Enhanced scope and sequence

:)


Download 0.89 Mb.
Page15/50
Date conversion14.06.2018
Size0.89 Mb.
1   ...   11   12   13   14   15   16   17   18   ...   50

Session 6: Assessment

Materials
  • Attachment A: Sample Assessment Items

Instructional Activities

1. Distribute copies of Attachment A, and have students complete the assessment.

Attachment A: Sample Assessment Items


An asterisk (*) indicates the correct answer.

1. The Ottoman Empire spread to

A the Balkan Peninsula.*

B China.

C America.

D the Italian peninsula.

2. Istanbul, formerly named Constantinople, was the capital of

A the Mughal Empire.

B China.

C the Ottoman Empire.*

D India.

3. The Taj Mahal was a contribution of

A the Ottoman Empire.

B Japan.

C the Mughal Empire.*

D China.

4. Military leaders, called shoguns, ruled

A China.


B North Africa.

C Japan.*

D Asia Minor.

5. The West African empires traded slaves and what other goods?

A Gold and salt*

B Gold and ivory

C Salt and pepper

D Ivory and onyx


6. What is mercantilism?

A The idea that a nation’s power is related to its wealth and needs a favorable balance of trade with its colonies.*

B The idea that a nation needs to strongly equip its colonies to defend themselves in case of foreign attack.

C The idea that the religion of a colony should differ from the religion of the mother country.

D The idea that a colony should be self-sufficient and able to provide for itself.

7. With the fall of the Byzantine Empire to the Ottoman Turks in 1453, the capital city of Constantinople was renamed

A Baghdad.

B Istanbul.*

C Kyoto.


D London.

8. Which was the largest Muslim Empire in the 1500s?

A Ottoman*

B Mughal

C Ming


D West African

9. The two empires that were isolationist were

A Ottoman and Mughal.

B Mughal and West African.

C Ming and Tokugawa.*

D Tokugawa and Mughal.

10. In Japan, the Dutch were allowed to trade from

A Tokyo.


B Nagasaki.*

C Hiroshima.

D Okinawa.




Organizing Topic


Scientific, Political, Economic, and Religious Changes

Standard(s) of Learning


WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

a) describing the Scientific Revolution and its effects;

b) describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great;

c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy;

d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States;

e) describing the French Revolution;

f) describing the expansion of the arts, philosophy, literature, and new technology.

Essential Understandings, Knowledge, and Skills

Correlation to

Instructional Materials

Skills (to be incorporated into instruction throughout the academic year)


Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history.

Use artifacts and pictures to analyze the physical and cultural landscapes of the world and to interpret the past.

Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms.

Analyze trends in human migration and cultural interaction.


Content


Explain that, with its emphasis on reasoned observation and systematic measurement, the Scientific Revolution changed the way people viewed the world and their place in it.

Identify pioneers of Scientific Revolution, using the following information as a guide:



  • Nicolaus Copernicus developed heliocentric theory.

  • Johannes Kepler discovered planetary motion.

  • Galileo Galilei used telescope to support heliocentric theory.

  • Isaac Newton formulated law of gravity.

  • William Harvey discovered circulation of the blood.

Summarize the importance of the Scientific Revolution, using the following information as a guide:

  • Emphasis on reason and systematic observation of nature

  • Formulation of the scientific method

  • Expansion of scientific knowledge

Explain that the Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

Summarize the following characteristics of absolute monarchies:



  • Centralization of power

  • Concept of rule by divine right

Identify the effect two absolute monarchs had on their countries, using the following information as a guide:


  • Louis XIV of France: Palace of Versailles as a symbol of royal power

  • Peter the Great of Russia: Westernization of Russia

Explain that political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English rights include the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

Summarize how the English Civil War and the Glorious Revolution promoted the development of the rights of Englishmen. Use the following information as a guide:



  • Oliver Cromwell and the execution of Charles I

  • The restoration of Charles II

  • Development of political parties/factions

  • Glorious Revolution (William and Mary)

  • Increase of parliamentary power and decrease of royal power

  • English Bill of Rights of 1689

Explain that Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government.

Explain that Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.

Describe the Enlightenment, using the following information as a guide:


  • Applied reason to the human world, as well as to the rest of the natural world

  • Stimulated religious tolerance

  • Fueled democratic revolutions around the world

Identify some Enlightenment thinkers and their ideas, using the following information as a guide:
  • Thomas Hobbes’s Leviathan: Humans exist in a primitive “state of nature” and consent to government for self-protection.


  • John Locke’s Two Treatises on Government: People are sovereign and consent to government for protection of natural rights to life, liberty, and property.

  • Montesquieu’s The Spirit of Laws: The best form of government includes a separation of powers.

  • Jean-Jacques Rousseau’s The Social Contract: Government is a contract between rulers and the people.

  • Voltaire: Religious toleration should triumph over religious fanaticism; separation of church and state.

Explain how philosophers of the Enlightenment influenced thinking on political issues. Use the following information as a guide:

  • Political philosophies of the Enlightenment fueled revolution in the Americas and France.

  • Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas.

  • The Constitution of the United States of America and the Bill of Rights incorporated Enlightenment ideas.

Explain that the ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy and established a new government.

Explain causes of the French Revolution, using the following information as a guide:



  • Influence of Enlightenment ideas

  • Influence of the American Revolution

Summarize events of the French Revolution, using the following information as a guide:

Summarize outcomes of the French Revolution, using the following information as a guide:

  • End of the absolute monarchy of Louis XVI
  • Rise of Napoleon


Explain that the sixteenth, seventeenth, and eighteenth centuries brought many changes in the arts, literature, and political philosophy.

Explain that the Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.

Identify some representative composers, artists, philosophers, and writers of these three centuries, using the following information as a guide:


  • Johann Sebastian Bach: Baroque composer

  • Wolfgang Amadeus Mozart: Classical composer

  • Voltaire: Philosopher

  • Miguel de Cervantes: Novelist

  • Eugène Delacroix: Painter (transition to the Romantic School of the nineteenth century)

Identify characteristics of new schools of art and forms of literature during these three centuries, using the following information as a guide:

  • Paintings depicted classical subjects, public events, natural scenes, and living people (portraits).

  • New forms of literature evolved, such as the novel (e.g., Cervantes’ Don Quixote).

Identify improved technologies that were important to European economies during these centuries:

  • All-weather roads improved year-round transport and trade.

  • New designs in farm tools increased productivity (agricultural revolution).

  • Improvements in ship design lowered the cost of transport.




1   ...   11   12   13   14   15   16   17   18   ...   50
:)


The database is protected by copyright ©hestories.info 2017
send message

    Main page

:)