Day / Topic
Key Concepts / Agenda / Reading Due / Assignments Due / HW Assigned
49 / Renaissance Review
4.1.7.A
4.1.7.B
4.3.1.B /
- [18]
- Absolute Monarchies: Introduction & Map
Little Ice Age Reading / Absolutism Packet – Highlight only
CC2: Luther
50 / Reformation
4.1.6. /
- Reformation Rap
- Reading
- CCOT Activity: Diffusion & Evolution of Christianity
51 / Absolutism
4.3.1.B /
- Quiz 12
- CCOT Activity: Governance
52 / Maritime Revolution /
- Working With Documents Exercise
53 / Trading Post Empires
4.1.3.A
4.3.3.B /
- Trading Post Empires Webquest & Primary Source Extensions
54 / Columbian Exchange
4.1.5.A,B,C,D /
- CC: Columbian Exchange
- Guns, Germs, & Steel CH18
55 / South America /
- CC: Spanish Empire
- New Laws of the Indies Social Hierarchy Analysis
Maritime Revolution Docs.
56 / North America
4.3.3.C /
- Quiz 13
- British, French, & Spanish Direct Comparisons
57 / Atlantic Economy
4.1.4.B
4.1.4.C
4.1.5.C
4.1.5.D /
- Mercantilism Reading
- Argumentation Exercise: Thomas Mun & Adam Smith
Indian Cotton Textiles
58 / Plantations & Labor
4.2.1.C /
- PPT: Coerced Labor
- Slave Trade Data Analysis
59 / Slave Trades /
- CC: Atlantic Slave Trade
- Comparison Activity: Eastern & Atlantic Slave Trade
60 / Islam in Africa
4.1.6.A /
- Quiz 14
- Mapping African States
61 / Ottomans
4.1.6
4.3.1.C
4.3.1.D
4.3.2.B /
- [53]
- Or Ottoman PPT & Analysis
CC: Venice & Ottomans / Tanzimat Decree
62 / Ottomans
4.3.1.C
4.3.1.D
4.3.2.B /
- Review Tanzimat Decree
- Minorities in Muslim Lands
63 / Mughals
4.1.6.A
4.1.2 /
- Documentary
64 / Trade
4.1.1
4.1.4.A
4.2.2.C /
- Quiz 15
- Women & Trade in Southeast Asia
- CCOT Activity
65 / Russia
4.3.2.B /
- PPT: Russian Empire
- Direct Comparisons: Spanish, Russian, Ottoman Empires
66 / China
4.2.2.A
4.3.1.B
4.3.1.C
4.3.2.B
4.3.3 /
- Land Empires Maps
- CCOT Activity: Social Structure Ming-Qing
67 / Japan
4.1.4.A
4.2.2.B
4.3.1.B
4.3.3 /
- Quiz 16
- Tokugawa Edicts
68 / Mini-Q /
- Mini-Q: Exploration or Reformation: Which was the more important consequence of the printing press?
69 / Unit 4 Exam /
- Unit 4 Exam
Essential Questions
- Why and how did networks of human interaction widen and deepen in this period? What were the consequences?
- How did state forms change through 1750? To what extent did they remain the same as in prior times?
- How did social structures respond to increased economic productive capacity?
- Networks of communication and exchange deepened and widened in the period 1450-1750 as the Maritime Revolution facilitated long-distance transoceanic trade between Europe and Southeast Asia and introduced the Americas to the global economy. As a result of the European “discovery” of the Americas, colonization ensued and resulted in the subordination of Amerindians and import of African slaves to maintain the Atlantic economy.
- Empires expanded and conquered peoples around the world, but had difficulties incorporating culturally, ethnically, and religiously diverse subjects. Nascent European empires in Africa and the Indian Ocean basin connected trading posts and enclaves, while in the Americas, empires quickly gained territorial control and fostered a new Atlantic exchange network. Changes in African and global trading patterns strengthened some West and Central African states, leading to the rise of new states and decline of those in the interior.
- Although the world continued to rely heavily on agricultural production, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes.
Essay Prompts
- DBQ: Assess the validity of the statement “The period 1350 to 1750 was marked by increasing openness to foreign ideas, culture, and peoples.” [From The Earth and Its Peoples] or How did religions shape global interactions from 1450-1750?
- Comparative: Analyze similarities and differences between the Spanish Empire in the New World with the Ottomans or Russians.
- CCOT: Analyze changes and continuities in the ways ONE of the following regions participated in interregional trade during the period 1500-1750: Latin America, including the Caribbean; Sub-Saharan Africa; Southeast Asia
- Map Analysis: Create a map showing the flow of plants, animals, diseases, and human groups in the Columbian Exchange. Question - How did the Columbian Exchange positively affect people? How did the Columbian Exchange negatively affect people?
- Thematic Web: Demonstrate political, social, environmental, cultural, and economic characteristics of the Atlantic Economy.
AP Course Requirements
- CR4 The course provides opportunities for students to demonstrate command of course themes and key concepts through activities and assignments where students use their knowledge of detailed and specific relevant historical developments and processes – including names, chronology, facts, and events
- CR6 The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence – Historical Argumentation
- CR7 The course provides opportunities for students to identify and evaluate diverse historical interpretations.
- CR8 The course provides opportunities for students to analyze evidence about the past from diverse sources – Use of historical evidence
- CR9 The course provides opportunities for students to examine relationships between causes and consequences of events or processes. – Causation
- CR10 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and across geographic regions, relating these patterns to a global context – Patterns of change and continuity
- CR11 The course provides opportunities for students to examine diverse models of periodization constructed by historians. – Periodization
- CR12 The course provides opportunities for students to compare historical developments across or within societies in various chronological and/or geographical contexts – Comparison
- CR13 The course provides opportunities for students to connect historical developments to specific circumstances of time and space, and to broader regional, national, or global processes – Contextualization
- CR14 The course provides opportunities for students to apply multiple historical thinking skills to examine a particular historical problem or question and connect insights from one historical context to another, including the present – Synthesis
- CR15 The course provides opportunities for students to recognize how the study of history has been shaped by the findings and methods of other disciplines, such as anthropology, archaeology, visual arts, literature, economics, geography, and political science
Supplemental Materials & Links
- Asia for Educators. Columbia University.
- Crash Course World History.
Assessments
- Quizzes & Exams Additional Assignments:
- Quiz 12: Renaissance & Reformation
- Quiz 13: Age of Exploration & Colonization
- Quiz 14: Plantations, Africa, & the Atlantic System
- Quiz 15: Southwest Asia & the Indian Ocean
- Quiz 16: Northern Eurasia
- Writing Assignments
- DBQ Essay
- CCOT Essay
- Comparative Essay
- Class Activities
- Document Exercises: Munn, Smith, Tokugawa Edicts, Tanzimat Decree
- Image Study: Ships
- Map Study: Land Empires
- Trading Post Empires Webquest
- Thematic Web Project
- Map Analysis
- Mini-Q: Exploration or Reformation
- Comparison: Atlantic Slave Trade v. Eastern Slave Trade; Chinese v. Aztec Tribute
- Absolutism Packet
- 21st Century Skills
- Guided Reading: CH15, CH16, CH17, CH18, CH19, CH20
- Crash Course: Renaissance, Protestant Reformation, Venice & the Ottomans, Atlantic Slave Trade, Columbian Exchange
Learning Objectives
- Theme 1: Interactions Between Humans and the Environment
- ENV-3: Explain the environmental advantages and disadvantages of major migration, communication, and exchange networks (3.1.I, II)
- ENV-4: Explain how environmental factors influenced human migrations and settlements
- ENV-5: Explain how human migrations affected the environment
- ENV-6: Explain how people used technology to overcome geographic barriers to migration over time
- ENV-7: Assess the causes and effects of the spread of epidemic diseases over time
- ENV-8: Assess the demographic causes and effects of the spread of new foods and agricultural techniques
- ENV-9: Analyze the environmental causes and effects of industrialization
- Theme 2: Development and Interaction of Cultures
- CUL-1: Compare the origins, principal beliefs, and practices of the major world religions and belief systems
- CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks
- CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding communication and exchange networks
- CUL-4: Analyze the ways in which religions and secular belief systems affected political, economic, and social institutions
- CUL-5: Explain and compare how teachings and social practices of different religious and secular belief systems affected gender roles and family structures
- CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge
- CUL-7: Analyze how new scientific, technological, and medical innovations affected religions, belief systems, philosophies, and major ideologies
- CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture
- CUL-9: Explain the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art
- Theme 3: State-Building, Expansion, and Conflict
- SB-1: Explain and compare how rulers constructed and maintained different forms of governance
- SB-2: Analyze how the functions and institutions of governments have changed over time
- SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production
- SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion, and dissolution
- SB-5: Assess the degree to which the functions of cities within states or empires have changed over time
- SB-6: Assess the relationship between states with centralized governments and those without, including pastoral and agricultural societies
- SB-7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution
- SB-8: Assess how and why external conflicts and alliances have influenced the process of state-building, expansion, and dissolution
- SB-9: Assess how and why commercial exchanges have influenced the processes of state-building, expansion, and dissolution
- SB-10: Analyze the political and economic interactions between states and non-state actors
- Theme 4: Creation, Expansion, and Interaction of Economic Systems
- ECON-1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture
- ECON-2: Analyze the economic role of cities as centers of production and commerce
- ECON-3: Assess the economic strategies of different types of states and empires
- ECON-5: Explain and compare forms of labor organization, including families and labor specialization within and across different societies
- ECON-6: Explain and compare the causes and effects of different forms of coerced labor systems
- ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities, and technologies
- ECON-11: Explain how the development of financial instruments and techniques facilitated economic exchanges.
- ECON-12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time
- Theme 5: Development and Transformation of Social Structures
- SOC-1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy
- SOC-2: Assess how the development of specialized labor systems interacted with the development of social hierarchies
- SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies
- SOC-4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies
- SOC-5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies
- SOC-8: Analyze the extent to which migrations changed social structures in both the sending and receiving societies
- 4.1 Globalizing Networks of Communication and Exchange
- 4.2 New Forms of Social Organization and Modes of Production
- 4.3 State Consolidation and Imperial Expansion