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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.

 

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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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Lesson Plans World History II SOL 5e

Lesson Plans World History II SOL 5e Mercantilism and the Atlantic Dash for Cash

I. Abstract

  1. This entry is for use within a 90 minute, 9-12, World History II class. It can be used as a stand-alone lesson or it can be divided-up into smaller lessons as part of each individual SOL. Students will examine content related to Mercantilism. The skills students will practice include identifying political boundaries, analyzing primary and secondary sources, and analyzing the impact of economic forces. The student outcome will be demonstrating knowledge by describing and evaluating mercantilism.

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SOL 2cde Review Questions: 9/12-15/14

Answer the following questions using your notes, maps, and textbook.

A. Identify what religions are found in:

Europe:The Americas (N and S):Africa:
Middle East (Ottoman Empire):India:Eastern Asia

B. Describe any TWO trade routes. Tell me approximately where it started and ended.

C. Why are trade routes important?

D. Which empire traded in:
-Salt
-Silk/Tea
-Spices

E. List one scientific/technological advancement that came from:
-China
-Middle East

F. Which scientific/technological advancement do you thin is the MOST important? Why?

 

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Map Assignment Sept 7th-8th 2014

►Create a map of any room in your house

►Include the following elements:

►1. Title

►2. Compass Rose

►3. Include at least 3 symbols (you can make them-up!) and a key that tells me what they are.

►4. Include a scale: 1-inch on your map= approx. how many feet?

►5. Include an equator (0 degrees) and a Prime Meridian that divides the paper in half

►6. Include 2 lines of latitude and 2 lines of longitude. Label each line accordingly with the correct degrees and direction.

7. Select one item from your key and give the approximate longitude and latitude.

8. Maps have colors, lines, and boundaries. So should yours.

9. You may hand-draw it OR make it on the computer. Either way I need a physical copy.

map of room example

Example(s) from class:

20140908_112104

 

 

 

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World History II Intro

Please watch the video and respond to the question in the comments below:
Note: This World History Two course runs from the year 1500-modern day. We will start the course with Empires and end the course learning about the twin “T’s” of modern society: Terrorism and Technology.  Towards the end of the course we will make brief references to the Arab Spring and ongoing situation in the Ukraine (and any other World Event that happens). We will also watch an occasional and relevant John Green Video (yes, THAT John Green).

1. What do you think the point of learning history is? Explain.