Begin Jan. 6-

World History Unit 6 – “The Emerging Global World”

Elaborated Unit Focus

This unit is designed to help students understand how separate regions of the world first started to become more interdependent. Students will investigate certain individuals, groups and institutions that played key roles in the development of the modern world. These individuals include famous explorers, Ottoman rulers, and European scientists. Students will learn that location played a crucial role in the development of the Muslim heartlands and kept the cultures of the New and Old Worlds apart before 1492. An investigation of the movement and migration of plants, animals, humans and diseases will enable students to see the impact of the Columbian Exchange. The influence of Islam on the Muslim heartland’s laws and art is discussed. Additionally, students will complete activities to help them understand how technological innovation facilitated exploration and scientific inquiry. By the end of this unit students should have a command of the enduring understandings and be able to apply them to the modern world.

Standards/Elements

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

b. Define the Columbian Exchange and its global economic and cultural impact.

c. Explain the role of improved technology in European exploration; include the astrolabe.

Chapter 19.doc Vocabulary and questions

Ch 19 Section 1 Quiz.doc : I have used this as Guided reading notes or as a quiz. 

Graphic Organizer for Explorers.xls  - Use this to introduce all of your explorers/conquistadors.

Discussion Questions over Exploration.doc  - I use this chart after introducing the explorers from sub-standard a. 

World History Chapter 19 Section 2.doc

Explorers CYA.doc using documents from this website, http://www.mrroughton.com/World-History students will complete these work sheets.

World Map.pdf Students will show on the map the route of the explorers and what country they came from.

 Have students describe their favorite meal. Then have them list the ingredients that are needed to prepare that meal. Students should then research the geographic origin of those ingredients. They should label the item “Old World,” “New World,” or “Both.” After they have researched all ingredients necessary on their list, they have to determine whether or not anyone on earth could have enjoyed that dish prior to 1492. For example: pasta with marinara sauce—could not have been enjoyed (even by Italians) because wheat was from the Old world while tomatoes were from the New World.

Columbian Exchange reading.pdf Columbian exchange foods.pdf Explorer speech.pdf Columbian exchange flow chart.pdf

SSWH12 The student will examine the origins and contributions of the Ottoman,

Safavid, and Mughal empires.

a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of    Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

  Have the students label of map of the Ottoman, Safavid and Mughal empires during the appropriate time period. They should mark the boundaries, and major cities.

 Have the students create a Venn diagram comparing the Ottoman, Safavid and Mughal empires paying special attention to the religious, legal and artistic accomplishments of the three.

Autopsy of Gunpowder Empire.pdf

body outline.doc

HistoryPaperDoll.pdf

SSWH13 The student will examine the intellectual, political, social, and economic

factors that changed the world view of Europeans.

a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

 Have students debate which scientific discovery or technological innovation was most important in shaping the global world.

EuropeanExplorersProject.doc

ColumbianExchangeWorksheet.doc

Enduring Understandings/Essential Questions

The student will understand that the actions of individuals, groups and/or institutions affect society through intended and unintended consequences

• How did the actions of explorers like Zheng He, Vasco Da Gama, Christopher Columbus, Ferdinand Magellan, James Cook and Samuel      de    Champlain help forge a global world?

• To what extent did rulers like Suleyman the Magnificent, Shah Abbas I, Babur and Akbar help create societies that would affect the    modern  world?

• To what extent did scientists like Copernicus, Galileo, Kepler and Newton change the ideas of their societies?

  The student will understand that the movement or migration of peoples and ideas affects all societies involved.

• How did the plants, animals, diseases and people transported during the Columbian exchange create a much different world from what it   was before 1492?

The student will understand that location affects a society’s economy, culture and development.

• Why did the location of the “Old” and “New” world contribute to keeping those societies independent of each other before 1492?

• How did the location of the Muslim heartlands in the middle of the “Old World” land trade routes contribute to the desire for European    counties to find alternative routes to China?

The student will understand that technological innovations have consequences, both intended and unintended, for a society.

• What role did technological innovations like the astrolabe play in helping Europeans explore areas not known to them?

Quiz over European exploration - European Exploration Quiz.docx