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Indicator MWH-1.1 – June 20, 2012 WORLD HISTORY from 1300: the MAKING of the MODERN WORLD

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Indicator MWH-1.1 – June 20, 2012 WORLD HISTORY from 1300: the MAKING of the MODERN WORLD WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD Standard MWH-1: The student will demonstrate an understanding of the major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the fourteenth and fifteenth centuries. Enduring Understanding: Physical geography, ideas, warfare, and financial institutions have shaped the interaction within and among regions around the world. To understand how the interaction of these forces in the fourteenth and fifteenth centuries led to the development of modern societies, the student will. MWH-1.1 Describe the diffusion of people and goods between Europe, Asia, and Africa during the fourteenth and fifteenth centuries to show the networks of economic interdependence and cultural interactions. Taxonomy Level: Understand/Conceptual Knowledge – 2/B Previous/future knowledge: Prior to this course, students have had experience with the changing political, social, and economic cultures in Asia, Europe, and Africa during the fourteenth and fifteenth centuries, specifically the contributions of China, Japan, and India and the origins and fundamental beliefs of Islam, as well as the contribution of the major African civilizations of Ghana, Mali, and Songhai in grade six (6-3.1, 6-3.2, 6-3.3, 6-3.4, 6-4.1, 6-4.2). Students will have no further standards-based experience with this content after this course. It is essential for students to know: As a result of the study of this standard, students should be able to describe the movement of people and goods between the European, Asian, and African continents. Students should be able to describe the geographical, technological, and economic factors that aided exploration and trade. Students should be able to describe the growth of economic interdependence as countries began to trade goods, as well as the cultural changes that resulted in the affected areas. The foundations of the commercial revolution are rooted in the early trade routes that developed on the Asian, African, and European continents. These trade routes created various networks that fostered economic interdependence and cultural interactions that led to significant economic growth, and political and social change. The economic interdependence between nations was a direct result of the development of trade between those nations. This economic growth was spurred by the growth of banking system in many European countries that were used to finance trade in those regions. Cultural interactions led to the spread of religion, political systems, and other social institutions. Students should be able to explain how the diffusion of culture and economic growth was a direct result of the growth of exploration of new regions. Specific attention should be paid to the spread of religions, including Christianity and Islam. Indicator MWH-1.1 – June 20, 2012 WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD It is not essential for students to know: Students need not know specific names of any early traders or explorers who were responsible for economic growth, nor do they need to focus on the political and economic establishments that were created during this period of growth. Social Studies Literacy Skills for the 21st Century: Examine the relationship of the present to the past and use knowledge of the past to make informed decisions in the present and to extrapolate into the future. Trace and describe continuity and change across cultures. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them. Assessment Guidelines: Appropriate classroom assessments could require students be able to: Understand Interpret Exemplify Classify Summarize Infer Compare Explain or any verb from the Remember cognitive process dimension. Indicator MWH 1.1 WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD Standard MWH-1: The student will demonstrate an understanding of the major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the fourteenth and fifteenth centuries. Enduring Understanding: Physical geography, ideas, warfare, and financial institutions have shaped the interaction within and among regions around the world. To understand how the interaction of these forces in the fourteenth and fifteenth centuries led to the development of modern societies, the student will. MWH-1.1 Describe the diffusion of people and goods between Europe, Asia, and Africa during the fourteenth and fifteenth centuries to show the networks of economic interdependence and cultural interactions. Taxonomy Level: Understand/Conceptual Knowledge – 2/B Previous/future knowledge: Prior to this course, students have had experience with the changing political, social, and economic cultures in Asia, Europe, and Africa during the fourteenth and fifteenth centuries, specifically the contributions of China, Japan, and India and the origins and fundamental beliefs of Islam, as well as the contribution of the major African civilizations of Ghana, Mali, and Songhai in grade six (6-3.1, 6-3.2, 6-3.3, 6-3.4, 6-4.1, 6-4.2). Students will have no further standards-based experience with this content after this course. It is essential for students to know: As a result of the study of this standard, students should be able to describe the movement of people and goods between the European, Asian, and African continents. Students should be able to describe the geographical, technological, and economic factors that aided exploration and trade. Students should be able to describe the growth of economic interdependence as countries began to trade goods, as well as the cultural changes that resulted in the affected areas. The foundations of the commercial revolution are rooted in the early trade routes that developed on the Asian, African, and European continents. These trade routes created various networks that fostered economic interdependence and cultural interactions that led to significant economic growth, and political and social change. The economic interdependence between nations was a direct result of the development of trade between those nations. This economic growth was spurred by the growth of banking system in many European countries that were used to finance trade in those regions. Cultural interactions led to the spread of religion, political systems, and other social institutions. Students should be able to explain how the diffusion of culture and economic growth was a direct result of the growth of exploration of new regions. Specific attention should be paid to the spread of religions, including Christianity and Islam. Indicator MWH-1.1 – June 20, 2012 WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD It is not essential for students to know: Students need not know specific names of any early traders or explorers who were responsible for economic growth, nor do they need to focus on the political and economic establishments that were created during this period of growth. Social Studies Literacy Skills for the 21st Century: Examine the relationship of the present to the past and use knowledge of the past to make informed decisions in the present and to extrapolate into the future. Trace and describe continuity and change across cultures. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them. Assessment Guidelines: Appropriate classroom assessments could require students be able to: Understand Interpret Exemplify Classify Summarize Infer Compare Explain or any verb from the Remember cognitive process dimension. Indicator MWH 1.1 WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD Standard MWH-1: The student will demonstrate an understanding of the major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the fourteenth and fifteenth centuries. Enduring Understanding: Physical geography, ideas, warfare, and financial institutions have shaped the interaction within and among regions around the world. To understand how the interaction of these forces in the fourteenth and fifteenth centuries led to the development of modern societies, the student will. MWH-1.2 Explain the impact of the Crusades and the Renaissance on European exploration, including the significance of humanism, the revival of learning, and the transfer of knowledge about sailing and ancient philosophy from the Arabs to the Europeans. Taxonomy Level: Understand/Conceptual Knowledge – 2/B Previous/future knowledge: Prior to this course, students have studied the conditions that led to the Crusades and should be able to explain the effects of this series of events on the development of feudalism and the spread of Christianity (6-5.3). They should be able to summarize the contributions of the Italian Renaissance, including the development and influence of humanism and the accomplishments of Italians in the fine arts (6-6.1). Students should also be able to identify key figures in the Renaissance and describe their contributions. Students will have no further standards-based experience with this content after this course. It is essential for students to know: It is essential for students to be able to describe the course of the Crusades and the Renaissance and their effects on the development of European exploration. Students must be able to define humanism and explain how its growth led to the revival of classical learning. Students should understand that the Crusades increased the interaction between the Western and Eastern worlds and between Christianity and Islam and opened the door for new contacts. As a result, Western Europeans gained great wealth and knowledge from the Byzantine Empire. This knowledge took many forms, including architecture, shipbuilding, sailing, and philosophy. Exposure to Muslim culture in Spain and Italy, as well as the growth of “colonies” established by the Crusaders in the Holy Land made Europeans aware of the goods available in the Muslim world that were not available in Europe.
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