Here's a blank Unit #4 "Two-Minute" Review template. It has all the section titles, as well as information on the sections in Chapter 16 that no one was signed up for. If you'd like to try something different (which I may not do next year), you can downloaded a completed set of Unit #4 review_notes here. I'm experimenting to see if that is more useful for people.
Today's plan is simple. We'll tackle the "Two-Minute Drill" to aid you in preparing for the Unit #4 Exam. Remember, you each have a chance to contribute to our overall understanding of the material that we have studied this unit. (These are worth 5 points each.) Here's a list of the sections in the order that we'll cover them:
WORLD HISTORY: PATTERNS OF INTERACTION
UNIT 4: Connecting Hemispheres (500 - 1800)
Chapter 16 People and Empires in the Americas (500 - 1500)
1 North American Societies
2 Maya Kings and Cities
3 The Aztecs Control Central Mexico
4 The Inca Create a Mountain Empire
Chapter 17 European Renaissance and Reformation (1300 - 1600)
1 Italy: Birthplace of the Renaissance
2 The Northern Renaissance
3 Luther Leads the Reformation
4 The Reformation Continues
Chapter 18 The Muslim World Expands
1 The Ottomans Builds a Vast Empire
2 Cultural Blending
3 The Mughal Empire in India
Chapter 19 An Age of Explorations and Isolation
1 Europeans Explore the East
2 China Limits European Contacts
3 Japan Returns to Isolation
Chapter 20 The Atlantic World
1 Spain Builds an American Empire
2 European Nations Settle North America
3 The Atlantic Slave Trade
4 The Columbian Exchange and Global Trade
You're free to ask me questions and do whatever sort of review that you think would be helpful with any remaining time today and/or tomorrow.
HOMEWORK for the rest of the quarter...
The Social Studies Final Exam will begin at 8:45 AM on Thursday in the Nicholson Center. You are not allowed to bring your computer in to the exam. That means you will want your ID notes printed out IN ADVANCE.
You can access the Unit #4 Identifications and Essays here.
Here are the parts of the Social Studies Unit #4 (Final) Exam:
HOMEWORK for next session - Monday, June 4th
The Unit #4 "Two-Minute Review" will take place on Monday.
You can access the Unit #4 (Final) Exam Identifications and Essays here. Your essay is due to me no later than at your arrival to the Final Exam on Thursday, June 7th.
What was it? Your text calls it the "global transfer of foods, plants, and animals during the colonization of the Americas." There's a great graphic on page 572. For those of you without a textbook handy, this chart of the Columbian Exchange might be useful...
The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds is a really interesting article posted by the National Humanities Center.
What do you think? These prompts for discussion come from Alfred W. Crosby, Professor Emeritus at the University of Texas at Austin. Pick one and let us know what you think.
Our last "new" stuff of the year should be to make sure that you understand, at a very basic level, economic terms like capitalism, joint-stock company and mercantilism.
HOMEWORK for next session - Friday, June 1st
I know you are all sad to actually read this, but we're done with reading assignments for the year. I'll try to get your quiz packets put together so you can have them for the weekend.
The Unit #4 "Two-Minute Review" will take place on Monday.
You can access the Unit #4 (Final) Exam Identifications and Essays here. Your essay is due to me no later than at your arrival to the Final Exam on Thursday, June 7th.
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Consider these to be guiding questions as we look at the Atlantic slave trade:
Here's are two excerpts from the PBS series, "Africans in America." The first is on The Atlantic Slave Trade and the second is on The Middle Passage.Here, Tom Feelings uses art and text to try to capture the "Middle Passage" and its impact on the Africans who endured it.
Timeline of Slavery This covers some of the major events in the slave trade, particularly those involving the United States.
The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record is a series of more than 1000 images collected by the Virginia Foundation for the Humanities.
The Debate over Reparations
Here's an article that, while getting a little old, helps introduce you to the debate over reparations in the United States:
In order to discuss this as a group, we'll frame the issue in the following resolution. We'll start by assigning you to one side (affirmative or negative), but you'll later be free to express your own opinion.
Resolved: that the United States should pay monetary reparations to African-American descendants of slaves and to African nations whose development was impacted by the Atlantic Slave Trade.Let's hear what you have to say on this topic... If we have time, we can consider the validity of some of these related statements.
HOMEWORK for tomorrow - Thursday, May 31st
Please finishing your reading for the year with "The Columbian Exchange and Global Trade." It's Section 4 of Chapter 20. Your final reading quiz of the year will be matching.
Please read Section 3 of Chapter 20, "The Atlantic Slave Trade." The quiz will be true/false.
Remember that your choices for the essay and the possible identifications are on a previous blog entry.
Format: The actual essay will be written, by hand or word-processed. You should prepare for a five-paragraph essay. That means that you should include an introduction (with a clear thesis statement), three body paragraphs, and a concluding paragraph. (Note that the questions lend themselves to such a format. That is on purpose.)
Remember that the questions are not designed for you to tell us everything you have learned. Focus on what the question is requiring you to do.
1. The pre-Columbian empires of the Americas all made advancements in different areas. In separate body paragraphs, identify and explain the major accomplishments of the Mayan, Aztec and Incan Empires. Which of the three do you consider to have been the most important to the history of the world? Why?
2. YOU MAY CHOOSE EITHER THE RENAISSANCE OR THE REFORMATION FOR THIS QUESTION. DO NOT CHOOSE BOTH OR "MIX AND MATCH."
The Renaissance/ Reformation was a time of profound change for the people of Europe. Identify and explain what you believe to be the three most significant impacts and/or legacies of the Renaissance/ Reformation. What single historical figure do you believe best epitomized the spirit of the Renaissance/ Reformation? Why?
3. Identify and explain what you believe were the three most significant motivations that led to the Age of Exploration in Europe and elsewhere. What historical figure do you believe best symbolizes the spirit of this period? Why?
4. The voyages of Christopher Columbus to the Americas certainly had lasting impacts. Identify and explain what you believe are the three most significant consequences of the voyages of Christopher Columbus. Do you believe he should be remembered as a hero or a villain? Why?
Unit #4 Identifications: On Thursday, June 7th, you will write on your choice of 5 of the 8 identifications that appear on the Unit #4 exam chosen from the list below. You may bring 10 words of "notes" for each of the 15 possible identifications to the exam. (Printed out; not on your computer.) You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points. Since we are all in the Nicholson Center, you will write these IDs by hand, not on the computer.
A good identification is typically in the range of 4 to 6 sentences in length. (You do need to write in complete sentences.) You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context. In addition, you need to explain the significance of the ID. In other words, answer the "So what?" question.
Quetzalcoatl
Machu Picchu
humanism
Michelangelo
The Prince
Johann Gutenberg
John Calvin
Jesuits
Suleyman the Lawgiver
Akbar
Zheng He
Tokugawa Shogunate
Hernando Cortes
middle passage
Columbian Exchange
First, we'll go back to the material on China and Japan from the end of last week.
- "History Haiku" - Remember that you are allowed an introductory statement if you want as well.
China
Ming Dynasty
Hongwu
Zheng He
Manchu
Qing Dynasty
KangxiJapan
Oda Nobunaga
Totoyomi Hideyoshi
Tokugawa Ieyasu
Tokugawa Shogunate- Timeline - Chapter 19: I just wanted to give you a chance to share anything interesting or particularly useful you found while doing the timeline.
- Memo to an Emperor / Shogun: On Tuesday, we will find out what some of you had to say given your choice of these two situations.
China: You are adviser to Emperor Qian-long (p. 539), who ruled from 1736 to 1795. It is 1775, and he asks your opinion as to whether or not he should decrease restrictions against Dutch and British traders. At that time, they were required to pay tribute and to "kowtow" before the emperor, and they were allowed access only to special ports. Do you recommend making it easier to trade?
Japan: It is 1615, and you are an advisor to Shogun Tokugawa Ieyasu. Trade has brought cannons, goods and Christian missionaries to your shores from Portugal and elsewhere. Some want you to drive the foreigners out, and you actually banned Christianity three years earlier. Should Japan seal its borders (except for the port of Nagasaki, which the shogun controls) and become a "closed country"?
Europe comes to the Americas We'll spend the rest of the class holding a discussion on Spain's empire in the Americas.
These are some resources that you might find useful:
Here are some questions to get us started:
Please read Section 2 of Chapter 20, "European Nations Settle North America." This will take some of you back to 6th and 7th Grade US History.
China
Ming Dynasty
Hongwu
Zheng He
Manchu
Qing Dynasty
Kangxi
Japan
Oda Nobunaga
Totoyomi Hideyoshi
Tokugawa Ieyasu
Tokugawa Shogunate
Timeline - Chapter 19: I'm surprised we've gotten to this point in the year without me having you create a timeline. I think they are a great way to see comparisons and contrasts between events and over time. It's not about memorizing the dates, but rather about seeing how the events occur in relation to each other.
You should download a Chapter 19 - Timeline. Depending on how fancy you want to be, you can use shading, borders, "paint" features, etc. in Microsoft Excel. Or, you can simply use it to place the information correctly. Notice that I've given you one example for each of the three cultures or "sections" from the chapter.
Your job is to add additional events, periods, reigns or whatever it is that you find important.
Memo to an Emperor / Shogun: You can choose to work with ONE partner on this if you would like. As you know, both China and Japan chose policies of isolation for centuries. You're going to be placed at a key point in the history of one of these two cultures, and you will draft a memo for the ruler as to whether or not you believe that isolation is the best policy. Here are the two scenarios from which you may choose, and the specific instructions are below.
China: You are adviser to Emperor Qian-long (p. 539), who ruled from 1736 to 1795. It is 1775, and he asks your opinion as to whether or not he should decrease restrictions against Dutch and British traders. At that time, they were required to pay tribute and to "kowtow" before the emperor, and they were allowed access only to special ports. Do you recommend making it easier to trade?
Japan: It is 1615, and you are an advisor to Shogun Tokugawa Ieyasu. Trade has brought cannons, goods and Christian missionaries to your shores from Portugal and elsewhere. Some want you to drive the foreigners out, and you actually banned Christianity three years earlier. Should Japan seal its borders (except for the port of Nagasaki, which the shogun controls) and become a "closed country"?
Instructions for the "memo": Once you have chosen your scenario and decided on your position, you need to draft your memo. First, it should have an appropriate greeting for your emperor/ shogun. Your memo needs to consist of three major arguments (or "bullet points" if you like memo-speak) in support of your position. Each argument should be explained in a minimum of three good sentences.
These memos should be ready to share on Monday. (If you work with a partner, be sure both names get on the post.)
HOMEWORK for next session: Friday, May 25th
Please read Section 1 of Chapter 20, "Spain Builds an American Empire." It will be your final multiple choice quiz of the year.
Here's where we left off... I'll give you a few minutes to meet with the others who had the same voyage(s), and then we'll hear from all the groups.
Conquest of the Oceans:
Using both the notes and the sources, try to figure out answers to these questions:
"Routes to Empire" - This will sort of work like a "Readers' Theater" presentation. We'll give you each a primary source, and you'll be divided into two groups. One group will look at Portugal's new empire in Asia, and the other will consider Spain's empire in the Americas.
Your job is this. You'll have 20 minutes to prepare. The "big question" that you need to answer is below. You can take it in a number of various ways, but that's the general topic. I want to hear support, evidence, or proof from EACH of the primary sources that you have. You can read a line or a paragraph or whatever, but someone in your group should be reading a section from every document you have to support your answer. It might work to sort of have a narrator or moderator, but I'll leave that up to you.
Portugal: How, and with what success, did Portugal shift from finding sea routes to controlling them, and to building a maritime empire in Asia?
Spain: How did Spain shift from finding a continent to controlling it and to building a land empire in the Americas?
With the time remaining, we'll shift our focus toward two civilizations that chose not to participate in the Age of Exploration, China and Japan. To get you started, we'll do a little poetry...
"History Haiku" - As you'll be reading tonight, the haiku is a Japanese three-line verse where the syllables per line follow a five-seven-five pattern. I can't think of a better way to have you all introduce a specific person or idea from the China and Japan sections tomorrow. You'll each claim one of the following, and we'll double up on a couple. (Each of you does your own in that case.) You are also allowed a sentence of introduction before you read your story. That way, you can give us the long name, important years or other information that doesn't fit in your haiku... Yes, you get five points for giving this a good try. HAVE YOURS READY TO SHARE IN CLASS TOMORROW.
China
Ming Dynasty
Hongwu
Zheng He
Manchu
Qing Dynasty
Kangxi
Japan
Oda Nobunaga
Totoyomi Hideyoshi
Tokugawa Ieyasu
Tokugawa Shogunate
HOMEWORK for tomorrow - Thursday, May 24th
Please read Section 3 of Chapter 19, "Japan Returns to Isolation." The quiz will be matching.
Your "History Haiku" should be ready to share at the appropriate time tomorrow.
Here's the completed version of Muslim "Gunpowder Empires" matrix.
The Age of Exploration: We'll do a number of things to try to understand how and why the Europeans (particularly the Spanish and Portuguese in the beginning) began to venture further from home, forever changing the course of history.
For those of you thinking about the reading and the Unit #4 Objective Exam, I'd be sure I could define the following terms and answer the following questions:
Defining terms: "God, Gold and Glory," Prince Henry the Navigator, Bartolomeu Dias, Vasco da Gama, Treaty of Tordesillas, Dutch East India Company
"Seeing" the World: This first activity will help us see just how differently people saw the world of five hundred years ago as opposed to the GoogleEarth outlook of today. You will get a copy of a map to show us on the overhead. (If you want a better look at the little writing on your map, go to the original source at A World History for Us All and scroll down to pages 22-30.)
Preparing for the Voyage: First, let's make sure we've "packed" what we need in terms of new technologies and knowledge...
Discussion question #1: If you were planning a long-distance sea voyage during the second half of the 15th century to little-known destinations along unknown routes, what problems with the physical environment would you expect to have to deal with during the voyage? What problems of human-to-human relations would you expect to have to deal with on board and on arrival at your destination? What might you do to minimize or deal with these problems?
Discussion question #2: What personality traits do you think would have been helpful to the long-distance mariners of the 15th and 16th centuries? How would they have been helpful? Who, if anyone, in modern society is called upon to possess a similar set of qualities?
Discussion question #3: How accurate is this statement? "It was adopting and adapting the ideas and technologies of earlier times and other peoples, rather than anything they came up with on their own, that made possible the long distance voyages of the Iberian mariners in the 15th and early 16th centuries."
Discussion question #4: How would you rank the following in terms of importance to voyages such as (#1) da Gama's reaching India and returning and (#2) Columbus' crossing the Atlantic and returning? Explain why.
Conquest of the Oceans: We'll make you all "specialists" in one of five voyages from the Age of Exploration.
Using both the notes and the sources, try to figure out answers to these questions:
HOMEWORK for tomorrow - Wednesday, May 23rd
Please read Section 2 of Chapter 19, "China Limits European Contacts." The quiz will be true/false.
Be sure the "Conquest of the Ocean" primary source you received is ready to go tomorrow, assuming that we don't get there today.
Our plan for today will be simple. You'll work on one of the three empires today in class. Tomorrow, we'll look for comparisons across and contrasts among the three. You should download a copy of The Muslim "Gunpowder" Empires to help you in your work. The information in your text should be sufficient to answer virtually all of the questions, but you are free to look online as well for additional help.
You and your group need to create a thorough chart for your empire. The information should be well-organized, clear, and comprehensive. Once you group
has put this together, EMAIL me a copy of it. This needs to be done by
the end of class today. That way, I can compile a "master" chart for your use in class tomorrow.
HOMEWORK for tomorrow - Tuesday, May 22nd
It's simple. Read Section 1 of Chapter 19, "Europeans Explore the East." The quiz should be fill-in-the-blank.
Remember that you should return the 18:2 reading quiz to me if you have not yet already done so.
Be sure that you are keeping up with your Current Events assignment as well. This will be week #3.
In most cases, I'd expect this to be between 30 seconds and a minute. Be sure to TALK to us, not just read something at us.
I may group folks differently, but here is our cast of characters. (You're obviously not all represented in this smaller class...)
Baldassare Castiglione
Desiderius Erasmus
Francesco Petrarch
Giovanni Boccaccio
Girolamo Savonarola
Isabella d'Este
Johann Gutenberg
Leonardo da Vinci
Lorenzo de Medici
Michelangelo Buonarroti
Niccolo Machiavelli
Raphael Sanzio
Thomas More
Vittoria Colonna
William Shakespeare
Elizabeth I
Henry VIII
HRE Charles V
Ignatius of Loyola
John Calvin
Martin Luther
Pope Leo X
John Knox
We can begin with questions like the following:
HOMEWORK for tomorrow: Friday, May 21st
You should read Chapter 18, Section 3 ("The Mughal Empire in India") for class time Monday. The quiz will be multiple choice.
You should turn in the take-home quiz for Chapter 18, Section 2 ("Cultural Blending") no later than your arrival at class on Monday.
Friday, May 18th: Incan Empire
The Impact of the Reformation
We'll lead off with the set of performances that we set up yesterday...
Henry VIII and the Anglican Church (p. 492)
Elizabeth restores Protestantism (p. 494)
Calvin spreads the Reformation (p. 495)
Ignatius and the Jesuits (p. 498)
Reforming Popes (p. 499)
Question: What are the implications of using the term Catholic Reformation and opposed to Counter Reformation? Which do you prefer? Why?
Christian Denominations - Now that we've had both of the major splits that will occur in the Christian faith, we'll take a few minutes to look at two graphic representations of the various branches of the religion.
HOMEWORK for next session: Friday, May 18th
You should be reading Chapter 18, Section 1, "The Ottomans Build a Vast Empire," for Friday's class. The quiz will be true/false.
Tomorrow, we'll have our Renaissance and Reformation Round Table discussions. I want to add one more requirement to the "Renaissance and Reformation Round Table." We'll do a quick round of "introductions" at the beginning. Basically, you'll need to provide the following at a minimum:
In most cases, I'd expect this to be between 30 seconds and a minute. Be sure to TALK to us, not just read something at us.
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