The Atlantic World

(1492 - 1800 A.D.)

European Renaissance and Reformation

$120 for 4 weeks

Teacher

Allison Bruning

Textbook

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

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. 

Subjects

History

Ages

12 - 18  years old

   

Sessions

 

Session 1: Spain Builds an American Empire

LESSON OBJECTIVES: 

Students will identify

Christopher Columbus, colony, Hernando Cortes, conquistador, Francisco Pizarro, Atahualpa, mestizo and encomienda.

Students will explain why, if they were Native American, they would or wouldn't fight against the Spanish.  

Students will summarize the significance of Magellan's voyage.

Students will analyze oceanic routes of the European exploration of the Americas from 1492 - 1682 A.D.

Students will examine the factors that enabled the Spanish to defeat the Aztecs. 

Students will summarize the lives and historical contributions of Francisco Pizarro and Atahualpa.

Students will contrast how did Spain's colony in New Mexico differed from its colonies in New Spain.

Students will explain why natives in New Mexico revolted against Spanish settlers.

Students will survey primary and secondary sources concerning the legacy of Christopher Columbus.

HOMEWORK

1) Complete Section 1 Assessment and Connect to Today on page 559.

2) Read pages 561 - 565 in course textbook.

Session 2: European Nations Settle North America

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify New France, Jamestown, Pilgrims, Puritans, New Netherlands, French and Indian War and Metacom. 

Students will summarize why France's North American holdings were so sparsely populated. 

Students will contrast the differences between pirates and privateers.

Students will contrast how were the Dutch and French colonies different from the English colonies in North America.

Students will contrast the European geographical holdings of North America in 1754 and 1763 A.D.

Students will explain why the Dutch and French were able to coexist in relative peace with the Native Americans.

Students will explain why issues of land and religion caused strife between Native Americans and settlers.

HOMEWORK

1) Complete Section 2 Assessment and Multimedia Activity on page 565.

2) Read pages 566 - 570 in course textbook.

Session 3: The Atlantic Slave Trade

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Atlantic slave trade, Triangular Trade, and Middle Passage.

Students will summarize the advantages Europeans saw in enslaving Africans.

Students will analyze the history of slavery.

Students will explain why many African rulers participated in the Atlantic slave trade.

Students will analyze the geographical trade routes of the Triangle Trade System.

Students will summarize the inhumane conditions of the Middle Passage.

HOMEWORK

1) Complete Section 3 Assessment and Connect to Today on page 570.

2) Read pages 571 - 575 in course textbook.

Session 4: The Columbian Exchange and Global Trade

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Columbian Exchange, capitalism, joint-stock company, mercantilism, and favorable balance of trade.

Students will analyze the global impact of the Columbian Exchange.

Students will explain why the Columbian Exchange considered a significant event.

Students will analyze the spread of mercantilism into the New World.

Students will explain why a joint-stock company would be popular with investors in overseas colonies.

Students will summarize the role colonies played in mercantilism.

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