An Age of




(1400 - 1800 A.D.)

An Age of Explorations and Isolation

$90 for 3 weeks


Allison Bruning


We will be using "World History: Patterns of Interaction, Student Edition Survey" by Holt McDougal. ISBN: 978-0547491127. This textbook is available on Amazon.


Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 




12 - 18  years old




Session 1: Europeans Explore the East


Students will identify Prince Henry, Bartolomeu Dias, Vasco da Gama, Treaty of Tordesillas and Dutch East India Company.

Students will describe why or why not they would sail into the unknown during 1430 A.D.

Students will summarize the life and historical contributions of Prince Henry.

Students will explain how might the phrase "God, glory and gold" summarize the Europeans' motives for exploration. 

Students will analyze the tools European sailors used while sailing their vessels.

Students will describe how a captain determined how much ship rations he needed during a voyage.

Students will explain how the Treaty of Todesillas eased tensions between Spain and Portugal. 

Students will describe what de Albuquerque saw as the outcome of a Portuguese victory at Malacca.

Students will analyze the different geographical trade routes from Europe to Asia and vice versa.

Students will explain how the Dutch were able to dominate the Indian Ocean trade.

Students will summarize the importance of global trading partners in today's world.

Students will describe how the arrival of Europeans affected the peoples of the East in general.


1) Complete Section 1 Assessment and Connect to Today on page 511.

2) Read pages 536 - 541 in course textbook.

Session 2: China Limits European Contacts


Students will review their homework.

Students will identify Ming Dynasty, Hongwu, Yonglo, Zheng He, Manchus, Qing Dynasty and Kangxi.

Students will infer why people of other countries thought about China after one of Zheng He's visits.

Students will analyze the historical significance of the Forbidden City.

Students will summarize the life and historical contributions of Kangxi.

Students will infer why they think the kowtow ritual was so important to the Chinese emperor.

Students will analyze the growth of China's population from 1650 to 1900 A.D.

Students will describe the effect of the emphasis on tradition in early modern China.


1) Complete Section 2 Assessment and Connect to Today on page 541.

2) Read pages 516 - 523 in course textbook.

Session 3: Japan Returns to Isolation


Students will review their homework.

Students will identify daimyo, Oda Nobunaga, Toyotomi Hideyoshi, Tokugawa Shogunate, haiku and kabuki.

Students will analyze Japan's geographical locations during the 17th century.

Students will explain how the "alternate attendance policy" restrict the daimyo.

Students will describe how Matsuo Basho's haiku is a poem about death.

Students will examine the traditional significance of the Kabuki Theater

Students will explain why Europeans wanted to open trade with Japan.

Students will compare/contrast how the treatment of Europeans differed in Japan and China. 

Students will analyze the cultural importance of Zen Buddhism in Japan.

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