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Renaissance and Reformation, 1350 Planning Guide UNIT PACING CHART Unit 2 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Unit 2 Day 1 Unit Opener Chapter Chapter Chapter Chapter Chapter Chapter Chapter Time Notebook, Opener, Opener, Opener, Opener, Opener, Opener, Opener, Unit Assessment Section 1 Section 1 Section 1 Section 1 Section 1 Section 1 Section 1 Day 2 Section 1, Section 1, Section 2, Geography Section 1, Section 1, Section 1, Social Section 2 Section 3 & History, Section 2 Section 2 Social History, Section 2 History Section 2 Day 3 Section 2, Social Section 3, Social Section 3, Section 2, Section 2, Section 3 History, Social History, Social Section 3 Analyzing Section 3, History Section 3, History Primary Visual Visual Sources Summary Summary Day 4 Section 4, Chapter Section 4, Chapter Section 4, Section 3, Section 3, Visual Assessment Visual Assessment Visual Social Visual Summary Summary Summary History Summary Day 5 Chapter Chapter Chapter Section 4, Chapter Assessment Assessment Assessment Visual Assessment Summary Day 6 Chapter Assessment Le Grand Salon de l’Enlightenment Students lose a point every time they interrupt, Students will reenact an Enlightenment salon make an irrelevant comment, attack someone in 18th-century France by role playing a phi- personally, or monopolize the conversation. losophe. Have students write a summary of After the discussion, have students evaluate it the philosophe’s contributions, locate primary and answer the following questions in writing. source evidence that support the philosophe’s • What would you have liked to discuss, contributions, and write three questions to Deborah McDevitt but weren’t able to speak up on? stimulate class discussion. Then arrange stu- Belmont High dents in a circle; have them ask and answer • What could you have done to improve School your performance? Belmont, questions in character. Massachusetts Students earn a possible 3 points each time • Do you have any lingering questions? they contribute relevant information and • How could the graded discussion be analysis (including asking a new question). improved? 158A 3394A-395_UO3_888966.indd94A-395_UO3_888966.indd 394A394A 110/27/080/27/08 111:47:521:47:52 AAMM Modern Times Introducing Author Note Dear World History Teacher, You may want to use the following information at the beginning of each chapter as a lesson launcher to help students focus on what they will be studying. Beginning in the late fifteenth century, a new force entered the world scene—a revived Europe. The Early Modern World was marked in Europe by an explosion of scientific knowledge. At the same time, Europeans engaged in a period of state building, which led to the creation of independent monarchies in west- ern and central Europe and framed the basis for a new European state system. The rise of Early Modern Europe had an immediate as well as a long-term impact on the rest of the world. The first stage began with the voyages of exploration that led Europeans into new areas of the world. European expansion was by no means universally beneficial to those involved. The subjugation of the Americas by the Spanish and the Portuguese led to the destruction of sophisticated civilizations, which had heretofore been isolated from the rest of the world. The expansion of the African slave trade brought untold hardship to mil- lions of victims and reduced the population in certain areas of Africa. Nevertheless, most of Africa still remained outside European control. European influence was not yet very important in other parts of the world. Two great new Islamic empires, the Ottomans in Turkey and the S. afavids in Persia, arose in the Middle East, while a third—the Mogul Empire—unified the subcontinent of India for the first time in nearly two thousand years. Least affected by the European expansion were the societies of East Asia—China and Japan. In fact China remained, in the eyes of many, the most sophisticated civilization in the world. Its achievements were imitated by its neighbors and admired by philosophers in Europe. Senior Author 158B 3394A-395_UO3_888966.indd94A-395_UO3_888966.indd 394B394B 110/27/080/27/08 111:48:181:48:18 AAMM Modern Times Introducing Focus Why It Matters The Early Point out that the political and social revolutions that occurred Modern during this period had a profound effect on the world and continue World 1350–1815 to influence our lives today. Have students leaf through the unit, Why It Matters viewing the illustrations and read- ing heads and captions. Ask: In The modern world began during this period. Asian empires and European countries what ways are our lives today expanded their influence through explora- influenced by the Italian Renais- tion, which led to colonialism, trade, and sance, the Reformation, the conflict. By the eighteenth century, political opening of European trade and social revolutions resulted in new routes, and the various political democratic nations. revolutions that took place? CHAPTER 5 RENAISSANCE AND REFORMATION (Briefly discuss these events, and 1350–1600 lead students to recognize modern CHAPTER 6 THE AGE OF EXPLORATION ramifications: humanism, individual 1500–1800 ability, art treasures; proliferation of CHAPTER 7 CRISIS AND ABSOLUTISM IN EUROPE religious denominations; founda- 1550–1715 tion for global trade; introduction of CHAPTER 8 THE MUSLIM EMPIRES the idea of government by the 1450–1800 people.) CHAPTER 9 THE EAST ASIAN WORLD 1400–1800 Unit Launch CHAPTER 10 REVOLUTION AND ENLIGHTENMENT Activity 1550–1800 CHAPTER 11 THE FRENCH REVOLUTION AND NAPOLEON Explain that in this unit students 1789–1815 will learn about the emergence of powerful European nation-states and the creation of large empires in Asia. Discuss how both wealth The. Blue Mosque dominates the skyline of old and military power contribute to Istanbul, which is located strategically on the the rise of powerful nations. OL peninsula where Europe and Asia meet. 0394_0395_U03_UO_879981.indd 394 Team Teaching Activity 8/22/08 8:41:43 AM 0394_0395_U03_UO_879981.indd 395 8/22/08 8:41:51 AM Literature The period covered in this unit The Canterbury Tales, to understand late medi- gave rise to famous and influential pieces of eval life in England; one of Shakespeare’s his- literature, whose themes reflect the culture, tories or tragedies, to understand perceptions values, and political concerns of their periods. of English politics and the monarchy; A Tale These works also transcend their cultures and of Two Cities, to understand the French Revo- convey universal themes. Work with an English lution; Les Misérables, to understand social teacher in your school to coordinate the study problems of eighteenth-century France; and of a major piece of literature from this period. Frankenstein, to understand concerns about the Consider one of the following possibilities: Enlightenment. 158 3394A-395_UO3_888966.indd94A-395_UO3_888966.indd 394394 110/27/080/27/08 111:48:531:48:53 AAMM Modern Times Introducing Teach S Skill Practice Constructing a Time Line Create a time line to chart the major people and events in this unit. As you teach each chapter, encourage students to suggest entries for the time line. Students can make their own copies of the time line, perhaps in journal form on successive pages, and add to it as they proceed through the unit. They can use the information to help them prepare for the chapter assessments. OL Reading a Time Line Direct attention to the time lines that appear on each chapter opener. Point out that the periods covered in these time lines overlap. As stu- dents study each chapter, make sure they understand where indi- vidual events fall and what else was happening at the time. BL Teaching Tip Read aloud a sentence from the text that has a challenging vocabu- lary word. Model for stu- dents how to use context to determine the meaning of 159 the word. Demonstrate how to use the other words in the sentence as well as the sur- 0394_0395_U03_UO_879981.indd 394 8/22/08 8:41:43 AM 0394_0395_U03_UO_879981.indd 395 More About the Photo 8/22/08 8:41:51 AM rounding sentences to determine the meaning of Visual Literacy The mosque pictured here overshadow the architecture at Mecca. After it an unknown word. was built by Sultan Ahmet I between 1609 was built, a seventh minaret was added to the and 1617 and is regarded as one of the finest mosque at Mecca. The Blue Mosque received examples of Ottoman architecture. It is the only its name because of the blue ceramic tiles mosque in İstanbul that has six minarets, or featuring traditional Ottoman floral designs prayer towers. Mosques traditionally have four, that decorate its interior. It also features strik- and at the time, only the mosque at Mecca had ing stained glass windows, vaulted domes and six. The grand scale of the Blue Mosque cre- semi-domes painted with arabesque designs, ated a scandal, offending devout Muslims who and an attached courtyard equal in size to the believed it showed disrespect in attempting to mosque itself. 159 3394A-395_UO3_888966.indd94A-395_UO3_888966.indd 395395 110/27/080/27/08 111:49:201:49:20 AAMM Modern Times Planning Guide Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English Language Learners CD-ROM or DVD Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess FOCUS BL OL AL ELL Daily Focus Skills Transparencies 5-1 5-2 5-3 5-4 TEACH BL OL ELL Reading Skills Activity, URB p. 19 OL AL Historical Analysis Skills Activity, URB p. 20 BL OL AL ELL Differentiated Instruction Activity, URB p. 21 OL ELL English Learner Activity, URB p.
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