Quick Links: Days - 70 - 80

PERIOD 4

1450-1750

GLOBAL INTERACTIONS AKA EARLY MODERN

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

ALL OF PERIOD 4

Key Concept:

All of Period 4

Our Topic:

Required

Pre-Reading:

Bulliet:

Essential Question(s):

What were the big patterns in the period from 1450-1750

Material to Master:

Documents to be utilized:

In Class:

Map Lecture

Homework:

Read Bulliet pages:

426-432 Optional Video

&/or:

Flashcards:

· Zheng He

· Junk

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.1.I-III

Key Concept:

In the context of the new global circulation of goods, there was

an intensification of all existing regional trade networks that brought

prosperity and economic disruption to the merchants and governments

in the trading regions of the Indian Ocean, Mediterranean, Sahara, and

overland Eurasia.

European technological developments in cartography and

navigation built on previous knowledge developed in the classical,

Islamic, and Asian worlds, and included the production of new tools,

innovations in ship designs, and an improved understanding of global

wind and currents patterns — all of which made transoceanic travel and

trade possible.

Remarkable new transoceanic maritime reconnaissance occurred in

this period.

Our Topic:

European & Chinese Ocean voyages

Required

Pre-Reading:

Bulliet:

426-432

Essential Question(s):

How did the goals and methods of Chinese and European voyages differ?

Material to Master:

· Key Concepts above

· Technologies like the Astrolabe & Caravels were key to European success in exploration

· Official Chinese maritime activity expanded into the Indian Ocean region with the naval voyages led by Ming Admiral Zheng He, which enhanced Chinese prestige.

· Portuguese development of a school for navigation led to increased travel to and trade with West Africa, and resulted in the construction of a global trading-post empire.

· Spanish sponsorship of the first Columbian and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade.

· Northern Atlantic crossings for fishing and settlements continued and spurred European searches for multiple routes to Asia.

· In Oceania and Polynesia, established exchange and communication networks were not dramatically affected because of infrequent European reconnaissance in the Pacific Ocean.

Documents to be utilized:

In Class:

Preparation for Long Essay Comparison: Direct comparison and reason practice

Homework:

Read Bulliet pages:

433-439 Optional Video

&/or:

Flashcards:

· Portuguese Exploration

· Spanish Exploration

· Caravel

· Astrolabe

· Sagres

· Columbus

· Exploration in the Pacific

Turn in next class:

· Studying

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.1.I-III

Key Concept:

In the context of the new global circulation of goods, there was

an intensification of all existing regional trade networks that brought

prosperity and economic disruption to the merchants and governments

in the trading regions of the Indian Ocean, Mediterranean, Sahara, and

overland Eurasia.

European technological developments in cartography and

navigation built on previous knowledge developed in the classical,

Islamic, and Asian worlds, and included the production of new tools,

innovations in ship designs, and an improved understanding of global

wind and currents patterns — all of which made transoceanic travel and

trade possible.

Remarkable new transoceanic maritime reconnaissance occurred in

this period.

Our Topic:

European & Chinese Ocean voyages

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How did I do on the test?

Material to Master:

· Key Concepts above

· Technologies like the Astrolabe & Caravels were key to European success in exploration

· Official Chinese maritime activity expanded into the Indian Ocean region with the naval voyages led by Ming Admiral Zheng He, which enhanced Chinese prestige.

· Portuguese development of a school for navigation led to increased travel to and trade with West Africa, and resulted in the construction of a global trading-post empire.

· Spanish sponsorship of the first Columbian and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade.

· Northern Atlantic crossings for fishing and settlements continued and spurred European searches for multiple routes to Asia.

· In Oceania and Polynesia, established exchange and communication networks were not dramatically affected because of infrequent European reconnaissance in the Pacific Ocean.

Documents to be utilized:

In Class:

Comparison Essay

Homework:

Read Bulliet pages:

439-445, 493-499

&/or:

http://www.whshumanitiescohort.org/weblessondayeightyfour_files/frame.htm

Flashcards:

· Portuguese in Africa

· Portuguese in India

· Spanish & Portuguese colonial government

· Potosi

· Encomienda

· Mita (think you already have this card)

· Origins of the Atlantic Slave Trade

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.3.II.C

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

Our Topic:

Portugal Exploration/Colonization

Required

Pre-Reading:

Bulliet:

439-445, 493-499

Essential Question(s):

Where and why did Portugal sail?

Material to Master:

· European states established new maritime empires in the Americas. Required examples of maritime empires:

• Portuguese

• Spanish

• Dutch

• French

• British

Documents to be utilized:

· Letters from King Alonso of Kongo to the King of Portugal in Bulliet

In Class:

Graphic organizer on reasons for exploration

Homework:

Read Bulliet pages:

445-449

&/or:

Flashcards:

· Spanish Colonies in the Americas

· Conquest of the Americas

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.1.IV.D, 4.3.II.C

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

The new global circulation of goods was facilitated by royal

chartered European monopoly companies that took silver from Spanish

colonies in the Americas to purchase Asian goods for the Atlantic

markets, but regional markets continued to flourish in Afro-Eurasia by

using established commercial practices and new transoceanic shipping

services developed by European merchants.

Our Topic:

Spain Exploration/Colonization

Required

Pre-Reading:

Bulliet:

445-449

Essential Question(s):

How did the goals and methods of European exploration and exploration differ?

Material to Master:

· European states established new maritime empires in the Americas. Required examples of maritime empires:

• Portuguese

• Spanish

• Dutch

• French

• British

· The Atlantic system involved the movement of goods, wealth, and free and unfree laborers, and the mixing of African, American, and European cultures and peoples.

Documents to be utilized:

In Class:

Nystrom map and table.

Homework:

Read Bulliet pages:

468-471, 480-482, 504-511, 520, 529-530

&/or:

Flashcards:

· Bourgeoisie

· Dutch Colonization

· French Exploration and Colonization

· Joint-Stock Company

· Stock Exchange

· Fur Trade

· Virginia Colony

· New France

· Louisiana

· Charter Companies

· Mercantilism

· Capitalism

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.1.IV.A&C, 4.3.II.C

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

The new global circulation of goods was facilitated by royal

chartered European monopoly companies that took silver from Spanish

colonies in the Americas to purchase Asian goods for the Atlantic

markets, but regional markets continued to flourish in Afro-Eurasia by

using established commercial practices and new transoceanic shipping

services developed by European merchants.

Our Topic:

Dutch & French Exploration/Colonization

Required

Pre-Reading:

Bulliet:

468-471, 480-482, 504-511, 520, 529-530

Essential Question(s):

How did the goals and methods of European exploration and exploration differ?

Material to Master:

· European states established new maritime empires in the Americas. Required examples of maritime empires:

• Portuguese

• Spanish

• Dutch

• French

• British

· European merchants’ role in Asian trade was characterized mostly by transporting goods from one Asian country to another market in Asia or the Indian Ocean region.

· Influenced by mercantilism, joint-stock companies were new methods used by European rulers to control their domestic and colonial economies and by European merchants to compete against one another in global trade.

Documents to be utilized:

In Class:

Finish map and table

Review material to master and identify examples.

Homework:

Read Bulliet pages:

475-482, 511-513

&/or:

http://www.whshumanitiescohort.org/weblessondayeightyfive_files/frame.htm

Flashcards:

· British Colonization

· European Politics in the Age of Exploration

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.3.II.C

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

The new global circulation of goods was facilitated by royal

chartered European monopoly companies that took silver from Spanish

colonies in the Americas to purchase Asian goods for the Atlantic

markets, but regional markets continued to flourish in Afro-Eurasia by

using established commercial practices and new transoceanic shipping

services developed by European merchants.

Our Topic:

British Exploration/Colonization

Required

Pre-Reading:

Bulliet:

475-482, 511-513

Essential Question(s):

How did the goals and methods of European exploration and exploration differ?

Material to Master:

· European states established new maritime empires in the Americas. Required examples of maritime empires:

• Portuguese

• Spanish

• Dutch

• French

• British

· European merchants’ role in Asian trade was characterized mostly by transporting goods from one Asian country to another market in Asia or the Indian Ocean region.

Documents to be utilized:

· Jean-Baptiste Colbert: "Memorandum on English Alliances" and " Memorandum to the King on Finances"

In Class:

Mercantilism reading -- students define Mercantilism with quotes from the text.

Students sort pictures on a map to demonstrate understand of European colonialism

Homework:

Read Bulliet pages:

490-492 & listen to “In '1493,' Columbus Shaped A World To Be”

&/or:

Optional Video

Flashcards:

· Columbian Exchange

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.1.V.A-E

Key Concept:

The new connections between the Eastern and Western

hemispheres resulted in the Columbian Exchange.

Our Topic:

Columbian Exchange (2 days)

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How did the world change after Columbus?

Material to Master:

· European colonization of the Americas led to the spread of diseases — including smallpox, measles, and influenza — that were endemic in the Eastern Hemisphere among Amerindian populations and the unintentional transfer of vermin, including mosquitoes and rats.

· American foods, like potatoes became staple crops in various parts of Europe, Asia, and Africa. Cash crops, sugar, were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East in this period.

· Afro-Eurasian fruit trees, grains, sugar, and domesticated animals, like horses, were brought by Europeans to the Americas, while other foods were brought by African slaves, like rice.

· Populations in Afro-Eurasia benefited nutritionally from the increased diversity of American food crops.

· European colonization and the introduction of European agriculture and settlements practices in the Americas often affected the physical environment through deforestation and soil depletion.

Documents to be utilized:

In Class:

Students will work through images related to the Columbian exchange to make predictions about its impact

Homework:

Read article (you may need to create and account, it is free if you sign-up for a student account) Complete Cornell Notes with this reading (complete ALL steps exactly as directed)

&/or:

http://www.whshumanitiescohort.org/weblessondayeightythree.htm

Flashcards:

Turn in next class:

· Complete Cornell Notes for Article

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.1.V.A-E

Key Concept:

The new connections between the Eastern and Western

hemispheres resulted in the Columbian Exchange.

Our Topic:

Columbian Exchange

Required

Pre-Reading:

Essential Question(s):

How did the world change after Columbus?

Material to Master:

· Afro-Eurasian fruit trees, grains, sugar, and domesticated animals, like horses, were brought by Europeans to the Americas, while other foods were brought by African slaves, like rice.

· Populations in Afro-Eurasia benefited nutritionally from the increased diversity of American food crops.

· European colonization and the introduction of European agriculture and settlements practices in the Americas often affected the physical environment through deforestation and soil depletion.

Documents to be utilized:

· The Columbian Exchange, by Alfred Crosby

· Mann, Charles C. “In '1493,' Columbus Shaped A World To Be” Fresh Air. Interview with Terry Gross. Philadelphia, PA: WHYY. 2011. National Public Radio.

In Class:

AP Insight: Challenge Area 2: Causation: Humans & the Environment, Building Block C: Performance Task – Causes & Effects of Columbian Exchange Settlements

AP Insight Self-Assessment: Student Progress Sheet

Homework:

Read Bulliet pages:

521-542

&/or:

http://www.whshumanitiescohort.org/weblessondaynintythree_files/frame.htm

http://www.whshumanitiescohort.org/weblessondaynintyfour_files/frame.htm

Optional Video

Flashcards:

· Atlantic Slave Trade

· Indentured Servants

· Plantations of Colonial America

· Maroons

· Manumission

· Atlantic Circuit

· African Role in the Slave Trade

· Islamic Slave Trade

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.2.I.B-D, 4.2.II.B, 4.3.II.B

Key Concept:

Traditional peasant agriculture increased and changed, plantations

expanded, and demand for labor increased. These changes both fed and

responded to growing global demand for raw materials and finished

products.

As new social and political elites changed, they also restructured

new ethnic, racial, and gender hierarchies.

Our Topic:

African Slave Trade

Required

Pre-Reading:

Bulliet:

521-542 or web lessons

Essential Question(s):

How is the Slave trade related to the Columbian Exchange?

Material to Master:

· Slavery in Africa continued both the traditional incorporation of slaves into households and the export of slaves to the Mediterranean and the Indian Ocean.

· The growth of the plantation economy increased the demand for slaves in the Americas.

· Colonial economies in the Americas depended on a range of coerced labor including chattel slavery.

· Some notable gender and family restructuring occurred, including the demographic changes in Africa that resulted from the slave trades.

Documents to be utilized:

In Class:

AP Insight: Challenge Area 2: Causation: Humans & the Environment, Building Block C: Quiz

Discuss Results and Next Steps

Notes on Africa's role and life in the colonies

Homework:

Read Bulliet pages:

499-503

&/or:

Web Lesson on Race and Class in Latin American Colonies

Flashcards:

· Creoles

· Hidalgos

· Castas

· Mestizo

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.2.II.A,B,D,

Key Concept:

As new social and political elites changed, they also restructured

new ethnic, racial, and gender hierarchies.

Our Topic:

Race & Class in the American Colonies (2 days)

Required

Pre-Reading:

Bulliet:

499-503

Essential Question(s):

How did race blend with class in colonial America?

Material to Master:

· Both imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including the Creoles of the Americas.

· The power of existing political and economic elites, including the hereditary nobility in Europe and the colonies fluctuated as they confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.

· The massive demographic changes in the Americas resulted in new ethnic and racial classifications like Mestizos.

Documents to be utilized:

In Class:

Paper dolls of the Castas -- Students research social classes of Colonial Latin America in Jig-Saw groups, then predict the class hierarchy

Homework:

Read Bulliet pages:

http://www.whshumanitiescohort.org/weblessondayeightyfour_files/frame.htm

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

4.2.II.A-D

Key Concept:

As new social and political elites changed, they also restructured

new ethnic, racial, and gender hierarchies.

Our Topic:

Race & Class in the Americas

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How did race blend with class in colonial America?

Material to Master:

· Both imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including the Creoles of the Americas.

· The massive demographic changes in the Americas resulted in new ethnic and racial classifications like Mestizos.

Documents to be utilized:

In Class:

Paper dolls of the Castas -- Students research social classes of Colonial Latin America in Jig-Saw groups, then predict the class hierarchy

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

· Three page typed outline of the history of Europe

· Two page typed outline of the history of the Americas

Study for the following question:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

Comparison

AP Theme:

Theme 5: Development and Transformation of Social Structure

Our Topic:

Europe and her colonies

Required

Pre-Reading:

Bulliet:

Essay Question(s):

Skill to Master:

· historical causation

Documents to be utilized:

In Class:

Essay practice

Turn in next class:

· Minimum Two page typed outline of the history of Central Asia

· Minimum Three page typed outline of the history of China

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1644-1800

K.C. #:

4.3.I.B&C, 4.3.II.B

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

Rulers used a variety of methods to legitimize and consolidate

their power.

Our Topic:

Qing Dynasty in China, Ottomans and Japan

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How did land base empires of this period differ from sea base empires?

Material to Master:

· Rulers continued to use religious ideas to legitimize their rule like Chinese emperors’ public performance of Confucian rituals

· States treated different ethnic and religious groups, like Manchu policies toward Chinese, in ways that utilized their economic contributions while limiting their ability to challenge the authority of the state.

· Land empires expanded dramatically in size like the Manchu in China.

Documents to be utilized:

In Class:

AP Insight: Challenge Area 3: Comparison: Influence of Belief on Social Systems, Building Block B: Performance Task – Social Comparison: Influence of State Building

Homework:

Read Bulliet pages:

580-585

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredthree_files/frame.htm

Flashcards:

· Qing Government

· Qing (Manchu) Policies toward Chinese

· Tea in China

· Qing Expansion

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1644-1800

K.C. #:

4.3.I.B&C, 4.3.II.B

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

Rulers used a variety of methods to legitimize and consolidate

their power.

Our Topic:

Qing Dynasty in China

Required

Pre-Reading:

Bulliet:

580-585

Essential Question(s):

How did land base empires of this period differ from sea base empires?

Material to Master:

· Rulers continued to use religious ideas to legitimize their rule like Chinese emperors’ public performance of Confucian rituals

· Land empires expanded dramatically in size like the Manchu in China.

Documents to be utilized:

· Chinese Account of the Yangzhou Massacre, 1645 in Bulliet

In Class:

AP Insight: Challenge Area 3: Comparison: Influence of Belief on Social Systems, Building Block B: Quiz

Lecture and comparison practice

Homework:

Read Bulliet pages:

561-563 & AP Insight: Next Steps

&/or:

http://www.whshumanitiescohort.org/weblessondaynintynine_files/frame.htm

Flashcards:

· Mughal Empire

· Role of Gunpowder in Mughal India

· Red Fort of Delhi

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

REVIEW

In Class:

Review for final

Homework:

Read Bulliet pages:

&/or:

THIS IS AN INDIVIDUAL ASSIGNMENT

Turn in next class:

· Minimum Two page typed outline of the history of India

· Minimum Two page typed outline of the history of Africa

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

REVIEW

In Class:

Review for final

Homework:

Read Bulliet pages:

&/or:

THIS IS AN INDIVIDUAL ASSIGNMENT

Turn in next class:

· Minimum Three page typed outline of the history of the Middle East

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

REVIEW

In Class:

Review for final

Homework:

STUDY!

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

82.5

Dates:

K.C. #:

FINAL

In Class:

Final Exam

Homework:

Relax

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1567-1761

K.C. #:

4.3.I.A, 4.3.II. B

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

Rulers used a variety of methods to legitimize and consolidate

their power.

Our Topic:

Mughal Empire

Required

Pre-Reading:

Bulliet:

561-563

Essential Question(s):

How did land base empires of this period differ from sea base empires?

Material to Master:

· Land empires expanded dramatically in size. Like Mughals of India

· Rulers used the arts to display political power like the monumental architecture evident in the Red fort of Delhi and Versailles to legitimize their rule.

Documents to be utilized:

In Class:

Map the battle of Panipat

Homework:

Read Bulliet pages:

548-551 Optional Video

Complete This

&/or:

http://www.whshumanitiescohort.org/weblessondaynintysix_files/frame.htm

Flashcards:

· Janisaries

· Early Ottoman Expansion

· Early Ottoman Government

· Devshirme

Turn in next class:

· Red Fort Work Sheet

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1500-1750

K.C. #:

4.3.I.D, 4.3.II.B

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

Rulers used a variety of methods to legitimize and consolidate

their power.

Our Topic:

Ottoman Empire

Required

Pre-Reading:

Bulliet:

548-551

Material to Master:

· Land empires expanded dramatically in size. Like Ottoman Empire

· Recruitment and use of bureaucratic elites, as well as the development of military professionals like the Ottoman devshirme, became more common among rulers who wanted to maintain centralized control over their populations and resources.

Documents to be utilized:

In Class:

Turn in Red Fort Sheet

Lecture

Homework:

Read Bulliet pages:

551-557

&/or:

http://www.whshumanitiescohort.org/weblessondaynintyseven_files/frame.htm

Flashcards:

· Tax Farming

· Decline of the Ottoman Empire c. 1700

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

c.1700

K.C. #:

4.3.I.E, 4.3.III

Key Concept:

Rulers used a variety of methods to legitimize and consolidate

their power.

Competition over trade routes, state rivalries, and local resistance all

provided significant challenges to state consolidation and expansion.

Our Topic:

Ottoman Empire Decline (2 days)

Required

Pre-Reading:

Bulliet:

551-557

Essential Question(s):

How did land base empires of this period differ from sea base empires?

Material to Master:

· Rulers used tribute collection and tax farming to generate revenue for territorial expansion.

· Competition over trade routes, state rivalries, and local resistance all provided significant challenges to state consolidation and expansion. These are evident in the Ottoman-Safavid conflict & Peasant uprisings with-in the Ottoman Empire

Documents to be utilized:

In Class:

Rise and fall of Ottoman Empire graphic organizer

Homework:

Read Bulliet pages:

551-557

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

c. 1700

K.C. #:

4.3.I.E, 4.3.III

Key Concept:

Rulers used a variety of methods to legitimize and consolidate

their power.

Competition over trade routes, state rivalries, and local resistance all

provided significant challenges to state consolidation and expansion.

Our Topic:

Ottoman Empire Decline

Required

Pre-Reading:

Bulliet:

551-557

Essential Question(s):

How did land base empires of this period differ from sea base empires?

Material to Master:

· Rulers used tribute collection and tax farming to generate revenue for territorial expansion.

Documents to be utilized:

In Class:

Rise and fall of Ottoman Empire graphic organizer

Homework:

Read Bulliet pages:

587-592

&/or:

http://whshumanitiescohort.org/weblesson104_files/frame.htm

Flashcards:

· Russian Expansion (include role of peasants/serfs)

· Czar

· Russian Society

· Peter the Great and Catherine the Great

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1500-1750

K.C. #:

4.3.II.B, 4.2.I.A

Key Concept:

Imperial expansion relied on the increased use of gunpowder,

cannons, and armed trade to establish large empires in both hemispheres.

Traditional peasant agriculture increased and changed, plantations

expanded, and demand for labor increased. These changes both fed and

responded to growing global demand for raw materials and finished

products.

Our Topic:

Russia

Required

Pre-Reading:

Bulliet:

587-592

Essential Question(s):

How did land base empires of this period differ from sea base empires?

Material to Master:

· Land empires expanded dramatically in size

· Peasant labor intensified in many regions like with the development of frontier settlements in Russian Siberia

Documents to be utilized:

In Class:

DBQ Practice

Homework:

Read Bulliet pages:

496-497, 551-554, Optional Video

&/or:

Flashcards:

· Impact of Spanish Silver on the world economy

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1500-1750

K.C. #:

4.I.IV.B

Key Concept:

The new global circulation of goods was facilitated by royal

chartered European monopoly companies that took silver from Spanish

colonies in the Americas to purchase Asian goods for the Atlantic

markets, but regional markets continued to flourish in Afro-Eurasia by

using established commercial practices and new transoceanic shipping

services developed by European merchants.

Our Topic:

The Silver Economy

Required

Pre-Reading:

Bulliet:

496-497, 551-554

Essential Question(s):

What role did silver play in the global economy?

Material to Master:

· Commercialization and the creation of a global economy were intimately connected to new global circulation of silver from the Americas.

Documents to be utilized:

In Class:

DBQ Practice

Homework:

Read Bulliet pages:

start tomorrows

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

DBQ (4.I.IV.B)

Skill to Master:

· Crafting historical arguments from historical evidence

· Comparison and Contextualization

Documents to be utilized:

In Class:

DBQ

Homework:

Read Bulliet pages:

412-417 Optional Video

&/or:

Flashcards:

· Renaissance Painting

· Humanists

· Printing Press

Turn in next class:

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