World History and Geography: 1500 a.d. (c.e.) to the Present
These standards enable students to examine history and geography from 1500 a.d. (c.e.) to the present, with emphasis on Western Europe. Geographic influences on history will continue to be explored, but increasing attention will be given to political boundaries that developed with the evolution of nations. Significant attention will be given to the ways in which scientific and technological revolutions created new economic conditions that in turn produced social and political changes. Noteworthy people and events of the nineteenth and twentieth centuries will be emphasized for their strong connections to contemporary issues.
The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, to raise questions, and to marshal evidence in support of their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied.
WHII.1 The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 a.d. (c.e.);
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 a.d. (c.e.);
c) identifying geographic features important to the study of world history since 1500a.d. (c.e.);
d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms from 1500a.d. (c.e.) to the present;
e) analyzing trends in human migration and cultural interaction from 1500a.d. (c.e.) to the present;
f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events since 1500 a.d. (c.e.).
RESOURCE FOR INFORMATION IS ADAPTED AND TAKEN FROM: History and Social Science Standards of Learning for Virginia Public Schools – January 2008 // Curriculum Framework
Standard / WHII .2a The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) bya) locating major states and empires. / Essential Skills
Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)
Identify geographic features important to the study of world history. (WHII.1c)
Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)
Essential Understandings
By 1500 a.d. (c.e.), major states and empires had developed in various regions of the world.
Essential Questions
On the world political map, where were some of the major states and empires located about 1500 a.d. (c.e.)?
Essential New Vocabulary:
Major states and empires, Western Hemisphere, Eastern Hemisphere
Timeframe:
4 days
Strand / World History and Geography: 1500 A.D. (C.E.)
to the Present
Essential Knowledge / a. Terms/Places to Know
1.Major states and empires in the Eastern Hemisphere
· England
· France
· Spain
· Russia
· Ottoman Empire
· Persia
· China
· Mughal India
· Songhai Empire
2. Major states and empires in the Western Hemisphere
· Incan Empire
· Aztec Empire
Resources / Resource Materials / Released Test Items / Individual Teacher
Notes
Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org / See Department of Education website
Standard / WHII.2b The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) by
b) describing artistic, literary, and intellectual ideas of the Renaissance. / Essential Skills
a. Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)
b.Analyze trends in human migration and cultural interaction. (WHII.1e)
Essential Understandings
New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.
Essential Questions
1. What were the artistic, literary, and intellectual ideas of the Renaissance?
Essential New Vocabulary:
Renaissance, Michelangelo, da Vinci, Shakespeare, humanism, Erasmus
Timeframe:
2 days
Strand / World History and Geography: 1500 A.D. (C.E.)
to the Present
Essential Knowledge / a. Renaissance
1. “Rebirth” of classical knowledge; “birth” of the modern world
2. Spread of the Renaissance from the Italian city-states to northern Europe
b. Contributions of the Renaissance
1. Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci
2. Accomplishments in literature (sonnets, plays, essays): Shakespeare
3. Accomplishments in intellectual ideas (humanism): Erasmus
Resources / Resource Materials / Released Test Items / Individual Teacher
Notes
Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org
Standard / WHII.2c The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) by
c) describing the distribution of major religions. / Essential Skills
a. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)
b. Identify geographic features important to the study of world history. (WHII.1c)
c. Analyze trends in human migration and cultural interaction. (WHII.1e)
Essential Understandings
By 1500 a.d. (c.e.), the five world religions had spread to many areas of the Eastern Hemisphere.
Essential Questions
1. Where were the five world religions located around 1500 a.d. (c.e.)?
Essential New Vocabulary:
Judaism, Christianity, Islam, Hinduism, Buddhism, monotheism, polytheism, Bible, Koran, Torah, Asoka missionaries, Nirvana
Timeframe:
3 days
Strand / World History and Geography: 1500 A.D. (C.E.)
to the Present
Essential Knowledge / a. Location of world religions in 1500 a.d. (c.e.)
1. Judaism: Concentrated in Europe and the Middle East
2. Christianity: Concentrated in Europe and the Middle East
3. Islam: Parts of Asia, Africa, and southern Europe
4. Hinduism: India and part of Southeast Asia
5. Buddhism: East and Southeast Asia
Resources / Resource Materials / Released Test Items / Individual Teacher
Notes
Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org
Released Test Items
1. ______is found primarily in North and South America and Europe.
A Islam
B Buddhism
C Judaism
D Christianity
2. ______, the world’s oldest religion, is the major religion of India, as well as parts of Africa and Europe.
A Islam
B Buddhism
C Hinduism
D Judaism
3. A dominant religious, cultural and social force throughout East and Southeast Asia, this religion teaches that the key to happiness is detachment from all worldly goods and desires.
A Judaism
B Christianity
C Buddhism
D Hinduism
Standard / WHII.2d The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) by
d) analyzing major trade patterns. / Essential Skills
a. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b)
b. cIdentify geographic features important to the study of world history. (WHII.1c)
c. Analyze trends in human migration and cultural interaction. (WHII.1e)
Essential Understandings
By 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe.
Essential Questions
1. What were the regional trading patterns about 1500 a.d. (c.e.)?
2. Why were the regional trading patterns important?
Essential New Vocabulary:
Trading pattern, Silk road, maritime, Trans-Saharan, Black Sea, South China Sea
Timeframe:
2 days
Strand / World History and Geography: 1500 A.D. (C.E.)
to the Present
Essential Knowledge / a. Traditional trade patterns linking Europe with Asia and Africa
1. Silk Routes across Asia to the Mediterranean basin
2. Maritime routes across the Indian Ocean
3. Trans-Saharan routes across North Africa
4. Northern European links with the Black Sea
5. Western European sea and river trade
6. South China Sea and lands of Southeast Asia
b. Importance of trade patterns
1. Exchange of products and ideas
Resources / Resource Materials / Released Test Items / Individual Teacher
Notes
Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org
Released Test Items
1. European trading posts along the African coast traded for what?
A rum and wood
B tobacco and molasses
C slaves and gold
D furs and livestock
2. Which of the following is the correct chronological order of trade dominance over Indian Ocean trade?
A Portuguese, Muslim, Dutch
B Muslim, Dutch, Portuguese
C Dutch, Muslim, Portuguese
D Muslim, Portuguese, Dutch
Standard / WHII.2e The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 a.d. (c.e.) by
e) citing major technological and scientific exchanges in the Eastern Hemisphere. / Essential Skills
a. Analyze trends in human migration and cultural interaction. (WHII.1e)
Essential Understandings
By 1500 a.d. (c.e.), technological and scientific advancements had been exchanged among cultures of the world.
Essential Questions
1. What technological and scientific advancements had been made and exchanged by 1500 a.d. (c.e.)?
Essential New Vocabulary:
Technology, textiles, navigation,
Timeframe:
2 days
Strand / World History and Geography: 1500 A.D. (C.E.)
to the Present
Essential Knowledge / a. Advancements exchanged along trade routes
1. Paper, compass, silk, porcelain (China)
2. Textiles, numeral system (India and Middle East)
b. Scientific knowledge—medicine, astronomy, mathematics
Resources / Resource Materials / Released Test Items / Individual Teacher
Notes
Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org
Released Test Items
1. 1. The increase in European demand for Chinese goods led the Chinese to:
A open their doors to new trade opportunities.
B impose policies to control foreign influence and trade.
C increase the production of goods for export.
D create additional trading ports.
Standard / WHII3a. The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by
a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I.
b) / Essential Skills
a. Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)
b. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)
c. Analyze trends in human migration and cultural interaction. (WHII.1e)
Essential Understandings
For centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the Church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.
Essential Questions
1. What were the problems and issues that provoked religious reforms in Western Christianity?
2. What were the beliefs of Martin Luther, John Calvin, Henry VIII, and Elizabeth I?
Essential New Vocabulary:
Reformation, Martin Luther, indulgences, John Calvin, Peace of Augsburg, theocracy, Henry VIII, Queen Elizabeth I
Timeframe:
3 days
Strand / World History and Geography: 1500 A.D. (C.E.)
to the Present
Essential Knowledge / a. Conflicts that challenged the authority of the Church in Rome
1. Merchant wealth challenged the Church’s view of usury.
2. German and English nobility disliked Italian domination of the Church.
3. The Church’s great political power and wealth caused conflict.
4. Church corruption and the sale of indulgences were widespread and caused conflict.
b. Martin Luther (the Lutheran tradition)
1. Views: Salvation by faith alone, Bible as the ultimate authority, all humans equal before God
2. Actions: 95 theses, birth of the Protestant Church
c. John Calvin (the Calvinist tradition)
1. Views: Predestination, faith revealed by living a righteous life, work ethic
2. Actions: Expansion of the Protestant Movement
d. King Henry VIII
1. Views: Dismissed the authority of the Pope in Rome
2. Actions: Divorced; broke with Rome; headed the national church in England; appropriated lands and wealth of the Roman Catholic Church in England
e. Queen Elizabeth I
1. Anglican Church
2. Tolerance for dissenters
3. Expansion and colonialism
4. Victory over the Spanish Armada (1588)
Resources / Resource Materials / Released Test Items / Individual Teacher
Notes
Textbook, Workbook, Newspapers, Magazines, Handouts, Overhead, Computers, TV/VCR, Projector, Whiteboard, Selected videos, Review games, http://www.nyregents.org
Released Test Items
1. What was NOT a factor that led to support for church reforms?
A Clergy in northern Europe felt that the Church was dominated by Italian clergy.
B Italian cardinals had refused to support an English candidate for Pope.
C Corrupt practices by Church officials had become widespread.
D Church views on usury conflicted with increasing merchant wealth.
2. Why did some German princes side with Luther?
A Luther promised to make them officials in his new church.
B They were able to gain political and economic power by ending Papal authority.
C They wanted to bargain for greater favors from the Pope.
D They were related to Luther.
3. What did Henry VIII do with the Church lands and wealth in England?
A He took them for himself.
B He used them to pay a ransom to the King of Spain.
C He gave them to Church officials who sided with him.
D He used them as a dowry for his daughter Mary.
Standard / WHII.3b The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by
b) describing the impact of religious conflicts, the Inquisition, and Catholic Reformation on society and government actions. / Essential Skills
a. Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)
b. Analyze trends in human migration and cultural interaction. (WHII.1e)
Essential Understandings
The Reformation had its roots in disagreements about theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction.
Essential Questions
1. What were the major economic, political, and theological issues involved in the Reformation?
Essential New Vocabulary: