Era 1 Homework Packet Instructions.docx - HISTORY WITH …



AP World History

Unit 4: Global Interactions

Early Modern Era (1450 – 1750 CE)

Homework Packet

Packet Due Date: ________________________________

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Complete the below evaluation on the due date:

Student Evaluation

Read each description on the below rubric. Using the below rubric, please check the line next to the level where you believe your assignment falls. The percentage in parentheses is your expected score on the unit tests based on the quality of work included in this packet.

|(1) Beginning (50-70%): ______ |(2) Progressing (70-86%): ______ |(3) Excelling (87-100%): |

| | |______ |

|The assignment is either incomplete or there|The assignment shows the student understands |The assignment fully shows that the student has|

|are several parts/area that could use |the majority of the content, but there are a |spent a significant amount of time on the |

|further details. |few areas within the assignment that could use|assignment, completing each part thoroughly |

| |further details or explanation. |with little else that could be added |

Teacher Evaluation

|Beginning: ______ |Progressing: ______ |Excelling: ______ |Total:___________/25 |

Directions: In the following pages, you will find your homework assignments for Period 4: Early Modern Era.

Part 1: Essay Practice (taking notes and analyzing)

This is where you will practice your historical thinking skills in regard to the essays. you will be required to create charts and graphic organizers to show your understanding of the material and the connections made within each prompt.

Part 2: Themes and Concepts (organizing notes and looking at the bigger picture)

This is where you will begin to organize the content from the chapter reading and your notes into specific themes and concepts. These themes and concepts are specifically given by the CollegeBoard. You are simply asked to read through the themes and concepts, and list content from your notes and reading as it corresponds with that theme and concept.

Part 3: Geographical Coverage (geographical knowledge)

On the map provided you will shade and label the empires/states and colonial possessions. Draw in the trade routes of the world studied in Period 4. Finally you will consider what you have learned about each region and list the most significant regional interactions and their impact on a global scale.

Part 4: Flow Chart (periodization)

Create a flow chart consisting of 10 annotations of significant events during the Early Modern Period. You will then answer the periodization and causation questions that follow. (All events must show analysis and thoughtful connections.)

PART 1: Period 4 Practice Short Answer Question and Comparative Essay Prompt

Short Answer Question: Use the passage below to answer all parts of the question that follows.

“There is no doube that the Gujaratis from the northwest coast of India are men who understand merchandise; they are also diligent, quick men in trade. They do their accounts with numbers like ours. There are also merchants from Egypt settled in Gujarat, as well as many merchants from Persia and the Arabian Peninsula, all of whom do a great trade in the seaport towns of Gujarat. Those of our people who want to be clerks and traders ought to go there and learn, because the business of trade is a science in itself.”

Tome Pirés, Portuguese merchant, book describing travels in South Asia, 1515

A. Identify and explain ONE way in which the Indian Ocean trade described in the passage was a continuity of the Indian Ocean trade that occurred during the period 600 to 1450 CE.

B. Identify and explain TWO ways in which merchants such as Pirés changed the Indian Ocean trade system in the period 1450 to 1750 CE.

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COMP: Analyze the similarities and differences between Western Europe and the Ottoman Empire from 1450 to 1750 in culture, technology, political structures, and economic systems.

| |Western Europe |Similarities |Ottoman Empire |

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|Technology | | | |

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|Political Structures | | | |

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|Economic Systems | | | |

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What to include here: list and describe similarities and differences in CULTURE (religion, customs, practices), TECHNOLOGY, POLITICAL STRUCTURES (government), and ECONOMIC SYSTEMS (trade, money, agriculture, ect.) MAKE SURE TO KEEP THE TIME PERIOD IN MIND

PART 2: Period 4 Themes and Concepts

Directions: Using the content from the chart and what you have learned through reading the chapters, categorize specific historical content as it fits under each theme and objective. You may use bullet points but answers should be substantial.

|Key Concept 4.1 |The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and religion and had a |

| |significant economic, cultural, social, and demographic impact on the world. |

|Concept |Content to support |

|Existing regional patterns of trade intensified in | |

|the context of the new global circulation of goods. | |

|(Key Concept 4.1.I) | |

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|European technological developments in cartography | |

|and navigation built on previous knowledge developed| |

|in the Classical, Islamic, and Asian worlds. | |

|(Key Concept 4.1.II) | |

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|Remarkable new transoceanic maritime reconnaissance | |

|occurred in this period. | |

|(Key Concept 4.1.III) | |

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|The new global circulation of goods was facilitated | |

|by chartered European monopoly companies and the | |

|flow of silver from Spanish colonies in the Americas| |

|to purchase Asian goods for the Atlantic markets. | |

|Regional markets continued to flourish in | |

|Afro-Eurasia by using established commercial | |

|practices and new transoceanic shipping services | |

|developed by European merchants. | |

|(Key Concept 4.1. IV) | |

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|Concept |Content to support |

|The new connections between the Eastern and Western | |

|hemispheres resulted in the Columbian Exchange. | |

|(Key Concept 4.1. V) | |

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|The increase in interactions between newly connected| |

|hemispheres and intensification of connections | |

|within hemispheres expanded the spread and reform of| |

|existing religions and contributed to both religious| |

|conflicts and the creation of syncretic belief | |

|systems and practices. | |

|(Key Concept 4.1. VI) | |

|As merchants’ profits increased and governments | |

|collected more taxes, funding for the visual and | |

|performing arts, even for popular audience, | |

|increased along with an expansion of literacy and | |

|increased focused on innovation and scientific | |

|inquiry. | |

|(Key Concept 4.1. VII) | |

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|Thematic Question: Answer the following in complete sentences using the information above. |

|ENV-2: Explain how environmental factors, disease, | |

|and technology affected patterns of human migration | |

|and settlement over time. | |

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|Key Concept 4.2 |Although the world’s productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the |

| |systems and locations of manufacturing, gender and social structures, and environmental processes. |

|Concept |Content to Support |

|Beginning in the 14th century, there was a decrease | |

|in mean temperatures, often referred to as the | |

|Little Ice Age, around the world that lasted until | |

|the 19th century, contributing to changes in | |

|agricultural practices and the contraction of | |

|settlement in parts of the Northern Hemisphere | |

|(Key Concept 4.2.I) | |

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|Traditional peasant agriculture increased and | |

|changed, plantations expanded, and demand for labor | |

|increased. These changes both fed and responded to | |

|growing global demand for raw materials and finished| |

|products. | |

|(Key Concept 4.2.II) | |

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|As social and political elites changed, they also | |

|restructured ethnic, racial, and gender hierarchies.| |

|(Key Concept 4.2.III) | |

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|Thematic Question: Answer the following in complete sentences using the information above. |

|SOC-4: Explain how the development of specialized | |

|labor systems interacted with the development of | |

|social hierarchies. | |

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|Key Concept 4.3 |Empires expanded around the world, presenting new challenges in the incorporation of diverse populations and in the effective administration|

| |of new coerced labor systems. |

|Concept |Content to Support |

|Rulers used a variety of methods to legitimize and | |

|consolidate their power. | |

|(Key Concept 4.3.I) | |

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|Imperial expansion relied on the increased use of | |

|gunpowder, cannons, and armed trade to establish | |

|large empires in both hemispheres. | |

|(Key Concept 4.3.II) | |

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|Competition over trade routes, state rivalries, and | |

|local resistance all provided significant challenges| |

|to state consolidation and expansion. | |

|(Key Concept 4.3.III) | |

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|Thematic Question: Answer the following in complete sentences using the information above. |

|ECON-3: Explain how different modes and locations of| |

|production and commerce have developed and changed | |

|over time. | |

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PART 3: Period 4 Regional Geography and Interaction

Directions: Using the content from your reading and note taking shade and/or label empires/states and their colonial possessions then draw the major trade routes of the Early Modern period. Create a color-coded key for the empires/states, colonies, and trade routes.

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PART 4: Period 4 Periodization and Causation

Directions: Using the content from your reading and note taking create a flow chart of at least 10 annotated events (description of the event using more than 5 words) for the Early Modern Period (1450 CE-1750 CE). Be sure to include all of the major states/empires and any significant events, discoveries, interactions, and/or achievements. Be sure to include the date/date range with your events as well.

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Name: ___________________________________________ Period: ______

Contextualization: Explain the significance of the Columbian Exchange and the factors that contributed to its rise.

Empires/States and Colonial Expansion:

Periodization and Causation Questions:

What are the specific dates/years chosen to begin and end the period? Why were these dates chosen?

How might the chain of cause and effect have changed and at what point?

What causes were contingent on previous effects?

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