This is period 4 in the College Board World History outline, or the era of Global Interactions, also known as the early Modern Era. It takes places between 1450 and 1750, and introduces a time of truly global interaction, as Europe "discovers" North and South America, Polynesia, and Australia. This is the era of colonization, expanding global trade, and nation building. This will include Chapters 12-15.
Objective: To understand and analyze the way in which modern global interaction influenced early modern history.
Standards: 1.2a-d: Students will be able to evaluate continuity and change over the course of early world history, investigate causes and effects of significant events in early modern history, analyze the complexity of events in early modern world history and their influence on later history, and examine and evaluate issues of unity and diversity in early modern world history.
Objective: To understand and analyze the way in which modern global interaction influenced early modern history.
Standards: 1.2a-d: Students will be able to evaluate continuity and change over the course of early world history, investigate causes and effects of significant events in early modern history, analyze the complexity of events in early modern world history and their influence on later history, and examine and evaluate issues of unity and diversity in early modern world history.
January 5th-
Objective: Students will demonstrate an understanding of the major events and peoples of the 15th century and how they interacted with/influenced each other.
Activities:
Bellringer-Go to class blog and answer the bellringer question for January 5th.
Activity 1-as a class, we will go over the chapter resources from Bedford-St. Martins, which we will use for review of Chapter 12.
Activity 2-use online review tools from Bed-St.Martins for Chapter 12, including self-check quizzes over maps and content
Homework-Make sure you have read p. 593-599 (Documents), as we will be using them in class tomorrow.
January 6th-
Objective: Students will analyze and evaluate two primary source documents from the 15th century conquest of the Aztec and Inca Empires.
Activities:
Bellringer-Class blog bellringer for January 6th
Activity 1-p. 599 1-6. Due at beginning of class tomorrow, so use time judiciously.
January 7th-
Objective: Students will write for a specific audience and purpose.
Bellringer-None
Activity-Timed essay for Chapter 12
Prompt: Compare and contrast the Inca and Aztec Empires in the 15th Century. (Remember to analyze 3 SPICE categories).
Chapter 12 NOTES due (optional)
Homework-Review for test, including visual source document information from p.601-609, as there will be multiple choice questions about these visual sources on the test tomorrow.
January 8th-
Objective: Students will demonstrate their understanding of 15th Century world history and its greater implications for later eras in world history; they will also demonstrate mastery of visual source historical analysis.
Bellringer-None
Activity-Chapter 12 MC test
Homework-Read p. 611-615 and first half of Chapter 13; take notes (optional for extra credit). Read to end of "Settler Colonies in North America."
Objective: Students will demonstrate an understanding of the major events and peoples of the 15th century and how they interacted with/influenced each other.
Activities:
Bellringer-Go to class blog and answer the bellringer question for January 5th.
Activity 1-as a class, we will go over the chapter resources from Bedford-St. Martins, which we will use for review of Chapter 12.
Activity 2-use online review tools from Bed-St.Martins for Chapter 12, including self-check quizzes over maps and content
Homework-Make sure you have read p. 593-599 (Documents), as we will be using them in class tomorrow.
January 6th-
Objective: Students will analyze and evaluate two primary source documents from the 15th century conquest of the Aztec and Inca Empires.
Activities:
Bellringer-Class blog bellringer for January 6th
Activity 1-p. 599 1-6. Due at beginning of class tomorrow, so use time judiciously.
January 7th-
Objective: Students will write for a specific audience and purpose.
Bellringer-None
Activity-Timed essay for Chapter 12
Prompt: Compare and contrast the Inca and Aztec Empires in the 15th Century. (Remember to analyze 3 SPICE categories).
Chapter 12 NOTES due (optional)
Homework-Review for test, including visual source document information from p.601-609, as there will be multiple choice questions about these visual sources on the test tomorrow.
January 8th-
Objective: Students will demonstrate their understanding of 15th Century world history and its greater implications for later eras in world history; they will also demonstrate mastery of visual source historical analysis.
Bellringer-None
Activity-Chapter 12 MC test
Homework-Read p. 611-615 and first half of Chapter 13; take notes (optional for extra credit). Read to end of "Settler Colonies in North America."
Weekly Objective: Students will understand how the "discovery" of the Americas affected the politics, society, culture, and economies of both hemispheres. Focus of this week will be colonization of the Americas and the Colombian Exchange.
Standards-see above
January 12th
Objective: Students will refine their skill at writing a compare and contrast essay.
Bellringer-1/12 blog
Activity 1- review on how to write a compare and contrast essay
Activity 2-Rewrite essay of choice (Mongol essay or Inca/Aztec essay).
January 13th-
Objective: Students will analyze and discuss how historians determine the characteristics of an era and how events are grouped.
Bellringer-class blog question for 1/12
Activity 1-review the two arguments on p. 611-615. Which of the two names for this era do you agree with and why? Write a brief synopsis of your arguments.
Activity 2-Class discussion-Early Modern Era v. Late Agrarian Era
Activity 3-Class time to work on notes.
January 14th-
Objective: Students will demonstrate on understanding of the motivations, effects, and consequences of European colonization in the Americas.
Bellringer-class blog 1/13
Activity 1-Poster Questions (entire class)
Activity 2-Class discussion about European colonization of the Americas.
January 15th-
Objective: Students will demonstrate an understanding of the motivations, effects, and consequences of European colonization in the Americas.
Bellringer-Class blog 1/14
Activity 1- Review Questionnaire on 1st half of chapter 13
Weekly Objective: Students will demonstrate an ability to analyze and understand the causes and effects of empire building in Russia and Asia.
Standards-See above
January 19th-
Objective: Students will demonstrate on understanding of the motivations, effects, and consequences of European colonization in the Americas. Students will write an expository opinion essay based on knowledge and analysis of historical events and their effects on the Americas.
Bellringer-Class blog 1/15
Activity 1-Finish lecture and discussion of European colonization in Americas (if needed).
Activity 2-Colombian Exchange activity (entire class).
Activity 3-Short essay: Should we celebrate Columbus Day? You must provide historical evidence to back up your arguments.
Homework: Finish essay (if needed). Finish reading Chapter 13 and taking notes (notes optional extra credit). Make sure you also read the Documents and Visual Sources at end of Chapter.
January 20th-
Objective: Students will write for a specific purpose and audience.
Bellringer-Class blog 1/19
Activity 1-Compare and contrast essay on Spanish vs. English colonization (entire class)
January 21st-
Objective: Students will demonstrate an understanding of the major events and peoples of Empire Building in Russia and Asia.
Bellringer-None
Activity 1-Lecture Notes and discussion, 2nd half of Ch. 13
Homework-Review for test, including Documents and Visual Sources (MC questions on these will be included on the test).
January 22nd-
Objective: Students will demonstrate an understanding of the major events and peoples of Empire Building in the Americas, Russia, and Asia.
Bellringer-None
Activity-C. 13 MC Exam
Homework-Read first half of C. 14 and take notes (optional extra credit). p. 669-682 this weekend (end of Silver & Global Commerce).
Unit Objective: Students will understand how European colonization and economic theory affected the world from 1450-1750.
January 26th
Objective: Students will understand economic theory behind mercantilism and its influence on European colonization across the globe.
Bellringer-blog 1/26
Activity 1-C 13 test
January 27th
Objective: Students will demonstrate an understanding of the economic principles and practices that guided European global interaction from 1450-1750.
Bellringer-blog 1/27
Activity 1- DBQ multiple choice questions about document & visual sources.
Activity 2- go over short-answer questions as a class then rewrite them.
January 28th
Objective: Students will understand how economic policies of mercantilism affected colonies across the globe.
Bellringer- blog 1/28
Activity 1-Lecture/Notes (as class)
January 29th
Objective: Students will understand the influence of silver, fur, and slavery on the global economy.
Bellringer-None
Activity 1- Crash Course video on Spanish silver
Activity 2- finish lecture notes
February 2nd
Objective: students will understand how the trade in silver, fur, and slaves affected the global economy from 1450-1750.
Bellringer-blog 2/2
Activity-notes on silver, fur, and slavery
February 3rd
Objective: Students will understand the significant social, cultural, political, and economic consequences of the Atlantic Slave Trade.
Activity 1- Crash Course video on Middle Passage
Activity 2- Question Posters
February 9th
Objective-students will write a CCOT essay over Islam from 1000 CE to 1750 CE.
Bellringer-None
Activity- Timed CCOT essay
February 10th
Objective- students will demonstrate their ability to analyze documents and visual sources from history
Bellringer-blog
Activity 1- DBQ MC on C. 14 documents & visuals
Activity 2- Crash Course Renaissance video & discussion on how Renaissance ideals lead to wide-sweeping cultural reforms of the 15th & 16th century
February 11th
Objective-Students will understand the historical significance of the Protestant Reformation
Bellringer-blog
Activity 1- Crash Course video on Protestant Reformation
February 12th
Objective-Students will learn how to write a good DBQ essay for AP World History exam.
Bellringer-blog
Activity-DBQ packet
February 16th
Objective-Students will learn how to write a good DBQ essay.
Bellringer-blog
Activity-finish DBQ packet
February 17th
Objective-students will understand how the Protestant Reformation and Scientific Revolution changed modern human history.
Bellringer-blog
Activity- lecture C. 15 (DBQ in 6th period if needed)
February 18th
Objective-students will demonstrate their understanding of the important events and ideas of the time period.
Bellringer-blog
Activity 1- finish lecture
Activity 2-Question Posters
February 19th
Objective-Students will demonstrate their understanding of the events, people, and ideas of this time period.
bellringer-none
Activity- Exam C. 15
February 23
Objective-Students will analyze documents from the religious revolutions of Protestantism, Islam, and Sikhism.
Bellringer-blog
Activity 1- 1-3 p. 761-762
February 24
Objective-Students will understand how the Atlantic Revolutions changed the world.
bellringer-blog
Activity 1- Lecture notes through French Revolution
February 25
Objective-Students will understand how the Atlantic Revolutions changed the world.
Bellringer- blog
Activity 1- Finish lecture notes
Activity 2- begin reading excerpts (homework)
February 26
Objective-Students will read documents from the 16th-18th century and analyze those documents around a prompt.
Bellringer-blog
Activity 1-Read excerpts from Elizabeth I, Mary Wollstonecraft, and Mary Chudleigh and analyze them based on the following question:
What do these excerpts tell us about the political and social status of women in Europe during this time period? In addition, how is that status solidified by cultural traditions in Europe? Give examples from the text and your own personal knowledge.
I strongly recommend that you watch the following videos to review the Atlantic Revolutions portion of Chapter 16.
Standards-see above
January 12th
Objective: Students will refine their skill at writing a compare and contrast essay.
Bellringer-1/12 blog
Activity 1- review on how to write a compare and contrast essay
Activity 2-Rewrite essay of choice (Mongol essay or Inca/Aztec essay).
January 13th-
Objective: Students will analyze and discuss how historians determine the characteristics of an era and how events are grouped.
Bellringer-class blog question for 1/12
Activity 1-review the two arguments on p. 611-615. Which of the two names for this era do you agree with and why? Write a brief synopsis of your arguments.
Activity 2-Class discussion-Early Modern Era v. Late Agrarian Era
Activity 3-Class time to work on notes.
January 14th-
Objective: Students will demonstrate on understanding of the motivations, effects, and consequences of European colonization in the Americas.
Bellringer-class blog 1/13
Activity 1-Poster Questions (entire class)
Activity 2-Class discussion about European colonization of the Americas.
January 15th-
Objective: Students will demonstrate an understanding of the motivations, effects, and consequences of European colonization in the Americas.
Bellringer-Class blog 1/14
Activity 1- Review Questionnaire on 1st half of chapter 13
Weekly Objective: Students will demonstrate an ability to analyze and understand the causes and effects of empire building in Russia and Asia.
Standards-See above
January 19th-
Objective: Students will demonstrate on understanding of the motivations, effects, and consequences of European colonization in the Americas. Students will write an expository opinion essay based on knowledge and analysis of historical events and their effects on the Americas.
Bellringer-Class blog 1/15
Activity 1-Finish lecture and discussion of European colonization in Americas (if needed).
Activity 2-Colombian Exchange activity (entire class).
Activity 3-Short essay: Should we celebrate Columbus Day? You must provide historical evidence to back up your arguments.
Homework: Finish essay (if needed). Finish reading Chapter 13 and taking notes (notes optional extra credit). Make sure you also read the Documents and Visual Sources at end of Chapter.
January 20th-
Objective: Students will write for a specific purpose and audience.
Bellringer-Class blog 1/19
Activity 1-Compare and contrast essay on Spanish vs. English colonization (entire class)
January 21st-
Objective: Students will demonstrate an understanding of the major events and peoples of Empire Building in Russia and Asia.
Bellringer-None
Activity 1-Lecture Notes and discussion, 2nd half of Ch. 13
Homework-Review for test, including Documents and Visual Sources (MC questions on these will be included on the test).
January 22nd-
Objective: Students will demonstrate an understanding of the major events and peoples of Empire Building in the Americas, Russia, and Asia.
Bellringer-None
Activity-C. 13 MC Exam
Homework-Read first half of C. 14 and take notes (optional extra credit). p. 669-682 this weekend (end of Silver & Global Commerce).
Unit Objective: Students will understand how European colonization and economic theory affected the world from 1450-1750.
January 26th
Objective: Students will understand economic theory behind mercantilism and its influence on European colonization across the globe.
Bellringer-blog 1/26
Activity 1-C 13 test
January 27th
Objective: Students will demonstrate an understanding of the economic principles and practices that guided European global interaction from 1450-1750.
Bellringer-blog 1/27
Activity 1- DBQ multiple choice questions about document & visual sources.
Activity 2- go over short-answer questions as a class then rewrite them.
January 28th
Objective: Students will understand how economic policies of mercantilism affected colonies across the globe.
Bellringer- blog 1/28
Activity 1-Lecture/Notes (as class)
January 29th
Objective: Students will understand the influence of silver, fur, and slavery on the global economy.
Bellringer-None
Activity 1- Crash Course video on Spanish silver
Activity 2- finish lecture notes
February 2nd
Objective: students will understand how the trade in silver, fur, and slaves affected the global economy from 1450-1750.
Bellringer-blog 2/2
Activity-notes on silver, fur, and slavery
February 3rd
Objective: Students will understand the significant social, cultural, political, and economic consequences of the Atlantic Slave Trade.
Activity 1- Crash Course video on Middle Passage
Activity 2- Question Posters
February 9th
Objective-students will write a CCOT essay over Islam from 1000 CE to 1750 CE.
Bellringer-None
Activity- Timed CCOT essay
February 10th
Objective- students will demonstrate their ability to analyze documents and visual sources from history
Bellringer-blog
Activity 1- DBQ MC on C. 14 documents & visuals
Activity 2- Crash Course Renaissance video & discussion on how Renaissance ideals lead to wide-sweeping cultural reforms of the 15th & 16th century
February 11th
Objective-Students will understand the historical significance of the Protestant Reformation
Bellringer-blog
Activity 1- Crash Course video on Protestant Reformation
February 12th
Objective-Students will learn how to write a good DBQ essay for AP World History exam.
Bellringer-blog
Activity-DBQ packet
February 16th
Objective-Students will learn how to write a good DBQ essay.
Bellringer-blog
Activity-finish DBQ packet
February 17th
Objective-students will understand how the Protestant Reformation and Scientific Revolution changed modern human history.
Bellringer-blog
Activity- lecture C. 15 (DBQ in 6th period if needed)
February 18th
Objective-students will demonstrate their understanding of the important events and ideas of the time period.
Bellringer-blog
Activity 1- finish lecture
Activity 2-Question Posters
February 19th
Objective-Students will demonstrate their understanding of the events, people, and ideas of this time period.
bellringer-none
Activity- Exam C. 15
February 23
Objective-Students will analyze documents from the religious revolutions of Protestantism, Islam, and Sikhism.
Bellringer-blog
Activity 1- 1-3 p. 761-762
February 24
Objective-Students will understand how the Atlantic Revolutions changed the world.
bellringer-blog
Activity 1- Lecture notes through French Revolution
February 25
Objective-Students will understand how the Atlantic Revolutions changed the world.
Bellringer- blog
Activity 1- Finish lecture notes
Activity 2- begin reading excerpts (homework)
February 26
Objective-Students will read documents from the 16th-18th century and analyze those documents around a prompt.
Bellringer-blog
Activity 1-Read excerpts from Elizabeth I, Mary Wollstonecraft, and Mary Chudleigh and analyze them based on the following question:
What do these excerpts tell us about the political and social status of women in Europe during this time period? In addition, how is that status solidified by cultural traditions in Europe? Give examples from the text and your own personal knowledge.
I strongly recommend that you watch the following videos to review the Atlantic Revolutions portion of Chapter 16.