Review Unit 2
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
Study cards themes game (spoons)
Evaluate theses on Mongols [SCP, p.
63]
Korean Confucian
Period 4: Global Interactions c.
1450 to c. 1750
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4.1. Globalizing Networks of
Communication and Exchange
4.2. New Forms of Social Organization
and Modes of Production
4.3. State Consolidation and Imperial
Expansion
Unit 4 Outline:
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Mapping the Columbian Exchange and thesis
analysis
Socratic Seminar on Gender: the Aztec and Inca
Empires
Analyzing cultural syncretism in the Americas
Analyze changes and continuities in religions in
Sub-Saharan Africa
Ottoman, Safavid and Mughal Empires DBQ
Unit #3: 1450 - 1750
Explain the Causes of
World Population
Growth, 1500-1800 CE
900
800
700
600
500
Millions
400
300
200
100
0
1500
1600
1700
1800
Unit #3: 1450 - 1750
Six
Weeks:
[SCP,
p. 65] Encounters and Change

Week One: Encounters -- “Southernization” in Western Europe and
the Scientific Revolution and Renaissance; Protestant Reformation
and Catholic Counter Reformation

Week Two: Encounters and Exchange: Reconquista, Portuguese in
Morocco and West Africa; Spanish in the Americas
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Week Three: Encounters and Exchange: Portuguese in Indian
Ocean trade networks, Manila galleons and the Ming Silver Trade
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Timed writing: DBQ on Global Flow of Silver (2006 exam)
Week Four: Labor Systems in the Atlantic World -- The
Africanization of the Americas (slave trade, plantation economies,
resistance to slavery); Labor systems in the Russian Empire and
resistance to serfdom
Timed writing: Compare labor systems (2004 exam)
Week Five: Expansion of Global Economy and Absolutism-Ottoman, Safavid, Mughal, Bourbons, Tokugawa, and Romanov
Empires
Week Six: Effects of the Atlantic Slave Trade on demography in
West Africa, resistance to the Atlantic slave trade, and expansion of
Islam in sub-Saharan Africa

Timed writing: Change and continuity over time essay on effects of
Columbian Exchange (2005 exam)
Map Quiz: Map the flow of flora, fauna, and people caused by the
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Unit Test

Columbian Exchange
Directions for Mapping the Columbian Exchange
an outline map of the world and then place
the following items in the hemisphere of their origin:
[SCP, p. 66]Draw
Eastern Hemisphere
cows
sheep
pigs
horses
wheat
rice
cotton
silk
sugar
coffee
measles
small pox
chicken pox
influenza
bubonic plague
Western Hemisphere
turkey
llama
tobacco
chocolate (cacao)
corn (maize)
squash
beans
chilies
potatoes
tomatoes
•Draw lines showing where the items went (they all should travel to the
other hemisphere, except for llamas).
•Paste index cards or sticky notes with annotations on the map
explaining the effects of the plants and animals transferred across the
world as a result of the Columbian Exchange
•Write a thesis statement describing the changes and continuities
that resulted from the Columbian Exchange
Thesis Statement on the
Columbian Exchange
[scp, p. 72]
CCOT Labor Systems in
Africa [SCP, p. 67]
Seminar on Gender in the
Americas [SCP,p. 71]
Creating New Cultures in the
Americas [scp, p. 72]

Religious Change in
Latin America
In Mexico today, there
is a holiday known as
the Day of the Dead

or El Día de los
Muertos
Syncretism in Latin
American Music
The Islamic Empires in the
16th & 17th Centuries

DBQ on training wheels [scp, p. 76]
Essay Question: “Compare the development of
empire-building from 1450 – 1750 in two of the
following empires: Spanish, Ottoman, and/or
Russian”
[SCP, p. 81]
By the way, who are these guys? How do you know?
By the way, who are these guys? How do you know?
Peter, tsar of Russia
from 1682 to 1725.
Phillip II, king of Spain,
1527 - 1598
Suleiman the sultan
of the Ottoman
Empire from 1520-66.