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Lesson Plans World History II SOL 4b, 4c

Lesson Plans World History II SOL 4b, 4c: Age of Discovery; Age of Exploration

Standard WH II:
The student will demonstrate knowledge of the impact of the European Age of Discovery/ Age of Exploration and expansion into the Americas, Africa, and Asia by

Objectives
SOL 4b) describing the influence of religion.
SOL 4c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas.

Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects

Essential Knowledge:
SOL 4b: Means of diffusion of Christianity
• Migration of colonists to new lands
• Influence of Catholic and Protestant colonists, who carried their faith, language, and cultures to new lands
• Conversion of indigenous peoples

SOL 4c
Americas
• Expansion of overseas territorial claims and European emigration to North and South America
• Demise of Aztec and Inca Empires
• Legacy of a rigid class system and dictatorial rule in Latin America
• Forced migration of Africans who had been enslaved
• Colonies’ imitation of the culture and social patterns of their parent countries Africa
• European trading posts along the coast
• Trade in slaves, gold, and other resources Asia
• Colonization by small groups of merchants (India, the Indies, China)
• Influence of trading companies (Portuguese, Dutch, British)

Activities That Support Lesson Plans

Powerpoint Activity Explorer Land Claims Map
Use this Map: Map of World 1500

Crash Course World History Video on Explorers and the Messy Legacy of Columbus

Note: The above activities are best used with the Virginia Prentice Hall World History: The Modern Era textbook.

Back to World History II Virginia SOL Page

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Lesson Plans World History II SOL 4a

Lesson Plans World History II SOL 4a: Age of Exploration; Age of Discovery

Standard WH II 4
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by
Objectives
4a) explaining the roles and economic motivations of explorers and conquistadors.Standard WH II:
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge:
Factors contributing to the European discovery of lands in the Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations of European and Islamic origins in navigational arts
• Pioneering role of Prince Henry the Navigator

Establishment of overseas empires and decimation of indigenous populations
• Portugal: Vasco da Gama
• Spain: Christopher Columbus, Hernando Cortez, Francisco Pizarro, Ferdinand Magellan
• England: Francis Drake
• France: Jacques Cartier

Activities That Support Lesson Plans

Magellan Voyage Reading

Magellan Biography Reading

Massacre at Tenochtitlan

Portuguese Reach India

The Spears Aztec

Crash Course: Christopher Columbus. Students name 5 facts from the video.

 

Note: The above activities are best used with the Virginia Prentice Hall World History: The Modern Era textbook.

 

Back to World History II Virginia SOL Page

 

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Lesson Plans World History II SOL 3a, 3b, 3c

Lesson Plans World History II SOL 3a, 3b, 3c: Reformation, Counter-Reformation, and Printing Press

Standard WH II:
The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

Objectives:
SOL 3a: explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth
SOL 3b: describing the impact of religious conflicts, the Inquisition, and Catholic Reformation on society and government actions.
SOL 3c: describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge:

SOL 3a: Conflicts that challenged the authority of the
Church in Rome
• Merchant wealth challenged the Church’s view of
usury.
• German and English nobility disliked Italian
domination of the Church.
• The Church’s great political power and wealth
caused conflict.
• Church corruption and the sale of indulgences
were widespread and caused conflict.
Martin Luther (the Lutheran tradition)
• Views: Salvation by faith alone, Bible as the
ultimate authority, all humans equal before God
• Actions: 95 theses, birth of the Protestant Church
John Calvin (the Calvinist tradition)
• Views: Predestination, faith revealed by living a
righteous life, work ethic
• Actions: Expansion of the Protestant Movement
King Henry VIII
• Views: Dismissed the authority of the Pope in
Rome
• Actions: Divorced; broke with Rome; headed the
national church in England; appropriated lands and
wealth of the Roman Catholic Church in England
Queen Elizabeth I
• Anglican Church
• Tolerance for dissenters
• Expansion and colonialism
• Victory over the Spanish Armada (1588)

SOL 3b: Reformation in Germany
• Princes in Northern Germany
converted to Protestantism, ending
the authority of the Pope in their
states.
• The Hapsburg family and the
authority of the Holy Roman Empire
continued to support the Roman
Catholic Church.
• Conflict between Protestants and
Catholics resulted in devastating
wars (e.g., Thirty Years’ War).
Reformation in France
• Catholic monarchy granted
Protestant Huguenots freedom of
worship by the Edict of Nantes (later
revoked).
• Cardinal Richelieu changed the
focus of the Thirty Years’ War from
a religious to a political conflict.
Catholic Reformation
• Dissenters prior to Martin Luther:
Jan Huss, John Wycliffe
• Counter-Reformation:
– The Council of Trent reaffirmed
most Church doctrine and
practices.
– The Society of Jesus (The Jesuits)
was founded to spread Catholic
doctrine around the world.
– The Inquisition was used to
reinforce Catholic doctrine.

SOL 3c: Changing cultural values, traditions,
and philosophies
• Growth of secularism
• Growth of individualism
• Eventual growth of religious
tolerance
Role of the printing press
• Growth of literacy was stimulated by
the Gutenberg printing press.
• The Bible was printed in English,
French, and German.
• These factors had an important
impact on spreading the ideas of the
Reformation and the Renaissance.

 

Activities That Support Lesson Plans

SOL 3a:

Reformation Poster Project

Reformation Reading 95 Thesis

 

SOL 3b:

 

SOL 3c:

None. Students copy down notes.

Supplementary Videos

http://www.youtube.com/watch?v=1o8oIELbNxE

Note: The above activities are best used with the Virginia Prentice Hall World History: The Modern Era textbook.

 

Back to World History II Virginia SOL Page

 

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Lesson Plans World History II SOL 2d

Lesson Plans World History II SOL 2d Major Trade Routes

Standard WH II:
SOL 2d The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.)
Objectives:
Analyzing major trade patterns.
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge:
Traditional trade patterns linking
Europe with Asia and Africa
• Silk Routes across Asia to the
Mediterranean basin
• Maritime routes across the Indian
Ocean
• Trans-Saharan routes across North
Africa
• Northern European links with the
Black Sea
• Western European sea and river
trade
• South China Sea and lands of
Southeast Asia
Importance of trade patterns
• Exchange of products and ideas

Activities That Support Lesson Plans

 

Crash Course History: Silk Road. Students name 5 facts learned about the Silk Road. Teacher can pause and discuss points made in the video.

Note: The above activities are best used with the Virginia Prentice Hall World History: The Modern Era textbook.

 

Back to World History II Virginia SOL Page

 

 

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Lesson Plans World History II SOL 2a

Lesson Plans World History II SOL 2a Major Empires

Standard WH II:
2a The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.)
Objectives
a) locating major states and empires.
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge:
Major states and empires in the
Eastern Hemisphere
• England
• France
• Spain
• Russia
• Ottoman Empire
• Persia
• China
• Mughal India
• Songhai Empire
Major states and empires in the
Western Hemisphere
• Incan Empire
• Aztec Empire

Activities That Support Lesson Plans

Blank Map of World 1500

Ottoman Empire and Venice, Italy Video Analysis: Students name 5 facts learned from the Video

 

Note: The above activities are best used with the Virginia Prentice Hall World History: The Modern Era textbook.

 

Back to World History II Virginia SOL Page

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World History II Lesson Plans SOL 2b

World History II Lesson Plans SOL 2b: Renaissance

Standard WH II:
2b The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.)
Objectives
Describing artistic, literary, and intellectual ideas of the Renaissance
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects
Essential Knowledge:
Renaissance
• “Rebirth” of classical knowledge;
“birth” of the modern world
• Spread of the Renaissance from the
Italian city-states to northern Europe
Contributions of the Renaissance
• Accomplishments in the visual arts:
Michelangelo, Leonardo da Vinci
• Accomplishments in literature
(sonnets, plays, essays): Shakespeare
• Accomplishments in intellectual ideas (humanism): Erasmus

Activities That Support Lesson Plans

Desiderius Erasmus Primary Source Reading

VIPs of the Renaissance Reading

Note: The above activities are best used with the Virginia Prentice Hall World History: The Modern Era textbook.

 

Back to World History II Virginia SOL Page

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Human and Physical Geography Current Event Assignment SOL 2b and 12b

Task: Find TWO current events and relate them to geography.

One must be related to the physical aspect of geography (such as (weather, climate, landforms, earthquakes, hurricanes, volcanoes etc.)  and one must be related to the human aspect of geography (such as population, ethnic groups, culture, human conflicts, international organizations, human cooperation, disputed areas, push+pull factors, migration, Human-Environmental Interaction etc.)

Directions: For each aspect summarize the article (in 2-3 sentences) and describe/explain the connection to the physical or human aspect of geography (in 2-3 sentences). Include a Works Cited Page that gives the title of the article, the author or organization that published it, the date it was published, and the link to it.

EXAMPLE:
This article is about ethnic conflict in the country of South Sudan. The conflict is between two South Sudanese tribes: The Dinka and the Nuer. This article is an example of human geography because it focuses on ethnic conflicts. Ethnic conflicts often are a result of tensions between two different human groups. Additionally, the United Nations has peacekeepers inside South Sudan attempting to stop violence.

Works Cited:
Title: Sudan: Conflict has promoted Ethnic Tensions, says Official
Author: Sudan Tribune
Date: Sept 24th, 2014
Link:  http://allafrica.com/stories/201409291670.html

Resources to use for current event:

BBC

New York Times

Google News Search

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WG SOL 2bc Human Environmental Interaction

 

TASK: Analyze Chernobyl by completing the following:

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Cooperation and Conflict SOL 10ab Assignment

Cooperation and Conflict SOL 10ab Computer Research Assignment

Examine any ONE conflict  and analyze in a 3-5 sentences the reasons for the conflict (HINT: Think about economic, social, political, cultural, geographic, historical, religious, or ethnic reasons)

Conflicts
Syria (Golan Heights) and Israel
Western-Sahara and Morocco
China and Taiwan
India and Pakistan
Indonesia
Canada (Quebec)
Sudan
Balkan Peninsula (the break-up of Yugoslavia at the end of the Cold War)
Cyprus  (Greece side and Turkish Side)

Choose any ONE International Cooperative Organizations and explain in 3-5 sentences how the organization fosters cooperation and agreement among member nations AND provide an example of it doing so.
NATO (North-American Treaty Organization)
EU (European Union)
OPEC (Oil Producing and Exporting Countries)
NAFTA (North American Free Trade Agreement)
OAS (Organization of American States)
League of Arab States
ASEAN (Association of South East Asian Nations)
AU (African Union)
United Nations
Red Cross/Red Crescent

 

 

 

 

 

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WG 3abc Regions and 6 Human Migration

World Geography SOL 3abc and 6 Human Migration

Internet Search Questionnaire 3abc

World Geography SOL 3abc and SOL 6 Human Migration Powerpoint

Map Activity: Use the Blank Political Map to Complete the Regions Location Instructions

3abc Regions Location Map Blank Political Map

3abc Regions Location Map Instructions

Map Questions to complete when done: Use your notes, textbook OR map to answer:

  • 1. Where is the “Rust Belt”?
  • 2. In America, we call the region of Northern Africa and SW Asia “The Middle East.” What is another name for it?
  • 3. Where is the “Wheat Belt”?
  • 4. What is a goal of the European Union?
  • 5. What is the “Francophone World”?
  • 6. Name three countries in the Francophone World other than France.
  • 7. Why are regions important?

    For More Lesson Plans Click Here To Go To The Main World Geography Lesson Plan Page