In MP1 my goal would be to hit the following SOL points, in this order:
WH2.2: World overview in 1500
WH2.3: Protestant Reformation
WH2.5: Scientific Revolution
WH2.4: European Exploration
WH2.6: Asian / African Empires (with some European Imperialism in there)

In MP2 the major thrust would be Absolutism / Enlightenment, and then Revolutions - American, French, Latin American, Boxer Rebellion, etc, as well as the Industrial Revolution. I should also get through WW1.

In MP3 we would cover WW2, Communism and the Cold War, modern Independence movements, and modern global issues.

In MP4 we will wrap things up as needed and do SOL review. After the SOL students will do some sort of engaging project...

In MP1 my goal would be to hit the following SOL points, in this order:
WH2.2: World overview in 1500
WH2.3: Protestant Reformation
WH2.5: Scientific Revolution
WH2.4: European Exploration
WH2.6: Asian / African Empires (with some European Imperialism in there)

In MP2 the major thrust would be Absolutism / Enlightenment, and then Revolutions - American, French, Latin American, Boxer Rebellion, etc, as well as the Industrial Revolution. I should also get through WW1.

In MP3 we would cover WW2, Communism and the Cold War, modern Independence movements, and modern global issues.

In MP4 we will wrap things up as needed and do SOL review. After the SOL students will do some sort of engaging project...

WH2.2A: By 1500 A.D. (C.E.), major states and empires had developed in various regions of the world.
WH2.2C: Five world religions had spread throughout the Eastern Hemisphere.
WH2.2D: By 1500 A.D. (C.E.), regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe.
WH2.2E: By 1500 A.D. (C.E.), technological and scientific advancements had been exchanged among cultures of the world.

Western Europe (Christianity / Judiasm)
• England
• France
• Spain

Eastern Europe / Mideast
(Christianity / Judaism / Islam)
• Russia
• Ottoman Empire

Americas
• Incan Empire
• Aztec Empire

Far East
• China (Buddhism)
• India (Hinduism)

Africa
• Songhai (Islam)

Traditional trade patterns linking Europe with Asia and Africa
• Silk Road across Asia to the Mediterranean Basin
• Maritime routes across the Indian Ocean
• Trans-Saharan routes across North Africa
• Northern European links with the Black Sea
• Western European sea and river trade
• South China Sea and lands of Southeast Asia

Products exchanged along trade routes
• Paper, compasses, silk, porcelain (China)
• Textiles (India and the Middle East)
• Gold, salt (Africa)

Ideas exchanged along trade routes
• Numeral system (India and the Middle East)
• Scientific knowledge—medicine, astronomy, mathematics

Teaching Idea:
1. Class brainstorms basic categories of characteristics that we should know about a civilization, for example government, economics, culture and religion, etc. Students put ideas on the board, teacher clarifies and adds ideas as needed.
2. Teacher demonstrates a 3-4 min lecture covering all of those categories for Europe in 1500. For example politically not unified, a few nations that we know today existed like the four on the slide, hundreds of smaller kingdoms in what is now Germany, Italy, Eastern Europe. Monarchy along with local feudal lords. Economic production based on crops like wheat, barley, the dyed wool trade, some trade on the Black Sea, various rivers, and the Mediterranean Sea connected them to the Silk Road and Trans-Saharan Trade. Culturally dominated by Christianity (Catholics in West, Orthodox in East).
3. Student groups work for 30 minutes doing research on one of the following places; each group gives a brief presentation to the class. The teacher models effective note-taking at the same time. These can be brief overviews since these places will come up again later in the unit in more detail when Europeans show up there.

Student presentation

This is actually a Mayan pyramid since the ones built by the Aztecs were all torn down by the Spanish as they were building Mexico City.

Student presentation

Student presentation

The Mongols aren't actually in the World 2 SOL...but the fall of the Mongol Empire sets up the rise of Russia, Ottomans, and Mughals (all of which are in the SOL)

Student presentation

Student presentation

Student presentation

WH2.2B: New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.

Renaissance
• “Rebirth” of classical knowledge; “birth” of the modern world
• Spread of the Renaissance from the Italian city-states to northern Europe

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer
• Accomplishments in literature: Machiavelli, Erasmus
• Accomplishments in intellectual ideas: Humanism, secularism

Use this slide to define Humanism - Philosophy of the Renaissance. It combined secular and religious ideas.

Long version: Christian ideas were changing. In the "Dark Ages" people were taught that life was short and it was best to use their time to prepare for Heaven. Making oneself better was seen as sinful - time spent reading or even bathing was time that could have been devoted to religious pursuits. But starting in the 1300s a few Italian writers focused on the idea that God created mankind. Mankind, therefore, has a duty to become as great as possible. If people are dumb and uneducated and dirty then God must not be a very intelligent creator. If someone becomes an expert in all subjects, makes beautiful art, and even shows off beautiful bodies that all reflects the greatness of God for having made such awesome people. It is still Christian, but it allowed people to pursue non-religious subjects.

Use this slide to define Humanism - Philosophy of the Renaissance. It combined secular and religious ideas.

Long version: Christian ideas were changing. In the "Dark Ages" people were taught that life was short and it was best to use their time to prepare for Heaven. Making oneself better was seen as sinful - time spent reading or even bathing was time that could have been devoted to religious pursuits. But starting in the 1300s a few Italian writers focused on the idea that God created mankind. Mankind, therefore, has a duty to become as great as possible. If people are dumb and uneducated and dirty then God must not be a very intelligent creator. If someone becomes an expert in all subjects, makes beautiful art, and even shows off beautiful bodies that all reflects the greatness of God for having made such awesome people. It is still Christian, but it allowed people to pursue non-religious subjects.

Erasmus - In Praise of Folly is mostly a satire making fun of people who hadn't embraced the Renaissance yet. It rips people for being too dedicated to Christianity and for embracing ignorance.

Teaching possibility: Think / pair / share - which is more important to you, faith or knowledge? Lead that into where Erasmus stood on the issue...

Or find an excerpt?

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer

Divide the class into multiple groups. Each group is assigned one work, for example the Mona Lisa, Last Supper, Creation of Adam, David, and then for stupid Durer maybe we use Death and the Devil or Adoration of the Trilogy. Why is that guy even on the SOL? Anyway, each group would then create a "sales pitch" for their assigned piece. This should involve creating posters or pamphlets that they can show to other students. They would also need to determine what role they are role playing, for example are they pretending to be Leondardo da Vinci selling his painting, or are they clerks in a gift shop who were told to sell more Mona Lisa posters? Or perhaps thieves who stole the real deal and are trying to get a rich buyer. Anyway, after creating their sales plan we run something like speed dating so that each group gets to experience the others' pitches.

Include Machiavelli and Erasmus in this too?

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer

Divide the class into multiple groups. Each group is assigned one work, for example the Mona Lisa, Last Supper, Creation of Adam, David, and then for stupid Durer maybe we use Death and the Devil or Adoration of the Trilogy. Why is that guy even on the SOL? Anyway, each group would then create a "sales pitch" for their assigned piece. This should involve creating posters or pamphlets that they can show to other students. They would also need to determine what role they are role playing, for example are they pretending to be Leondardo da Vinci selling his painting, or are they clerks in a gift shop who were told to sell more Mona Lisa posters? Or perhaps thieves who stole the real deal and are trying to get a rich buyer. Anyway, after creating their sales plan we run something like speed dating so that each group gets to experience the others' pitches.

Include Machiavelli and Erasmus in this too?

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer

Divide the class into multiple groups. Each group is assigned one work, for example the Mona Lisa, Last Supper, Creation of Adam, David, and then for stupid Durer maybe we use Death and the Devil or Adoration of the Trilogy. Why is that guy even on the SOL? Anyway, each group would then create a "sales pitch" for their assigned piece. This should involve creating posters or pamphlets that they can show to other students. They would also need to determine what role they are role playing, for example are they pretending to be Leondardo da Vinci selling his painting, or are they clerks in a gift shop who were told to sell more Mona Lisa posters? Or perhaps thieves who stole the real deal and are trying to get a rich buyer. Anyway, after creating their sales plan we run something like speed dating so that each group gets to experience the others' pitches.

Include Machiavelli and Erasmus in this too?

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer

Divide the class into multiple groups. Each group is assigned one work, for example the Mona Lisa, Last Supper, Creation of Adam, David, and then for stupid Durer maybe we use Death and the Devil or Adoration of the Trilogy. Why is that guy even on the SOL? Anyway, each group would then create a "sales pitch" for their assigned piece. This should involve creating posters or pamphlets that they can show to other students. They would also need to determine what role they are role playing, for example are they pretending to be Leondardo da Vinci selling his painting, or are they clerks in a gift shop who were told to sell more Mona Lisa posters? Or perhaps thieves who stole the real deal and are trying to get a rich buyer. Anyway, after creating their sales plan we run something like speed dating so that each group gets to experience the others' pitches.

Include Machiavelli and Erasmus in this too?

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer

Divide the class into multiple groups. Each group is assigned one work, for example the Mona Lisa, Last Supper, Creation of Adam, David, and then for stupid Durer maybe we use Death and the Devil or Adoration of the Trilogy. Why is that guy even on the SOL? Anyway, each group would then create a "sales pitch" for their assigned piece. This should involve creating posters or pamphlets that they can show to other students. They would also need to determine what role they are role playing, for example are they pretending to be Leondardo da Vinci selling his painting, or are they clerks in a gift shop who were told to sell more Mona Lisa posters? Or perhaps thieves who stole the real deal and are trying to get a rich buyer. Anyway, after creating their sales plan we run something like speed dating so that each group gets to experience the others' pitches.

Include Machiavelli and Erasmus in this too?

Contributions of the Renaissance
• Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci, Albrecht Dürer

Divide the class into multiple groups. Each group is assigned one work, for example the Mona Lisa, Last Supper, Creation of Adam, David, and then for stupid Durer maybe we use Death and the Devil or Adoration of the Trilogy. Why is that guy even on the SOL? Anyway, each group would then create a "sales pitch" for their assigned piece. This should involve creating posters or pamphlets that they can show to other students. They would also need to determine what role they are role playing, for example are they pretending to be Leondardo da Vinci selling his painting, or are they clerks in a gift shop who were told to sell more Mona Lisa posters? Or perhaps thieves who stole the real deal and are trying to get a rich buyer. Anyway, after creating their sales plan we run something like speed dating so that each group gets to experience the others' pitches.

Include Machiavelli and Erasmus in this too?

Intro - Students identify the root words "protest" and "reform". Think / pair / share - What is one aspect of life today that you would want to reform or change for the better? Segway into the idea that in the late Middle Ages a lot of people were unhappy with the way the Church was run, and they wanted to improve it.

Update: There is a ton of info on the Protestant Reformation, so we took all of the SOL content and turned it into a reading paired with an activity where students are drawing stuff. This is on our shared Google Docs.


WH1.3A: Conflicts that challenged the authority of the Church in Rome
• German and English nobility disliked Italian domination of the Church.
• The Church’s great political power and wealth caused conflict.
• Church corruption and the sale of indulgences were widespread and caused conflict.
• Early dissenters (John Wycliffe and Jan Huss) led early efforts to reform the Church.

Fun fun...notes to come!

I think I will cover this with brief lecture - crime of heresy (crime of belief) led to Inquisitional Court trial. It was run by the Catholic Church. People were basically assumed guilty. If you admitted guilt and asked for forgiveness then you were given a light punishment, like Galileo was put on house arrest for the rest of his life. If you didn't admit guilt then you were tortured to death in various ways. All were designed to be slow and painful to give the accused time to repent and get forgiveness. The overall idea was that it was destroying people's bodies in order to save their souls. (Pope JP2 apologized for this in the early 2000s and said it had been a mistake.)

On the first Crusade the Pope (Urban 2) told soldiers that if they went on crusade and died in Jerusalem then they'd go straight to heaven, regardless of the rest of their lives. This was done to get high numbers of volunteers, though some of the volunteers weren't the greatest of people. Anyway, in later Crusades enrollment was dropping so the Church promised Heaven to anyone who went on one, even if they didn't die there. By the end of the Crusades the Church offered a promise of Heaven to anyone who helped pay for a crusade, even if they never left Europe. This had evolved into the sale of Indulgences. These were pieces of paper sold by the Church to get forgiveness for a particular sin, or all sins, or even sins not yet committed. After the Crusades they were still sold to pay for the building of new Churches, like St. Peter's Basilica (2 slides previous) in the Vatican.

Info for this reformer is covered in the shared Google Doc activity on the Protestant Reformation.

Info for this reformer is covered in the shared Google Doc activity on the Protestant Reformation.

Info for this reformer is covered in the shared Google Doc activity on the Protestant Reformation.


WH2.3A Continue: Disputes over biblical interpretation and papal authority led Protestant Reformers to leave the Catholic Church and establish Protestant churches.

Martin Luther (the Lutheran tradition)
• Views: Salvation by faith alone; Bible as the ultimate authority; all humans equal before God
• Actions: 95 Theses, birth of the Protestant Church; initiated the Protestant Reformation that splintered Catholic Europe


Reformation in Germany
• Princes in Northern Germany converted to Protestantism, ending the authority of the Pope in their states.
• The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church.
• Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’ War).

Info for this reformer is covered in the shared Google Doc activity on the Protestant Reformation.


John Calvin (the Calvinist tradition)
• Views: Single predestination (God chooses those to be saved and those to be punished)
• Actions: Expansion of the Protestant Movement (to France)

Reformation in France
• After more than 30 years of war between Catholics and Protestants, the Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of Nantes.
• Cardinal Richelieu exploited the religious conflict (Thirty Years’ War) for political ends.


Predestination makes sense if you follow the idea that God is all-knowing. If He is all-knowing then he already knows who is saved and who is damned. There is still an incentive to act good though, because that would be evidence that you are one of the chosen who will be saved...

Info for this reformer is covered in the shared Google Doc activity on the Protestant Reformation.


King Henry VIII
• Views: Disagreed with the authority of the Pope in Rome
• Actions: Divorced; broke ties with papal authority; headed the national church in England; appropriated lands and wealth of the Roman Catholic Church in England

Info for this reformer is covered in the shared Google Doc activity on the Protestant Reformation.



Queen Elizabeth I
• Views: Tolerance for dissenters, expansion, and colonialism
• Actions: Commissioned the 39 Articles; victory over the Spanish Armada (1588)

Info for this event is covered in the shared Google Doc activity on the Protestant Reformation.



I think this is where I will cover the WH2.3B stuff related to wars of religion, then lead into the idea that Europe became slightly more tolerant...

Reformation in Germany
• Princes in Northern Germany converted to Protestantism, ending the authority of the Pope in their states.
• The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church.
• Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’ War).

Reformation in France
• After more than 30 years of war between Catholics and Protestants, the Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of Nantes.
• Cardinal Richelieu exploited the religious conflict (Thirty Years’ War) for political ends.


WH2.3C: At first, the Reformation divided the countries of Europe on religious principles, leading to religious intolerance.

Gradually, religious toleration emerged as the result of changing cultural values.

The printing press was instrumental in spreading cultural ideas.


Changing cultural values, traditions, and philosophies
• Growth of secularism and skepticism in reaction against religious warfare
• Growth of individualism
• Eventual growth of religious tolerance

Role of the printing press
• Growth of literacy was stimulated by the Gutenberg printing press.
• The Bible was printed in English, French, and German.
• These factors had an important impact on spreading the ideas of the Reformation and the Renaissance.

I am going to get a little off topic here as far as the SOL goes, but I want to use this painting from Matthause Marion of the Battle of Bautzen from the 30 Years War. I want students to discuss in pairs what they see in the image, then as a class we are going to discuss how war was changing during this period in Europe, especially with improvements being made to firearms. This will all become more relevant later in the marking period as Europeans take those strategies to other areas.

Catholic Reformation or
Counter-Reformation:
• The Council of Trent reaffirmed most Church doctrine and practices.
• The Society of Jesus (the Jesuits) was founded to spread Catholic doctrine around the world.
• The Inquisition was used to reinforce Catholic doctrine.

Pope Francis is a Jesuit! You can use examples of how he is a different sort of Pope (class conversation?) to establish what made the Jesuits a different and important group during the Age of Exploration.

This is a new section, sort of. It is WH2.4E. 2.4 is all about global exploration and overseas empires. But while covering Renaissance and Reformation I would continue with this piece on the scientific revolution to show how European thinking was changing.

The SOL says that the scientific achievements came about because Europeans became more curious about stuff after the discovery of the Americas. I think we could also argue that Europeans became more curious about stuff after the Renaissance because they were reading classical works again and were trying to figure out what was true. And the Reformation allowed people to think outside the box a little bit more because the Inquisition was losing ground.

WH2.4E: With its emphasis on reasoned observation and systematic measurement, the Scientific Revolution changed the way people viewed the world and their place in it.

Importance of the Scientific Revolution
• Emphasis on reason and systematic observation of nature
• Formulation of the scientific method
• Expansion of scientific knowledge

This starts the next SOL standard. If time allows it would be good to wrap up the previous stuff on Europe with some thoughtful activities. Maybe a quiz should be given.

WH2.4A: European exploration of new lands and cultures raised new questions about nature and society and encouraged a new emphasis on experimental technology.

Factors contributing to the European discovery of lands in the Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations of European and Islamic origins in navigational arts
• Pioneering role of Prince Henry the Navigator

Establishment of overseas empires and decimation of indigenous populations
• Portugal: Vasco da Gama
• Spain: Christopher Columbus, Hernando Cortez, Francisco Pizarro, Ferdinand Magellan
• England: Francis Drake
• France: Jacques Cartier

Have the class do an analysis of this woodcut print and they also brainstorm Cortez's motivation for going there. Fill in the gaps for anything that the students didn't get - see SOL points below.

Factors contributing to the European discovery of lands in the Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations of European and Islamic origins in navigational arts

From the image you can definitely get the spread of Christianity (priest right behind Cortez) and also economic reasons (gifts from the Aztec side in this meeting seen at their feet included incense, gold, silver, and works of art). The other two might be harder to get from the image. Students might get there with a few pointed questions to guide them.

Have the class do an analysis of this woodcut print and they also brainstorm Cortez's motivation for going there. Fill in the gaps for anything that the students didn't get - see SOL points below.

Factors contributing to the European discovery of lands in the Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations of European and Islamic origins in navigational arts

From the image you can definitely get the spread of Christianity (priest right behind Cortez) and also economic reasons (gifts from the Aztec side in this meeting seen at their feet included incense, gold, silver, and works of art). The other two might be harder to get from the image. Students might get there with a few pointed questions to guide them.

Have the class do an analysis of this woodcut print and they also brainstorm Cortez's motivation for going there. Fill in the gaps for anything that the students didn't get - see SOL points below.

Factors contributing to the European discovery of lands in the Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations of European and Islamic origins in navigational arts

From the image you can definitely get the spread of Christianity (priest right behind Cortez) and also economic reasons (gifts from the Aztec side in this meeting seen at their feet included incense, gold, silver, and works of art). The other two might be harder to get from the image. Students might get there with a few pointed questions to guide them.

Have the class do an analysis of this woodcut print and they also brainstorm Cortez's motivation for going there. Fill in the gaps for anything that the students didn't get - see SOL points below.

Factors contributing to the European discovery of lands in the Western Hemisphere
• Demand for gold, spices, and natural resources in Europe
• Support for the diffusion of Christianity
• Political and economic competition between European empires
• Innovations of European and Islamic origins in navigational arts

From the image you can definitely get the spread of Christianity (priest right behind Cortez) and also economic reasons (gifts from the Aztec side in this meeting seen at their feet included incense, gold, silver, and works of art). The other two might be harder to get from the image. Students might get there with a few pointed questions to guide them.

Establishment of overseas empires and decimation of indigenous populations
• Portugal: Vasco da Gama
• Spain: Christopher Columbus, Ferdinand Magellan
• England: Francis Drake
• France: Jacques Cartier

Teaching idea: Student groups are assigned one explorer. They then create a short series (3 or 4) letters home to the king or else journal entries from the point of view of their assigned explorer. As long as they hit the ideas of who they sailed for, where they went, what lands they might have claimed, etc then the SOLs should be covered. But they can also find interesting and memorable info for each of these guys. We might do a sample for one of them first. If I make a sample it will be a shared Google doc. Oh, and if we do this activity then maybe we would not assign Prince Henry since he didn't really go anywhere, he just sponsored exploration. He is an SOL somewhere, though, so he still needs to be covered.

I haven't finished this slide, and can't decide where I want it to come up...

If John is up for it - we stage a debate between he and I on whether the Old World or New World was more affected by this exchange. The affect for the Americas had a lot of negatives in the short run (diseases wiped out population, new animals created imbalance in nature, erosion from overgrazing, etc) while Afro-Eurasia benefited from greater calories per acre (potatoes and corn) and a crop that could grow on the fringes of grain growing areas (potatoes in Ireland, near Siberia, northern China and Japan) which all led to population growth. Wrap-up: Student pairs discuss which side they most agree with, why.

SOL2.1D - Analyzing primary sources and bias: The Spaniards and Aztecs actually interacted somewhat peacefully for most of two years. The Spanish were living in Tenochtitlan, but there is confusion as to whether they were there as prisoners or as guests. Then one day Montezuma died. We have Spanish accounts which say that the Aztecs turned against him and killed him. There are also Aztec accounts that say that the Spanish killed him. I am going to give half the class one source, and half the class the other source. They will read and then compare with a partner to determine what actually happened, and we will discuss why the stories are told the way that they are.

OR...we pick up a general reading on the Death of Montezuma (good one available on Gale) and half of the students do this one while half of the students do a reading on the death of Atahualpa, and then they exchange information.

This is where I left off...the next few slides still need to be worked on.

I wonder if we could get kids to figure out who colonized where just based on languages spoken today in USA, Canada, Central and South America, Brazil. If so, we would need to adjust this picture so that the key is hidden.

While learning class systems I think I want to set up a mini-debate (debate in groups of 4 as Jill taught us) on whether or not the class system in Latin America led to more or less racial tension than in North America. I have two readings. One is from a book called The Americas. It says that all of the intermarriage and variety of classes that existed ensured that everyone was a little of everything, so today there isn't much racial tension there compared to the strict separation that existed in the English colonies and the USA. The other reading...I have to find it...says that the fact that they kept track of up to 40 different classes of people shows that they were obsessed with race and therefore have as many racial problems as any other mixed society.

I need to double check the SOL points on this. I think it simplifies things and simply says:
- raw materials from Americas to Europe
- manufactured goods from Europe to the Americas and Africa
- slaves from Africa to the Americas

It is a lot more complicated than that in reality, but if that is the SOL version I could live with it.

As for teaching this to make it engaging....IDK. The African slave trade is emotional and a compelling story. Do we want to lecture on slave traders in Africa, the horrors of the Middle Passage, auction, and then conditions on a typical sugar plantation? Or are there a few good readings we could do as a class?

Revisions needed!

Not the movie...and this isn't on the SOL so we can skip it. But there is a half lesson that we can do on two readings - one of Blackbeard and the other for Anne Bonney. These two kick ass and remind students of why history is cool. And Anne Bonney doesn't make the SOL but she is a great example of women who are overlooked by the SOL. Pictures and lesson plans coming soon...

Oh, and I might change out this pic and put in historical images of Blackbeard and Bonney if I can find a good one.

Good time to do a review of Islam. See Google Docs for a chart on all major world religions.

This section probably needs a few slides where we go over Songhai, Ottomans, Mughals, and China again, and then also cover European exploration and the their "trading post empires" that they began creating there. There is a reading or two from The World That Trade Created which really show how weird and fascinating life was in their port cities. I'll probably make copies and use some form of jig-saw activity in class with it.

SOL point - rise of joint stock companies.

Image - Foreign trade companies in Canton

The risk of losing a ship to natural disaster, piracy, crew stealing your ship, etc was fairly high. If you spent your fortune outfitting one ship and it disappeared, you lost your whole investment. Stocks were invented in the age of exploration to spread out risk and profit. Get 10 or 100 rich people to pool their money, outfit dozens of ships, and their investment is safer. A ship or two may be lost, but overall most ships will make it home with big profits which are then shared. It is the "don't put all your eggs in one basket" idea which is still common for investment today.

Those companies were then given total power over their territories. They ruled them on behalf of their government, but they were able to create their own militaries, trade deals, and even laws within their territories. Imagine if Google was sending out troops to conquer lands today...it was a different time period.

This section probably needs a few slides where we go over Songhai, Ottomans, Mughals, and China again, and then also cover European exploration and the their "trading post empires" that they began creating there. There is a reading or two from The World That Trade Created which really show how weird and fascinating life was in their port cities. I'll probably make copies and use some form of jig-saw activity in class with it.