Unit Number and Title: Unit 4: Connecting Hemispheres (1450-1750) Part B: Exploration and Expansion Curriculum Concepts: Expansion Exploration Renaissance Reformation Innovation Enduring Understandings (Big Ideas): The actions of individuals, groups, and/or institutions can affect the world. World History Time Frame: 3 Weeks Essential Questions: What happens when cultures collide? What causes societies to change? The student will know: Rise of the Ottoman Empire, influence of the Ming dynasty on world trade, traditional historical points of reference in world history The student will be able to: Identify major causes and describe effects of the rise of the Ottoman Empire Identify major causes and describe effects of the influence of the Ming dynasty on world trade Identify major causes and describe effects of European exploration Identify major causes and describe effects of the Columbian Exchange Identify major causes and describe effects of European expansion Identify major causes and describe effects of the Renaissance Identify major causes and describe effects of the Reformation Characteristics and impact of the European Renaissance Explain the political, intellectual, artistic, economic, and Unit 4: Connecting Hemispheres 2014-15 Page 1 of 9
and the Reformation World History religious impact of the Renaissance Explain the political, intellectual, artistic, economic, and religious impact of the Reformation Characteristics and impact of the Maya, Inca, and Aztec civilizations Explain how prior civilizations influenced the political, economic, social, cultural development of the Maya, Inca, and Aztec civilizations Compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations Explain how the Inca and Aztec empires were impacted by European exploration/colonization Causes and impact of European expansion Analyze the causes of European expansion Explain the impact of the Columbian Exchange on the Americas and Europe Explain the impact of the Atlantic slave trade on West Africa and the Americas Explain the impact of the Ottoman Empire on Eastern Europe and global trade Explain Ming China's impact on global trade Explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution Relationship between geography and the historical development of a region or nation (i.e., Reformation map, trade routes map, chart of New World and Old World exchange) Analyze geographic distributions and patterns in world history shown on maps, graphs, charts, and models Compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models Impact of geographic factors on major historic events and processes, including the influence of human and physical geography (i.e., early European exploration routes) Unit 4: Connecting Hemispheres 2014-15 Page 2 of 9 Interpret maps, charts, and graphs to explain how geography has influenced people and events in the past Analyze the influence of human and physical geographic factors on trade in the Indian Ocean
Locate places and regions of historical significance Characteristics of absolute monarchy and limited monarchy Identify the characteristics of absolute monarchy Identify the characteristics of limited monarchy How contemporary political systems have developed from earlier systems of government, including ideas contained in the English Bill of Rights and philosophies of Thomas Aquinas and John Calvin Identify the impact of political and legal ideas contained in the English Bill of Rights Explain the political philosophies of individuals such as Thomas Aquinas and John Calvin Significance of political choices and decisions made by individuals, groups, and nations throughout history (i.e., Henry VIII and the Act of Supremacy, Queen Elizabeth I s defense of Protestantism) Describe how Henry VIII and Elizabeth I have participated in supporting or changing their governments History and relevance of major religious and philosophical traditions on various events (i.e., Thirty Years War, Inquisition) Identify examples of religious influence on various events referenced in the major eras of world history Roles of women, children, and families in different historical cultures Describe the major influences of Elizabeth I How the development of ideas has influenced institutions and societies, including how individualism and growing secularism influenced Christianity and political developments Explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance Explain how the relationship among Christianity, individualism, and growing secularism influenced subsequent political developments Relationship between the arts and the times during which they were created Unit 4: Connecting Hemispheres 2014-15 Page 3 of 9 Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle
Analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes How major scientific and mathematical discoveries and technological innovations affected societies prior to 1750 Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in the Ming Dynasty Summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations Explain the impact of the printing press on the Renaissance and the Reformation in Europe Critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology Student Understanding (student friendly TEKS) Unit 4: Connecting Hemispheres 2014-15 Page 4 of 9 Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time 1D I can identify causes and effects of the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation. 5A I can explain the political, intellectual, artistic, economic, and religious impact of the Renaissance. 5B I can explain the political, intellectual, artistic, economic, and religious impact of the Reformation. 6A I can compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development. 6B I can explain how the Inca and Aztec empires were impacted by European exploration/colonization. 7A I can analyze the causes of European expansion. 7B I can explain the impact of the Columbian Exchange on the Americas and Europe.
7C I can explain the impact of the Atlantic slave trade on West Africa and the Americas. 7D I can explain the impact of the Ottoman Empire on Eastern Europe and global trade. 7E I can explain Ming China's impact on global trade. 7F I can explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. 15A, 16C I can create and interpret maps, graphs, and charts to explain how geography has influenced history. 15B I can analyze and compare geographic distributions and patterns shown on maps, graphs, charts, and models. 16A I can locate places and regions related to major events and turning points in world history. 16B I can analyze the influence of human and physical geography on trade in the Indian Ocean. 19B I can identify the characteristics of an absolute monarchy and a limited monarchy. 20B I can identify the impact of political and legal ideas of the English Bill of Rights. 20C I can explain the political philosophies of Thomas Aquinas and John Calvin. 21A I can describe how people have participated in supporting or changing their governments. 23B I can identify examples of religious influence on various events. 24B I can describe the major influences of Elizabeth I. 25C I can explain the relationship among Christianity, individualism, and growing secularism and how it influenced subsequent political developments. 26A I can identify significant examples of art and architecture from classical civilizations that demonstrate order, balance, and proportion. 26B I can analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced. 26C I can identify examples of art, music, and literature that convey universal themes. 27A I can identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in the Ming Dynasty. 27B I can summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations. 27C I can explain the impact of the printing press on the Renaissance and the Reformation in Europe. 29F I can analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. Unit 4: Connecting Hemispheres 2014-15 Page 5 of 9
TEKS Student Expectations and Knowledge and Skills Statement (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development (B) explain how the Inca and Aztec empires were impacted by European exploration/colonization (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750 (B) explain the impact of the Columbian Exchange on the Americas and Europe (C) explain the impact of the Atlantic slave trade on West Africa and the Americas (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade (E) explain Ming China's impact on global trade (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism Unit 4: Connecting Hemispheres 2014-15 Page 6 of 9
(20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen (C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (B) identify examples of religious influence on various events referenced in the major eras of world history (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history (25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced (C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, Unit 4: Connecting Hemispheres 2014-15 Page 7 of 9
making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time Targeted College Readiness Standards: I.E.3 II.A.2 III.A.3 IV.A.1 V.B.1 Targeted ELPs: 1C 2H 3C 4I 5B Academic Vocabulary: Renaissance Reform Individualism (Humanism) Absolutism Constitutional Monarchy Language of Instruction: Commercial Revolution Thomas Aquinas John Calvin Atlantic Slave Trade Columbian Exchange Absolute Monarchy Limited Monarchy Colonization Exploration Queen Elizabeth I Secularism Scientific Revolution Copernicus Galileo Isaac Newton Unit 4: Connecting Hemispheres 2014-15 Page 8 of 9
Instruction Instructional Resources: World History World History: Patterns of Interaction, McDougal Littell Mastering the TEKS In World History, Jarrett, Zimmer, Killoran o Chapter 11 o Chapter 12 o Chapter 13 Maps 101: http://www.maps101.com Username and password required Technology: Suggested ways to incorporate technology and/or websites into the unit Exemplar Lessons: Assessment Student self-assessment & reflection: Robert Boyle Glorious Revolution Career Connections/Real Life Application: Suggested ways to make content relevant Research Based Instructional Strategies: Acceptable evidence or artifacts: Performance Task Unit 4B Unit 4: Connecting Hemispheres 2014-15 Page 9 of 9