Advanced Placement World History with Mr. Duez
Unit 4 Early Modern World, 1540 - 1750
Chapter 14 - Empires & Encounters -and- Chapter 15 - World Commerce
Week at a Glance:MON: Quiz CH 15; Slavery Document; Queen Queen Nzinga a Mbande of Africa ("Mankind - Story of All of US" video clip)
TUE: In the PAC for Counselor - Scheduling - all period
WED/THU: Notes/Discussion/Video & Review - Chapter 14 and 15
FRI: TEST CH 14 and 15
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Monday, January 13, 2014
Quote: “Being deeply loved by someone gives you strength, while loving someone deeply gives you courage.” ― Lao Tzu
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. Quiz Chapter 15
2. Discuss Slavery Document. A Slaves Journey
3. Notes & Discussion: Slavery, Silver, Sugar, Fur = a new world economy.
Video Clip - African Queen Queen Nzinga a Mbande & Her story of slavery from Mankind: A Story of Us All
Assignments:
Prep for test on Friday over CH 14 and CH 15
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Tuesday, January 14, 2014
Quote: “That which does not kill us makes us stronger.” ― Friedrich Nietzsche
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. PAC Scheduling Presentation: We will be in the PAC to listen to a counselor presentation the entire period. No class today.
Assignments:
Prep for test on Friday over CH 14 and CH 15
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Wednesday, January 15, 2014 and Thursday, January 16, 2014
Quote: “Anyone can hide. Facing up to things, working through them, that's what makes you strong.” ― Sarah Dessen
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. DO NOW QUESTION: How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
2. Notes, Discussion, Video: Comparing Early Modern World Empires - The Europeans, Russians, Ottomans, Chinese, and Mughal India.
Engineering an Empire: Russia - first 10 min.
Assignments:
Wednesday, January 15, 2014 and Thursday, January 16, 2014
Quote: “Anyone can hide. Facing up to things, working through them, that's what makes you strong.” ― Sarah Dessen
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. DO NOW QUESTION: How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
2. Notes, Discussion, Video: Comparing Early Modern World Empires - The Europeans, Russians, Ottomans, Chinese, and Mughal India.
Engineering an Empire: Russia - first 10 min.
Assignments:
Prep for test on Friday over CH 14 and CH 15
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Friday, January 17, 2014
Quote: "Strength of character means the ability to overcome resentment against others, to hide hurt feelings, and to forgive quickly." - Lawrence G. Lovasik
Agenda:
1. TEST - CH 14 & 15
Assignments:
Friday, January 17, 2014
Quote: "Strength of character means the ability to overcome resentment against others, to hide hurt feelings, and to forgive quickly." - Lawrence G. Lovasik
Agenda:
1. TEST - CH 14 & 15
Assignments:
Quiz Monday CH 16
