World History 1, Quarter 3, Unit 3 of 3 The Great Global Convergence, 1450 1600 Overall days: 14 (1 day = 50-55 minutes) Overview Purpose This unit introduces students to the Great Global Convergence, the moment when Afroeurasia and the Americas became permanently linked. This is the era when genuinely globe-girdling economic, cultural, and social exchange began to take place, transforming the human community in many ways. European voyagers of the later 15th and early 16th centuries aimed first of all to play a larger and more direct part in the Afroeurasian commercial system that already existed and had its economic center in Asia. In this unit, students explore how Western Europeans adopted and invented technology that enabled them to sail long distances on the high seas and, consequently, to reach America, the Indian Ocean, and East Asia by establishing new oceanic passages. The unit then investigates early encounters between Europeans and the peoples of Sub-Saharan Africa, Asia, and the Americas. Finally, the unit addresses the short-term consequences of those encounters. Providence Public Schools, in collaboration with the D-67
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) Content to be learned Processes to be used Describe principal features of the sea and land exchange networks of Afroeurasia in the mid- 15th century. Hypothesize why and how the kingdoms of Portugal and Spain undertook oceanic voyages in the 15th century, including the adoption of new sailing technology. Assess the effects of early encounters between Portuguese or Spanish merchants and soldiers and the states and merchant groups of Sub- Saharan Africa, the Indian Ocean, and the China Seas. Describe how Columbus, Vasco da Gama, Magellan, and the sailors who followed them established permanent oceanic passages across the Atlantic and Pacific. Describe major features of the Aztec and Inca empires on the eve of their encounters with Europeans, and hypothesize why those empires quickly fell to Spanish overlords and why American populations dropped drastically. Draw upon data in historical maps to identify and explain the importance of major longdistance trade routes in Afroeurasia as of the mid-15th century. Analyze interests, values, perspectives, and points of view to hypothesize about the motives of Portuguese and Spanish voyagers in the 15th and 16th centuries. Appreciate historical perspectives, considering the historical context in which events unfolded, in relation to encounters between Portuguese or Spanish newcomers and peoples of Sub-Saharan Africa, India, and Southeast Asia in the 16th century. Read historical narratives imaginatively to investigate the successes of Columbus and other mariners in establishing Atlantic and Pacific sea passages. Analyze cause-and-effect relationships to interpret the rapid fall of the Aztec and Inca empires to Spanish conquerors and the causes and consequences of the Great Dying of Native Americans in the 16th century. Essential questions students should be able to answer by end of unit How might the character, extent, and limits of Portuguese and Spanish power in Africa and Asia in the 16th century be assessed? How may 16th-century encounters between Europeans and Native Americans in the West and between Europeans and Asians in the Why did the linking of Afroeurasia with the Americas lead to a loss of as much as 90 percent of the Native American population by the early 17th century? D-68 Providence Public Schools, in collaboration with the
The Great Global Convergence, 1450 1600 (14 days) World History 1, Quarter 3, Unit 3 East be compared and contrasted? Providence Public Schools, in collaboration with the D-69
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) Written Curriculum Grade Span Expectations HP 2: History is a chronicle of human activities, diverse people, and the societies they form. HP 2 (9-12) 1 Students connect the past with the present by b. identifying and linking key ideas and concepts and their enduring implications (e.g., separation of church and state in Rhode Island) National Standards for History (World History, Grades 5 12) Era 6: The Emergence of the First Global Age, 1450-1770 Standard 1: How the transoceanic interlinking of all major regions of the world from 1450 to 1600 led to global transformations. 1A The student understands the origins and consequences of European overseas expansion in the 15th and 16th centuries. Explain major characteristics of the interregional trading system that linked peoples of Africa, Asia, and Europe on the eve of the European overseas voyages. [Consider multiple perspectives] Analyze the major social, economic, political, and cultural features of European society, and in particular of Spain and Portugal, that stimulated exploration and conquest overseas. [Identify issues and problems in the past] Identify major technological developments in shipbuilding, navigation, and naval warfare and trace the cultural origins of various innovations. [Analyze cause-and-effect relationships] Analyze the motives, nature, and short-term significance of the major Iberian military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas. [Identify issues and problems in the past] 1B The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries. Analyze Portuguese maritime expansion to Africa, India, and Southeast Asia and interactions between the Portuguese and the peoples of these regions. [Formulate historical questions] Describe the political and military collision between the Spanish and the Aztec and Inca empires and analyze why these empires collapsed. [Identify issues and problems in the past] D-70 Providence Public Schools, in collaboration with the
The Great Global Convergence, 1450 1600 (14 days) World History 1, Quarter 3, Unit 3 1C The student understands the consequences of the worldwide exchange of flora, fauna, and pathogens. Assess ways in which the exchange of plants and animals around the world in the late 15th and the 16th centuries affected European, Asian, African, and American Indian societies and commerce. [Analyze cause-and-effect relationships] Analyze why the introduction of new disease microorganisms in the Americas after 1492 had such devastating demographic and social effects on American Indian populations. [Analyze cause-and-effect relationships] Common Core State Standards for Literacy in History/Social Studies Reading Integration of Knowledge and Ideas RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Writing Research to Build and Present Knowledge WHST.9-10.8 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. Notes, Clarifications, and Prerequisites Connecting the past to the present with ideas of enduring implications is new to the grade span. Instruction should include examples of events that have enduring implications in this unit. 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-71
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) Taught Curriculum Learning Objectives Resources Students will be able to: World History, Pearson, 2011, (pp. 446-460) Trace the major trade routes of Afroeurasia in the mid-1400s, and analyze why the Iberian states wished to play a larger part in Afroeurasian commerce. (2 days) Explain the origins and development of the navigational and shipbuilding technology that enabled Europeans to make long oceanic voyages. (3 days) Compare and contrast the nature and consequences of early encounters between the Iberian maritime powers and states of Africa and Asia in the 15th and 16th centuries. (3 days) Trace the routes and relate the significance of the success of Vasco da Gama, Columbus, Balboa, Magellan, and other European mariners in establishing major oceanic passages. (2 days) Identify reasons that the Spanish quickly destroyed the Aztec and Incan empires and why the population of the Americas began to drop drastically in the 16th century. (4 days) Assessment Rubrics for High School (p. 8) World History for Us All, http://worldhistoryforusall.sdsu.edu Big Era 6, Panorama Teaching Unit Big Era 6, Landscape Teaching Unit 6.1 Big Era 6, Landscape Teaching Unit 6.2 Facing History and Ourselves Jigsaw Activity, http://facing.org/ resources/strategies/jigsaw-developingcommunity-d Other Resources National Geographic PBS Gold Fever, http://magma.nationalgeographic.com/ ngexplorer/0901/articles/mainarticle.html Conquest of the Incas, http://www.pbs.org/ conquistadors/pizarro/pizarro_c00.html The Fall of the Aztecs, http://www.pbs.org/ D-72 Providence Public Schools, in collaboration with the
The Great Global Convergence, 1450 1600 (14 days) World History 1, Quarter 3, Unit 3 conquistadors/cortes/cortes_d00.html Instructional Considerations Key Vocabulary caravel carrack cartographer circumnavigate conquistadors demography immunity missionary monopoly motivation outpost sovereign extent Planning and Instructional Delivery Considerations This unit examines early Iberian maritime expansion in the Atlantic, Indian, and Pacific oceans. Students are to investigate the global significance and connections established by this expansion with specific emphasis upon the Columbian Exchange and the consequences of Native American demographic collapse in the 16th century. 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. To ensure that students will be able to trace the major trade routes of Afroeurasia in the mid- 1400s, and analyze why the Iberian states wished to play a larger part in Afroeurasian commerce (2 days): Teach strategies and activities in World History for Us All, Big Era 6, Panorama Teaching Unit (The Great Global Convergence, 1400-1800), Lesson 1: Luxury Trade Before the European Oceanic Voyages; Lesson 2: Trade Before the European Networks were Established. Case Study of Malacca, Lesson 3: Hunger for Spices Have students refer to their notes, the text, and any other resources you choose to provide as they create a map illustrating the major trade routes of Afroeurasia prior to the discovery of the Providence Public Schools, in collaboration with the D-73
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) Americas. The map should take up the entire right-hand half of a large poster. Students will add copious captions throughout the poster. Call on each student to share one of his or her captions. To ensure that students will be able to explain the origins and development of the navigational and shipbuilding technology that enabled Europeans to make long oceanic voyages (3 days): In groups, have students draw an Iberian sailing vessel of the early 16th century or label a blank drawing of an Iberian sailing vessel. Have students identify the various important technological features on the ship and label the cultural or civilizational origin of the specific technology on the vessel. Standard 2: Historical Comprehension Have pairs of students use the text, their notes, and any other resources you may choose to provide to research the astrolabe, compass, sextant, map improvements, GPS, and radio communications. Have students describe (1) how these instruments were improved versions of earlier technologies, (2) who made the improvements, and (3) how each instrument facilitated long oceanic voyages. Historical Thinking Skill 4: Historical research To ensure that students will be able to compare and contrast the nature and consequences of early encounters between the Iberian maritime powers and states of Africa and Asia in the 15th and 16th centuries (3 days): Teach strategies and activities in World History for Us All, Big Era 6, Panorama Teaching Unit (The Great Global Convergence, 1400-1800), Lesson 4: Europeans in the Indian Ocean. Based on information from the textbook and other course materials, have student groups fill in a Venn diagram with one side labeled Iberian Encounters with Africa and the other Iberian Encounters with Asia. To ensure that students will be able to trace the routes and relate the significance of the success of Vasco da Gama, Columbus, Balboa, Magellan, and other European mariners in establishing major oceanic passages (2 days): Teach strategies and activities in Landscape Teaching Unit 6.1 (Oceanic Ventures and the Joining of the Continents, 1400-1550). Using material from the textbook and other course materials, have students outline the routes of de Gama, Columbus, Balboa, Magellan, and other European mariners on a map. To ensure that students will be able to identify reasons why the Spanish quickly destroyed the Aztec and Incan empires and why the population of the Americas began to drop drastically in the 16th century (4 days): Teach strategies and activities in World History for Us All, Big Era 6, Panorama Teaching Unit (The Great Global Convergence, 1400-1800), The Great Dying and Its Relationship to Slavery in the D-74 Providence Public Schools, in collaboration with the
The Great Global Convergence, 1450 1600 (14 days) World History 1, Quarter 3, Unit 3 Americas and the Landscape Teaching Unit 6.2 (The Columbian Exchange and Its Consequences, 1400-1650). Construct a historical argument or debate on such questions as: (1) Were the voyages of Columbus a discovery? (2) How should Columbus be characterized: conqueror, explorer, missionary, merchant, or villain? Standard 5. Historical Issues-Analysis and Decision-Making Use the following Jigsaw Activity: Divide students into four research groups: (1) steel vs. stone; (2) cavalry vs. infantry; (3) introduction of new diseases; and (4) viewing the other through the lens of religion. Group 1 will compare the weapons used by both sides. Group 2 will address the tactics used, as well as the importance of horses and dogs in battle. Group 3 will describe the devastating effects of Old World diseases on Native American populations. Group 4 will address the missionary mindset of (some of) the Europeans and the Aztec s belief that Cortés was the God from the Sea. Students will use all available resources including, if possible, the Gold Fever page, Conquest of the Incas, and Fall of the Aztecs (in the Other Resources list) to research their assigned topic. If there are no supplemental resources available, the topics being researched may have to be adjusted. Then have the students form new groups, ensuring that each new group contains at least one expert from each of the research groups. Students will then synthesize their findings into a single product (e.g., graphic organizer, outline, essay, etc.). Have a student from each group share one fact from what his or her group produced from the synthesized information. Encourage students to discuss the differences in their products. See the Facing History and Ourselves website s Jigsaw page http://facing.org/resources/ strategies/jigsaw-developing-community-d for more information about this strategy. Historical Thinking Standard 4: Historical research Take the opportunity to implement writing standard for literacy in history/social studies WHST.9-10.8. Additional Teaching Strategies The following pages from the Pearson text contain strategies for the concepts being studied and are coordinated with the learning objectives: Providence Public Schools, in collaboration with the D-75
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) Spanish and Portuguese exploration (pp. 446-450) Explorers, routes, and results of their search for a direct trade route (pp. 447-450) Balboa s discovery and Magellan s journey (p. 451) The growth of the African slave trade (pp. 453-454) Growth of the African states during the 1600s (pp. 454-455) European permanent settlements outside of Europe (p. 455) European exploration in South and Southeast Asia (pp. 457-460) The effects of European contacts in East Asia (pp. 461-465) Formative Assessments Assessed Curriculum 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 Iberian desire to play a greater role in Afroeurasian commerce, ask students to respond to the following question: What were two imported items for which Europeans especially wanted to cut out the middleman? To assess the progress of understanding: how to trace the major trade routes of Afroeurasia in the mid-1400s, and analyze why the Iberian states wished to play a larger part in Afroeurasian commerce, have students write a short journal entry in which they identify the motivations and reasons that the Iberian states sought to play a larger part in Afroeurasian commerce. how to explain the origins and development of the navigational and shipbuilding technology that enabled Europeans to make long oceanic voyages, have each student use his or her ship drawing and labels to write a brief journal entry about the advantages of the specific maritime technological features labeled on the ship. how to compare and contrast the nature and consequences of early encounters between the Iberian maritime powers and states of Africa and Asia in the 15th and 16th centuries, have each student write two paragraphs that explain his or her Venn diagram. The first paragraph will address D-76 Providence Public Schools, in collaboration with the
The Great Global Convergence, 1450 1600 (14 days) World History 1, Quarter 3, Unit 3 similarities, and the second will address differences in the Iberian encounters with Africa and Asia. Use the Writing Assignments Rubric (Assessment Rubrics for High School, p. 8) to score the work. how to trace the routes and relate the significance of the success of Vasco da Gama, Columbus, Balboa, Magellan, and other European mariners in establishing major oceanic passages, have students add to their maps of Afroeurasian trade routes. Students will use all available resources to add the Americas on the left-hand side of the map, leaving enough room for the Atlantic Ocean to allow the addition of routes. Students will add captions to the new additions. Call on each student to share one of his or her captions. Have students refer to their maps to create a ranking of the top three European mariners and explain their choices briefly in terms of their historical significance. how to identify reasons the Spanish quickly destroyed the Aztec and Incan empires and why the population of the Americas began to drop drastically in the 16th century, have students refer to the text, their notes, and any other resources you choose to provide as they write a newspaper article that reports on and explains the Spanish conquest of either the Aztec Empire or the Incan Empire. This is a good opportunity to implement reading standard for literacy in history/social studies RH.9-10.7. Summative Assessment Have students use the graphic organizer below to compare and contrast the nature and effects of encounters between Europeans (Spanish or Portuguese) and the peoples of (1) the Americas and (2) the Indian Ocean region in the 16th century. The response in each box should be limited to 1-3 sentences. The Americas Indian Ocean Region Extent of European conquests Rise or fall of empires Nature and extent of trade between Providence Public Schools, in collaboration with the D-77
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) Europeans and natives peoples Change in populations of native peoples D-78 Providence Public Schools, in collaboration with the
The Great Global Convergence, 1450 1600 (14 days) World History 1, Quarter 3, Unit 3 Notes Providence Public Schools, in collaboration with the D-79
World History 1, Quarter 3, Unit 3 The Great Global Convergence, 1450 1600 (14 days) D-80 Providence Public Schools, in collaboration with the