) the interactive map of the Silk Road found at www.mhhe.com/bentley3ch12maps and pictures of the “Silk Road” today found at www.ess.uci.edu/~oliver/silk.html. What evidence of enduring cultural exchange do these pictures exhibit? and b) the interactive map, “The Mongol Empires” at www.mhhe.com/bentley3ch18maps . Complete the 3 questions and submit them to your teacher. Then, click on the “Primary Source Links” and go to the document your teacher has assigned to you (“On the Tatars,” “Description of the Mongols,” or “Marco Polo on Mongol Military Tactics”--- the latter is found on p. 469 of the textbook). Read and take notes on the description. Then, using a piece of art paper, create a drawing in pen and ink or color pencil and ink that interprets the words of the author into a visual.


Day 10: Small group work: Construct a graphic organizer to show characteristics of Mongol society and culture, of Muslim society and culture, and of contacts between Mongols and Muslim peoples that would help explain the “Islamization” of the Golden Horde and the Khanate of Persia-Iraq. Hold a large group discussion on causation.
Day 11: Collect students’ artwork. Compare and contrast students’ work with that of the artist who illustrated Marco Polo’s book of travels to Asia. Consider the role of the artist in conveying “history.” Review the story of Guillaume Boucher (p. 461, B&Z). Define the following terms: “Migration,” “Immigration,” “Nomadic.” Hold a discussion on both the historical meaning and popular understanding of these terms. What similarities and differences are there across time and through space? How do ecological conditions factor into human movement on the planet? Case study assignment: Use global examples through space and across time.
Day 12: Food: sampling of foods and lecture based on “Arab Cuisine and its Contribution to European Culture” by Bernard Rosenberger in Food: A Culinary History, pp. 207-223. Complete your case studies for tomorrow.

WEEK III: Era 5: “Intensified Hemispheric Interactions: 1000-1500 C.E.” QUESTION: What was Africa’s “Triple Heritage” and how did it affect religious, social, cultural and economic life? How did geography either impede or facilitate cross-cultural communication?
STANDARD 4: The growth of states, towns, and trade in Sub-Saharan Africa between the 11th and the 15th centuries.
4A: Demonstrate understanding of the growth of imperial states in West Africa and Ethiopia by:

  • Analyzing the importance of agriculture, gold production, and the trans-Saharan caravan trade in the growth of the Mali and Songhai empires. [Analyze cause & effect]

  • Explaining how Islam expanded in West Africa, and assessing its importance in the political and cultural life of Mali and Songhai. [Examine the influence of ideas]

  • Inferring from bronze sculpture or other evidence the characteristics of West African states [Draw upon visual sources]

4B: Demonstrate understanding of Bantu settlement and Indian Ocean trade in East, Central, and South Africa by:



  • Explaining the role of Bantu-speaking peoples in the rise of commercial towns on the East African coast and the significance of Swahili as a language of trade. [Interrogate historical data]

  • Assessing the importance of Islam, Arab settlement, and maritime trade in the economic and cultural life of Kilwa and other East African coastal cities. [Analyze cause & effect]

  • Analyzing the importance of Great Zimbabwe as a Bantu state and commercial center with links to the Indian Ocean trade. [Interrogate historical data]

Day 13: Collect case studies. View excerpts of “Africa’s Triple Heritage.” Make three columns to reflect what you have learned about Islam, Christianity, and indigenous religious beliefs in this film. Homework: read/notes pp. 482-504 B&Z, “States and Societies of Sub-Saharan Africa.”


Day 14: Give map assignment (students need to be able to identify key cities, bodies of water, and political kingdoms of Early African History), including use of interactive map, p. 489 (see blank maps at “Instructor’s Edition of B&Z online) (www.mhhe.com/bentley3ch19maps) & website on Great Zimbabwe: http://www.mc.maricopa.edu/dept/d10/asb/anthro2003/legacy/africa/zimbabwe/index.html. Create a map that identifies trade items between Great Zimbabwe, East Africa, and Indian Ocean communities.
Day 15: Study the following website: from the Smithsonian National Museum of African Art on the following three subjects: nmafa.si.edu/pubaccess/index.htm a) Art of Personal Objects b) Images of Power and Identity c) Artistry of Currency. Make notes to reflect your inferences about authority, class, and gender differences. What similarities and differences do you see in different regions of Africa over time? Sketch two different objects you studied, label them with place and date of origin, and write a paragraph at the bottom of the page to explain the answer to these questions. Make sure your drawings are bold enough to see from across the room.
Day 16: Share and collect the assignments. Discussion based on textbook reading: How did the Islamic faith spread to West Africa and what new rules for living did it bring about? Then, hand out parts to read for Ibn Battuta’s journal; write a clear and eloquent summary to present to the class tomorrow. Assign: know and understand your part well for tomorrow.

Day 17: Student presentations from Ibn Battuta’s journal. Compare and contrast with excerpts from his diary in China. See Horace Mann site: http://www.sfusd.k12.ca.us/schwww/sch618/Islam_New_Main.html

What are your observations about this traveler? What is the difference between a traveler and an “explorer?” How has this explorer defined the place of women in society? Why? What conflicts of culture did that cause for him? Extra Credit Assignment: Using a modern African cookbook, take one recipe and research the historical origins of each of the food products used in that recipe. Create a poster that reflects the continental interactions in that recipe.
Day 18: Evaluation of the first 3 weeks’ studies: Multiple choice test and essay. (See possible essay questions at B&Z online chapter essay quizzes.
WEEK IV-V: Era 5: “Intensified Hemispheric Interactions, 1000-1500 C.E.” QUESTION: (How) do interactions with other parts of the world redefine European society and culture in this period?
STANDARD 2: The redefining of European society and culture, 1000-1300 CE.
2A: Demonstrate understanding of feudalism and the growth of centralized monarchies and city-states in Europe by:


  • Describing roles that upper-class women played in dynastic and aristocratic medieval politics. [Formulate historical questions]

  • Analyzing how prosperous city-states arose in Italy and northern Europe and comparing the political institutions of city-states with those of centralizing monarchies. [Compare & contrast]

2B: Demonstrate understanding of the expansion of Christian Europe after 1000 by:



  • Explaining urban growth in the Mediterranean region and northern Europe, and analyzing causes for the expansion of manufacturing, interregional trade, and a money economy in Europe [Analyze cause & effect]

  • Analyzing the success of Christian states in overthrowing Muslim powers of central and southern Iberia between the 11th and 13th centuries. [Interrogate historical data]

2C: Demonstrate understanding of patterns of social change and cultural achievement in Europe’s emerging civilization by:



  • Analyzing the changing status of women in medieval European life and ways in which ideals of chivalry and courtly love changed feudal society. [Analyze cause & effect]

  • Describing the life of Jewish communities and their contributions to Europe’s cultural and economic development. [Examine the influence of ideas]

  • Evaluating major works of art, architecture, and literature, and analyzing how they shed light on values and attitudes in Christian society. [Draw upon visual sources]

  • Assessing the importance of the Islamic states of Iberia and Sicily as well as the Byzantine empire in transmitting scientific and philosophical knowledge to and influencing literature and the arts of western and central Europe [Analyze the importance of ideas]


STANDARD 5: Patterns of crisis and recovery in Afro-Eurasia, 1300-1450.
5A: Demonstrate understanding of the Black Death and recurring plague pandemic in the 14th century by:

  • Explaining the origins and characteristics of the plague pandemic of the mid-14th century, and describing its spread across Eurasia and North Africa. [Reconstruct patterns of historical succession and duration]

Day 19: What were the items of trade that brought wealth and prosperity to Medieval Europe? How have fairs and markets changed or stayed the same over time? Analysis of primary source: Medieval Trade in the Mediterranean World (Lopez). Small group discussions, map work & blackboard summary statements. Homework: read/notes: Chapter 20, pp. 509-536 (B&Z).


Day 20: Primary Source analysis: “Lubeck & Hamburg Treaty, 1291” and “License to Venice to Trade with the Saracens, 1198,” at “Primary Source Links” http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter20/primary_source_links.html. Question: What common features do you find that might allow city-states to become commercial, financial, and economic leaders in Europe? How did they maintain their independence? In what ways did their political structure differ from that of centralizing monarchies?
Day 21: What life choices were available to women of various classes and marital status in medieval Europe? What was the basis for women’s “education?” Use the following sources: music & words of Hildegard von Bingen (see bibliography), “Letter to Abelard” from Heloise at “Primary Source Links” http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter20/primary_source_links.html, excerpts from Christine de Pisan’s City of Ladies (http://faculty.msmc.edu/lindeman/piz1.html), and from the medieval Les Tres Riches Heures du Duc de Berry (http://www.ibiblio.org/wm/rh/). Formulate a thesis on the status of women in Medieval Europe, based on these sources. Lecture based on Joan Kelly-Gadol’s Did Women Have a Renaissance? (trace status of women from Medieval European society to period of Renaissance). Homework: construct a grid to analyze the degree to which women’s experiences in feudal European society were determined by social class, area, time, and stage of life.
Day 22: What motivations led individuals to commit themselves to the Crusades? How does the concept of Muslim jihad compare to the concept of crusade? Study the two maps (Crusades and Expulsion of European Jews) found at: www.mhhe.com/bentley3ch20maps followed by the primary source analysis in four small groups using “Primary Source Links” http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter20/primary_source_links.html (Urban II: Speech at Clermont, 1095), http://www.fordham.edu/halsall/source/ekkehard-aur1.html (On the Opening of the First Crusade), http://www.fordham.edu/halsall/source/fulk2.html (The Capture of Jerusalem, 1099), http://www.fordham.edu/halsall/source/1096jews-mainz.html (The Crusaders in Mainz, May 27, 1096), and “Muslim Accounts [of the Crusades],” pp. 145-150, Stearns.
Day 23: How was Jewish life circumscribed by law in Medieval Spain? How did that compare or contrast with practices and policies elsewhere in the Euro-Mediterranean world? Read and summarize the following documents: The Siete Partidas: Concerning Jews, 1265, “The Expulsion of the Jews from France, 1182,” http://www.fordham.edu/halsall/jewish/1182-jewsfrance1.html, “The Charter of the Jews of the Duchy of Austria, July 1, 1244 CE,” http://www.fordham.edu/halsall/jewish/1244-jews-austria.html, and

“An Oath Taken by the Jews Frankfort am Main about 1392 CE,” http://www.fordham.edu/halsall/jewish/1392-jews-frankfort.html, “The Paact of Umar, 9th Century CE,” http://www.fordham.edu/halsall/jewish/jews-umar.html, and map, “The Jews of Poland, Lithuania and Russia, 1000-1500” (or comparative documents in Stearns).


Day 24: Film: NOVA: “Black Death” (2006), followed by article discussion: “Black Death Reconsidered.”

Divide the class into partners. Assign Chapter 13 (Wiesner, Vol. 1), “Facing the Black Death” documents for analysis. Ask students to read the background and method. Then, assign one document for each partner to write a summary of methods to present to class tomorrow.


Day 25: Presentations of summaries, followed by essay assignment based on “Questions to Consider,” pp. 408-411 (Wiesner).
WEEK V: Era 5: “Intensified Hemispheric Interactions, 1000-1500 C.E.” QUESTION: What are some principal organizational features of American and Oceanic civilizations in this period?
STANDARD 6: The expansion of states and civilizations in the Americas, 1000-1500.

6A: Demonstrate understanding of the development of complex societies and states in North America and Mesoamerica by:



  • Explaining major characteristics of Toltecs, Anasazi, Pueblo, and North American mound-building peoples. [Compare and contrast differing values and institutions]

  • Analyzing how the Aztec empire arose in the 14th century. [Interrogate historical data]

  • Analyzing patterns of long-distance trade centered in Mesoamerica. [Formulate historical questions]

6B: Demonstrate understanding of the development of the Inca empire in Andean South America by:



  • Analyzing the Inca social, political, religious, and economic institutions and their development. [Interrogate historical data]

  • Comparing Aztec and Inca in government, economy, religion, and social organization. [Compare & contrast differing values and institutions]

Day 26: View Part I of “Guns, Germs, Steel.” What is Jared Diamond’s argument? Read and take notes, Ch. 21 “Worlds Apart: The Americas and Oceania,” pp. 539-562.


Day 27: Computer Lab: Use the Interactive Maps found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter21/interactive_map_quiz.html to study the chronology and geography of early Mesoamerican and South American civilizations. After completing a thorough study of these maps, write and submit a response to question #7 (agriculture’s importance), using what you have learned from your readings and the film we viewed. Hand out blank maps for student use.
Day 28: Using a variety of textbook and other sources (including Ch. 21 readings, “Mexica Expectations of Boys and Girls,” p. 545 B&Z, selected readings and images from Michael Malpass’ Daily Life in the Inca Empire, and the image and story of doña Marina found at: http://chnm.gmu.edu/wwh/p/164.html#) and excerpts from Daughters of the Earth, interpret evidence on the social role and status of women in Amerindian society. Construct a table showing similarities and differences across the Americas in such areas as property ownership, inheritance, decision-making, religious activity, economic power, rules over sexuality, agricultural production, and daily activities for women. What kinds of sources are used to construct your answer and what are the drawbacks these sources?
Day 29: Library group assignment: Using the textbook, the library and internet sources, each student will be assigned a specific region of the world to study agricultural products for the period 1000-1500 CE. The class will create a large world map poster to identify food production in each assigned area. Students will need to incorporate nutritional, preservation, and trade characteristics of the agricultural products selected.
Day 30: In class, students take turns adding their information to the poster. When finished, the class will hold a discussion to re-evaluate Jared Diamond’s thesis discussed on Day 26.

Weeks VI-VII: Era 6: “The Emergence of the First Global Age 1450-1770.” QUESTION: How do cross-cultural interactions accelerate changes in the way people lived, worked, and thought?
STANDARD 1: How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations.

1A: Demonstrate understanding of the origins and consequences of European overseas expansion in the 15th and 16th centuries by:



  • Explaining major characteristics of the interregional trading system that linked peoples of Africa, Asia, and Europe on the eve of the European overseas voyages. [Consider multiple perspectives]

  • Analyzing the major social, economic, political, and cultural features of European society, and in particular of Spain and Portugal, that stimulated exploration and conquest overseas [Identify issues and problems in the past]

1B: Demonstrate understanding of the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries by:



  • Analyzing the success of the Ottoman, Indian, Chinese, and Japanese powers in restricting European commercial, military, and political penetration in the 16th century. [Analyze cause & effect relationships]

  • Describing the political and military collision between the Spanish and the Aztec and Inca empires and analyzing why these empires collapsed. [Identify issues and problems in the past]

1C: Demonstrate understanding of the consequences of the worldwide exchange of flora, fauna, and pathogens by:



  • Assessing ways in which the exchange of plants and animals between the Americas and Afro-Eurasia in the late 15th and the 16th centuries affected European, Asian, African, and American Indian societies and commerce. [Analyze cause & effect relationships]

  • Analyzing why the introduction of new disease microorganisms in the Americas after 1492 had such devastating demographic and social effects on American Indian populations. [Analyze cause & effect relationships]

Day 31: Film, selected excerpts: “Medicis: Godfathers of the Renaissance.” What similarities and differences exist between how this family gained and maintained power vs. that of previously studied rulers (Chinggis Khan, Tamerlane, Mansa Musa, Sundiata, Motecuzoma, Atahualpa)? Assign reading and notes for Ch. 22, 23, and 25 (Bentley & Ziegler).


Day 32: Lecture, maps and discussion on World Perspectives & Trade in 1492. Begin viewing “Columbus’ World.” (PBS) Discuss “Web Article” or “News Feed” from B&Z online Instructor’s Edition to compare with modern concerns.
Day 33: Jigsaw readings on Columbus’ Diary, followed by group analysis of these excerpts. Form 2 groups within the class to discuss the diary selections: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter23/internet_activities_1.html. How will these experiences alter both New World and Old World thinking? View PBS film, “The Sword and the Cross.”
Day 34: “The Columbian Exchange.” Lecture based on Ch. 24-29 of Food: A Culinary History. Through use of maps, charts, images, lecture notes and short readings, create an Old World and a New World meal for the year 1500 CE. Use sources that explain diet, calories, table utensils, and manners for specific regions in Europe, Africa, Asia, and the Americas. See the history of chocolate in the OAH Magazine of History and at http://www.fieldmuseum.org/Chocolate/history.html, Herman Viola’s “Seeds of Change” at http://www.mnh.si.edu/archives/garden/emeritus.html, “The Holy Herb Nicotine,” p. 685 B&Z.
Day 35: The impact of disease: follow the lesson plan in the OAH Magazine of History (April 2004), pp. 27-31, entitled “disease in the Atlantic World, 1492-1900.
Day 36: View Part 2 of Guns, Germs, and Steel. Through use of newspapers, periodicals, and online sources, including the Center for Disease Control site: http://www.pandemicflu.gov/, examine and discuss ways in which biological issues are still critical concerns of global interactions. Imagine yourself a traveler to a specific country.
Day 37: Use the “Pointing Fingers: Cholula Massacre” primary source documents to analyze differing points of view on the European conquest of the Aztecs. How do these primary sources compare with what you have learned previously through secondary sources? What conclusions do you draw?
Day 38: Multiple Choice test and essay questions, based on Essay Quizzes for Chapters 22, 23, and 25 at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter25/essay_quiz.html.
Week VIII-IX: Era 6: “The Emergence of the First Global Age 1450-1770.” QUESTION: How do technological transformations alter political, religious, social, and economic conditions in Europe?
STANDARD 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
2A: Demonstrate understanding of demographic, economic, and social trends in Europe by:

  • Describing characteristics of the family and peasant society in early modern Europe, and assessing changes in social relations, including serfdom and the status of women, in eastern and Western Europe. [Analyze cause & effect relationships]

  • Describing major institutions of capitalism, and analyzing how the emerging capitalist economy transformed agricultural production, manufacturing, and the uses of labor. [Analyze cause & effect relationships]

2B: Demonstrate understanding of the Renaissance, Reformation, and Catholic Reformation by:



  • Analyzing the social and intellectual significance of the technological innovation of printing with movable type. [Demonstrate and explain the influence of ideas]

  • Evaluating major achievements in literature, music, painting, sculpture, and architecture in 16th century Europe. [Draw upon visual data and literary sources]

  • Explaining discontent among Europeans with the late medieval Church, and analyzing the beliefs and ideas of the leading Protestant reformers. [Marshal evidence of antecedent circumstances]

  • Explaining the aims and policies of the Catholic Reformation, and assessing the impact of religious reforms and divisions on European cultural values, family life, and relations between men and women. [Analyze cause & effect relationships]

2D: Demonstrate understanding of the Scientific Revolution and the Enlightenment by:



  • Analyze the cultural, religious, and scientific impact of astronomical discoveries and innovations from Copernicus to Newton [Assess the importance of the individual in history]

  • Accounting for the coexistence of the new scientific rationalism in 17th and 18th century Europe with traditional learning [Examine the influence of ideas]

Day 39: View the film: “The Return of Martin Guerre.” Hand out a study guide on everyday life in Southern France, 1560, using examples from Natalie Zemon Davis’ book. Read and take notes, Chapter 24, B&Z.


Day 40: Conclude the film. Discuss this court case as evidence of daily life in the 16th century. Gather information for tomorrow’s assignment.
Day 41: Using historical evidence, draw a chart showing changes in men’s and women’s work options resulting from developments such as the increased division between capital and labor, and the increasing emphasis on wages as a defining characteristic of “work.” What effect did family roles, class, and geographical location have on women’s work in this period? In what ways did their work situation remain unchanged? [Achievement example from p. 175, National Standards for World History]
Day 42: DBQ Analysis: Lesson 1: The Individual in the Renaissance and Reformation from World History Unfolding. Assign partners to analyze Luther’s 95 Theses (break them into sets of 9 or 10) to summarize and discuss for class tomorrow found at: http://www.icinet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html.
Day 43: Circle: summary and discussion of the 95 Theses. Complete the Interactive Map Exercise for the Peace of Westphalia, answering questions found at:

http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter24/interactive_map_quiz.html.
Day 44: Lecture and slides on Renaissance Art, Italian and Northern. May make use of Instructor’s Edition of B&Z online PowerPoint slides for this information.
Day 45: Using the documents found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter24/internet_activities_4.html, discuss the questions provided. Then, write an essay that uses Galileo’s letter to explain why Galileo believes it is dangerous to apply scriptural passages to science-related problems [achievement example from p. 181, National Standards for World History]. Assign reading of Bertolt Brecht’s play, Galileo.
Day 46: Lecture and presentation on Diderot’s Encyclopedia. Students will create their own “Encyclopedia Page” for a current idea that is controversial, following the precepts of the Encyclopedists.
Day 47: Discussion of Brecht’s play: What issues of the modern world parallel those faced by Galileo? How do institutions and individuals deal with similar conflicts today? If unable to obtain copies of the play, alternative lesson: analyze documents on “Science, Enlightenment and the Idea of Toleration.” Lesson 3, from World History Unfolding.
Day 48: Biographical study: Henry VIII and Elizabeth I. What characteristics of these monarchs suggest “greatness”?
Week X: Era 6: “The Emergence of the First Global Age 1450-1770.” QUESTION: What were the origins and consequences of the trans-Atlantic African slave trade?
STANDARD 4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750.

4B: Demonstrate understanding of the origins and consequences of the trans-Atlantic African slave trade by:



  • Comparing ways in which slavery or other forms of social bondage were practiced in the Islamic lands, Christian Europe, and West Africa. [Compare and contrast differing sets of ideas]

  • Explaining how commercial sugar production spread from the Mediterranean to the Americas, and analyzing why sugar, tobacco, and other crops grown in the Americas became so important in the world economy. [Analyze cause & effect relationships]

  • Explaining the organization of long-distance trade in West and Central Africa, and analyzing the circumstances under which African governments, elites, merchants, or other groups participated in the sale of slaves to Europeans. [Identify issues and problems in the past]

  • Explaining how European governments and firms organized and financed the trans-Atlantic slave trade and describing the conditions under which slaves made the “middle passage” from Africa to the Americas. [Evidence historical perspectives]

  • Describing conditions of slave life on plantations in the Caribbean, Brazil, and British North America and analyzing ways in which slaves perpetuated aspects of African cults and carried on resistance to plantation servitude. [Evidence historical perspectives]

4C: Demonstrate understanding of patterns of change in Africa in the era of the slave trade by:



  • Assessing how the slave trade affected population, economic systems, family life, and relations between men and women in West and Central Africa [Analyze cause & effect relationships]

  • Explaining the emergence of new Africa states in the context of the slave trade and the expanding world economy. [Formulate historical questions]

Day 49: Computer Lab: Complete the Interactive Map exercise for Ch. 26 (B&Z) found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter26/interactive_map_quiz.html. Submit your answers to your teacher. Lecture on Women and Trade in West Africa in the 16th century. Assign reading and notes, Chapter 26 (B&Z).


Day 50: Lecture on King Afonso I and Queen Anna Nzinga. Small group discussions comparing and contrasting with Henry VIII and Elizabeth I. What similarities and differences existed among these monarchs and their nations?
Day 51: Computer Lab: Using Primary Source documents from Bentley and Ziegler, p. 710 (Olaudah Equiano) and those found at http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter26/primary_source_links.html, plus current historical debates about Equiano’s authenticity, summarize the conditions under which kidnapped Africans endured the middle passage. Also read “Slave bones date to 1500s in Mexico” by Robert Imrie. Prepare for viewing Amistad by studying the documents found at: http://amistad.mysticseaport.org/main/welcome.html. How did the Atlantic slave trade have a global impact?
Day 52: View film. Prepare to respond to essay question about meanings of property, race, and morality in the era of the Atlantic slave trade.
Day 53: Multiple choice test for previous two units of study. Complete the essay question assigned yesterday.

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