Social Studies HS Guide

Global Interactions 1400 C.E. - 1750 C.E.

Unit 4

PACING

THEME(S)

● Con fl ict ● Progress

Full Year Course:

● 2nd Quarter: (Four weeks) ● 1st Trimester: (Three weeks) ● Semester (Two Weeks) ● One Trimester (One week)

Semester Course:

UNIT OVERVIEW

During what is sometimes referred to as the early modern period, the balance of global power shifted toward Europe. Europeans gained increasing control of international trade routes. European exploration led to the inclusion of the formerly isolated Americas and Oceanic regions in global systems. Global connections brought drastic environmental and social changes. Maritime and land empires were formed not just by Europeans, but by Turkish, American, and Chinese states, creating enduring patterns of colonization. Societies that previously had little contact with civilization centers were no longer isolated. The world seemed to become smaller as global integration, diplomacy, and world trade became more complex. In response, new ways of understanding the world emerged. UTAH STANDARDS Core Standard: Suggested Prioritized Standards are bolded and underlined. (Educators who are teaching World History as a semester course might choose to prioritize the bolded and underlined standards.) ● WH Standard 4.1: Students will compare the development of Europe’s maritime empires with land-based empires, such as those of the: Ottoman Turks, Chinese, and Russians. ○ Learning Intention #1: (focuses on the comparison with Russia, but it is not limited to this example.) ■ Students will compare the development of Europe’s maritime empires with Russia. ● WH Standard 4.2: Students will develop an interpretation of how ideas embodied in movements such as the Renaissance, religious reformations, scienti fi c revolution, and the Enlightenment led to a changing balance of world power. ○ Learning Intention #1: ■ Students will develop an interpretation of how ideas embodied in the Renaissance led to a changing balance of world power. ○ Learning Intention #2: ■ Students will develop an interpretation of how ideas embodied in the religious reformation led to a changing balance of world power. ○ Learning Intention #3: ■ Students will develop an interpretation of how ideas embodied in the scienti fi c revolution led to a changing balance of world power. ○ Learning Intention #4: ■ Students will develop an interpretation of how ideas embodied in the Enlightenment led to a changing balance of world power.