Calamities and Recoveries in Afroeurasia,

Transcription

1 World History 1, Quarter 3, Unit 2 of 3 Calamities and Recoveries in Afroeurasia, Overview Overall days: 14 (1 day = minutes) Purpose This unit focuses on understanding the calamities that befell large parts of Afroeurasia (Eurasia and Africa) in the 14th and 15th centuries and on the remarkable recoveries that followed. The unit introduces students to a key transitional period in world history, a time of crisis and tumult. The first part of the unit focuses on the pandemic (Black Death) that swept across Eurasia and North Africa. Students also explore the major economic, social, and political consequences of the pandemic from China to Europe. In the second part, students investigate China s political and economic resurgence in the late 14th and early 15th century under the Ming dynasty. In the third part of the unit, students shift to Europe to consider its economic recovery and cultural flowering in the 15th and 16th centuries. Content to be learned Processes to be used Understand scientific explanations of causes of the lethal pandemic (Black Death) of the mid- 14th century, and trace the spread of the pandemic (identified traditionally as plague) across Eurasia and North Africa. Draw upon data in historical maps to trace the spread of the mid-14th-century pandemic, analyzing relationships between routes of transmission, physical geography, population density, and trade. Analyze short-term and long-term demographic, economic, and social effects of the Black Death on Europe, Southwest Asia, and North Africa. Identify evidence of Europe s demographic and economic recovery in the 15th century, and explain the basic features of the Italian Draw upon visual, literary, and quantitative sources to analyze the effects of the Black Death in Europe, Southwest Asia, and North Africa from the mid-14th to the mid-15th century. Obtain historical data from a variety of sources to analyze Europe s broad recovery in the 15th century and the cultural flowering Providence Public Schools, in collaboration with the D-59

2 World History 1, Quarter 3, Unit 2 Calamities and Recoveries in Afroeurasia, (14 days) Renaissance. that took place in Italy. Explain the significance of the fall of the Mongol regime and the rise of the Ming dynasty for the population of China. Formulate historical questions about the collapse of Mongol rule in China and the early success of the Ming rulers. Analyze the significance of the Ming sea voyages under Admiral Zheng He (Cheng Ho) for the history of both China and the wider Afroeurasian region. Use visual and map data to analyze the historical significance of the Ming voyages. Essential questions students should be able to answer by end of unit How could an infectious disease spread nearly all the way across Eurasia in the 14th century and have such devastating social and economic effects? What historical relationship might there be between the Italian Renaissance and the economic prosperity and power of such places as Florence, Venice, and Rome? What do the Ming voyages in the Indian Ocean ( ) tell us about China s government and economy in that era? Written Curriculum Grade Span Expectations HP 1: History is an account of human activities that is interpretive in nature. HP 1 (9-12) 2 Students interpret history as a series of connected events with multiple cause-effect relationships, by a. explaining cause and effect relationships in order to sequence and summarize events, make connections between a series of events, or compare/contrast events National Standards for History (World History, Grades 5 12) Era 5: Intensified Hemispheric Interactions, CE Standard 5: Patterns of crisis and recovery in Afro-Eurasia, D-60 Providence Public Schools, in collaboration with the

3 Calamities and Recoveries in Afroeurasia, (14 days) World History 1, Quarter 3, Unit 2 5A The student understands the consequences of the Black Death and recurring plague pandemic in the 14th century. Explain the origins and characteristics of the plague pandemic of the mid-14 th century, and describe its spread across Eurasia and North Africa. [Reconstruct patterns of historical succession and duration] Analyze the demographic, economic, social, and political effects of the plague pandemic in Eurasia and North Africa in the second half of the 14 th century. [Appreciate historical perspectives] 5B The student understands transformations in Europe following the economic and demographic crises of the 14th century. Analyze major changes in the agrarian and commercial economies of Europe in the context of drastic population decline. [Appreciate historical perspectives] Assess the effects of crises in the Catholic Church on its organization and prestige. [Analyze cause-andeffect relationships] Analyze the resurgence of centralized monarchies and economically powerful city-states in western Europe in the 15 th century. [Reconstruct patterns of historical succession and duration] Define humanism as it emerged in Italy in the 14 th and 15 th centuries and analyze how study of Greco- Roman antiquity and critical analysis of texts gave rise to new forms of literature, philosophy, and education. [Examine the influence of ideas.] Evaluate the aesthetic and cultural significance of major changes in the techniques of painting, sculpture, and architecture. [Appreciate historical perspectives] Providence Public Schools, in collaboration with the D-61

4 World History 1, Quarter 3, Unit 2 Calamities and Recoveries in Afroeurasia, (14 days) 5C The student understands major political developments in Asia in the aftermath of the collapse of Mongol rule and the plague pandemic. Analyze reasons for the collapse of Mongol rule in China and the reconstituting of the empire under the Chinese Ming dynasty. [Reconstruct patterns of historical succession and duration] Describe the Zheng He maritime expeditions of the early 15 th century and analyze why the Ming state initiated, then terminated, these voyages. [Evaluate the implementation of a decision] Standard 7: Major Global Trends from CE 7A The student understands major global trends from 1000 to 1500 CE. Therefore, the student is able to Account for the growth, decline, and recovery of the overall population of Afro-Eurasia and analyze ways in which large demographic swings might have affected economic, social, and cultural life in various regions. [Utilize mathematical and quantitative data] Common Core State Standards for Literacy in History/Social Studies Reading Key Ideas and Details RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Craft and Structure RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Writing Research to Build and Present Knowledge WHST WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. D-62 Providence Public Schools, in collaboration with the

5 Calamities and Recoveries in Afroeurasia, (14 days) World History 1, Quarter 3, Unit 2 Notes, Clarifications, and Prerequisites New to the grade span is examining the connectedness of events by summarizing or comparing and contrasting. Instruction should include examples of connectedness using these tools. These units include Common Core literacy standards in reading and literacy and Historical Thinking Standards. The impact on instruction of these new and additional standards is noted in the Planning and Instructional Delivery Considerations section and the assessment sections of this unit. Providence Public Schools, in collaboration with the D-63

6 World History 1, Quarter 3, Unit 2 Calamities and Recoveries in Afroeurasia, (14 days) Taught Curriculum Learning Objectives Resources Students will be able to: Account for the means by which plague spread in Eurasia and North Africa. (2 days) World History, Pearson, 2011 (pp , ) Assessment Rubrics for High School (p. 8) Examine the effects of the Black Death in Europe, Southwest Asia, and North Africa. (3 days) Describe Europe s population and economic recovery in the 14th century and analyze factors that led to the Italian Renaissance. (4 days) Investigate the reasons for the fall of Mongol rule and the rise of the Ming dynasty in China in the later 14th century. (2 days) Explain the Ming rulers decision to send fleets of ships on distant expeditions and then withdraw support for these expeditions. (3 days) Facing History and Ourselves Identity Charts, resources/strategies/identity-charts World History for Us All, Big Era 5, Landscape Teaching Unit 5.5 Big Era 5, Close-up Teaching Unit Instructional Considerations Key Vocabulary epidemic humanism humanities inflation pandemic patron plague renaissance D-64 Providence Public Schools, in collaboration with the

7 Calamities and Recoveries in Afroeurasia, (14 days) World History 1, Quarter 3, Unit 2 Planning and Instructional Delivery Considerations This unit examines the global spread of plague in the 14th century. Students compare the impact of this pandemic in different regions of Afroeurasia. Students also learn about the resurgence of China under the Ming and of Europe, with special focus on the Italian Renaissance. Students will further develop their skills in comparative historical analysis and in understanding and identifying cause and effect. Select from the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives. The strategies listed represent a menu of choices and possibilities to support each learning objective. Providence Public Schools, in collaboration with the D-65

8 World History 1, Quarter 3, Unit 2 Calamities and Recoveries in Afroeurasia, (14 days) To ensure that students will be able to account for the means by which plague spread in Eurasia and North Africa (2 days): Have students map the origin and spread of the 14th century plague on a physical relief map of Afroeurasia. Have students explain why they think some regions were hit by the plague and some were not. Teach strategies and activities in World History for Us All, Landscape Teaching Unit 5.5 (Calamities and Recoveries ), Lesson 2: Double Trouble. This lesson addresses both the causes and the effects of the Black Death. Teach strategies and activities in World History for Us All, Closeup Teaching Unit (Coping with Catastrophe), Lesson 1: No Escape from Death: The Catastrophic Plague Arrives. This lesson addresses the spread of the Black Death. To ensure that students will be able to examine the effects of the Black Death in Europe, Southwest Asia, and North Africa (3 days): Teach strategies and activities in World History for Us All, Closeup Teaching Unit (Coping with Catastrophe) Lesson 2: Trying to Cope: Explanations and Counter-measures, and Lesson 3: The Impact on Society. These lessons address questions of how people coped with the plague and how societies changed as a result of it. Have students in groups create posters that represent the short-term and long-term effect of the Black Death in a specific region. Have them do a gallery walk with a graphic organizer to learn about the impact in the other regions. This is a good opportunity to implement reading standard for literacy in history/social studies RH To ensure that students will be able to describe Europe s population and economic recovery in the 14th century and analyze factors that led to the Italian Renaissance (4 days): Discuss contributions of the key figures in the Italian Renaissance (pp ), using identity charts to help students consider the many factors that shape who we are as individuals and as communities. (See the Facing History website s Identity Charts page for more information.) Take the opportunity to implement writing standard for literacy in history/social studies WHST Based on readings in the textbook and other course materials, have students draw a chain of causes and effects that begins with The Plague and ends with Italian Renaissance. Students may find it helpful to draw a horizontal series of boxes with right-facing arrows between the boxes. The event or condition described in any box must be a direct result of the condition or event described in the box that immediately precedes it. Call on volunteers to suggest causes and events as another student adds boxes on the board/screen/etc. Challenge students to add more details within and D-66 Providence Public Schools, in collaboration with the

9 Calamities and Recoveries in Afroeurasia, (14 days) World History 1, Quarter 3, Unit 2 between the boxes on the board. Allow students to add rows of boxes above or below the main row when there are multiple causes or effects for that in a single box. To ensure that students will be able to investigate the reasons for the fall of Mongol rule and the rise of the Ming dynasty in China in the later 14th century (2 days): Teach strategies and activities in World History for Us All, Landscape Teaching Unit 5.5 (Calamities and Recoveries ), Lesson 1: A Brilliant Recovery. This lesson addresses the fall of the Yuan (Mongol) dynasty in China and the rise of the Ming dynasty. For the learning objective covering the fall of the Mongols and the rise of the Ming dynasty, see pages of the Pearson text and lead a class discussion about the reasons for the rise of the Ming. This is a good opportunity to implement reading standard for literacy in history/social studies RH To ensure that students will be able to explain the Ming rulers decision to send fleets of ships on distant expeditions and then withdraw support for these expeditions (3 days): Have students in groups construct maps charting the voyages and trade items associated with the Ming voyages. Lead a class discussion based on readings in the textbook about why the Ming abandoned these voyages. Have groups of students construct posters about how the world might have looked in the future had the Chinese not abandoned these voyages. Standard 5. Historical Issues-Analysis and Decision-Making Other Teaching Strategies Using historical evidence, have students produce a survivor s eyewitness account of the mid-14th century Black Death, assuming the role of a person living in Southwest Asia (the Middle East) or in Europe. Ask, What were the short-term economic, social, and other consequences of the plague in your area? Assign students the following activity: Draw evidence from primary source documents and visual materials to infer how villagers in Western Europe and Southwest Asia responded to the Black Death. Write an account describing how you would have reacted if you were a villager and a deadly mysterious disease was threatening your village. Record and explain why your reactions would have been the same as or different from those shown in the sources. (World History for Us All: Landscape Unit 5.5) Have students make a list of what they consider to be the likely social and cultural consequences of the high mortality, prolonged fear, and social dislocation that accompanied recurrent pandemics in the 14th and 15th centuries. Ask them to check their hypotheses against historical evidence. What impact did the Black Death have on economic, political, and religious life? Take the opportunity to implement writing standard for literacy in history/social studies WHST Providence Public Schools, in collaboration with the D-67

10 World History 1, Quarter 3, Unit 2 Calamities and Recoveries in Afroeurasia, (14 days) Assessed Curriculum Formative Assessments Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the Black Plague, ask students to respond to the following question: What was one factor that allowed the Black Plague to spread so far and so quickly? To assess the progress of understanding: how to account for the means by which plague spread in Eurasia and North Africa, have students refer to their maps, notes, the text, and any other resources you choose to provide as they respond to the following prompts in short journal responses: 1. How did the plague spread from one area to another? 2. How did the plague spread from person to person? 3. If there were a plague today, and if you were the governor of Rhode Island, what types of things would you do to prevent the state from being infected by the plague? Have students exchange papers. Call on students to share their classmates responses to the third prompt. how to examine the effects of the Black Death in Europe, Southwest Asia, and North Africa, have pairs of students refer to their posters, notes from the gallery walk, the text, and any other resources you choose to provide as they write letters of warning from an infected area to a friend in an uninfected area. The writer will warn his or her friend of the physical, social, and economic consequences of the plague in his or her own area Europe, Southwest Asia, or North Africa. To help students plan their letters, provide Assessment Rubrics for High School, page 8. Use the same rubric to score the letters. how to describe Europe s population and economic recovery in the 14th century and analyze factors that led to the Italian Renaissance, have students write a letter from Florence in the 14th century that describes the evidence of economic recovery and cultural renaissance in the city. how to investigate the reasons for the fall of Mongol rule and the rise of the Ming dynasty in China in the later 14th century, have students produce a European newspaper special edition dated D-68 Providence Public Schools, in collaboration with the

11 Calamities and Recoveries in Afroeurasia, (14 days) World History 1, Quarter 3, Unit 2 at the beginning of Ming rule in China. Include interviews of several persons who speculate about what caused the downfall of the Mongols and the rise of the Ming. Standard 3. Historical Analysis and Interpretation how to explain the Ming rulers decision to send fleets of ships on distant expeditions and then withdraw support of the decision, have each student write 1 or 2 paragraphs in which they explain the change in Ming attitudes that brought an end to exploration after Zheng He s death. Use Assessment Rubrics for High School, page 8, to guide student work and to score the responses. Other Formative Assessments For the assessments below, student handouts come from World History for Us All, Landscape Teaching Unit 5.5. Students will use or complete Student Handouts (pp. 8-14). Students will receive Student Handouts for reading (pp ). Then they will complete Student Handout 2.7 using the reading handouts to fill in the graphic organizer. Students will receive Student Handouts (pp ). Follow the directions for filling out the graphic organizers on page 43. Summative Assessment Have students create a comic strip set in the general period from 1300 to 1450 that represents the life experience and point of view of one of the following two types of individuals. An Italian traveler who makes a journey from Egypt across the Mediterranean to Italy during the period of the Black Death. This merchant survives the Black Death and witnesses changes during the crisis in the following years. Your comic strip should tell the story of this person s experience and what he or she observes during and after the Black Death. A young painter who lives in an Italian city in the late 14th and early 15th century. Your comic strip should tell the story of this person s experience and what he or she observes during the period of the Italian Renaissance. Whether students choose Person 1 or Person 2, the comic strip should combine illustrations with conversations and explanations. Providence Public Schools, in collaboration with the D-69

12 World History 1, Quarter 3, Unit 2 Calamities and Recoveries in Afroeurasia, (14 days) Notes D-70 Providence Public Schools, in collaboration with the