Period 4 Portfolio Contents (Tentatively Due Thursday, January 29th, 2015 ) Portfolios represent a student’s focus during his or her examination of each historical period—the contents will be fairly distributed between in-class activities and assignments that must be completed at home: Suggested Pacing: 5 terms per school day, 2 Learning Objective per school day, read 1 Chapter per three school days (Chapters 21-27) Approx. Home Work Time per school night: 30-40 minutes) 1. List of Historical Themes, Periods, Key Concepts, & Think Skills & Class Notes (Completed in-class)PLEASE INCLUDE EXPANDED PERIOD 4 CONCEPTS NEW!!! Include all notes taken in class (handwritten or typed). For a 5 point bonus, please include a printout of each PowerPoint presentation from class (labeling slides is NOT required for this portfolio—recommend 6 to 9-slides per page) 2. Basic Vernacular: (Mix of in-class and homework) HANDWRITE a brief abstract (2-3 sentences) summarizing the significance of each of the Historical Terms & Concepts for Historical Period 4—1450 CE to 1750 CE: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 24) 25) 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) Leonardo da Vinci & Renaissance man Fernando & Isabel Donetello Grand Prince Ivan III (Ivan the Great) Michelangelo Prince Henry the Navigator Erasmus Bartolomeo Dias Petrarch Vasco da Gama Christopher Columbus The Renaissance compass & astrolabe James Cook Ferdinand Magellan & circumnavigation trading-post empires English East India Company VOC (Dutch East India Company) Columbian Exchange trans-Atlantic Trade Manila galleons The (Protestant) Reformation Martin Luther & Ninety-Five Theses printing press & Gutenburg King Henry VIII of England The Counter (Catholic) Reformation Council of Trent Thirty-Years’ War Treaty of Westphalia Spanish Inquisition Glorious Revolution King Louis XIV Peter I Versailles St. Petersburg 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 51) 52) 53) 54) 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) Catherine II capitalism Adam Smith joint-stock company putting-out system Copernican universe Isaac Newton John Locke Hernán Cortés Treaty of Tordesillas encomienda smallpox Seven Years’ War Conquistadors mestizo (métis) mulattoes peninsulares silver trade & fur trade Songhay middle passage Triangular Trade creole & creole languages Manchus Qing dynasty Forbidden City Qing Kangxi & Qing Qianlong scholar-bureaucrat foot binding Taj Mahal Mehmed II Suleiman the Magnificent Babur & Akbar Ottoman Empire Safavid Empire Mughal Empire 3. Learning Objectives: (Completed at home) HANDWRITE responses to the following short-answer prompts—these are meant to be approximately 5-7 sentences in length—your responses should use in-class/textbook evidence to support your objective (objectives include comparison, explanation, identification, discussion, analysis, and comprehension—each prompt will contain one of these objectives) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. Explain the motives and key features of technology behind European maritime exploration and expansion. Explain the development of the Russian empire in Asia. Understand and discuss the connections between commercial rivalries and the Seven Years’ War. Explain and identify key features of the Columbian exchange. Outline the origins of the global trade network. Summarize and explain the key elements of the Renaissance. Explain the origins and development of the Protestant Reformation. Identify and discuss key features of the Catholic Reformation. Compare and contrast the new monarchies of Spain, France, and England and the constitutional states in England and Holland. Compare and contrast absolute monarchies in France and Russia. Explain the rise of the European states system. Identify and discuss key features of early modern European capitalist society and proto-industrialization. Discuss the course and features of social change in early modern Europe. Explain the causes and course of the scientific revolution and the Enlightenment. Explain the development of the Spanish presence in the Caribbean, Mexico, and Peru. Compare and contrast the Iberian empires in the Americas and the settler colonies in North America. Explain the formation and features of multicultural societies in the Americas. Explain the roles of mining, agriculture, sugar, and slavery in the economy of the Spanish empire. Understand the roles played by fur traders and settlers in early colonial North America compared to the economic developments in the Spanish empire and Portuguese Brazil. Discuss the interactions between Christianity and native religions in the Americas. Explain the exploration and colonization of Australia and the Pacific islands. Compare and contrast state development in early modern west and east Africa. Identify and discuss important features of early modern central and south African kingdoms. Compare and contrast the spread of Islam and Christianity across Africa during the early modern period. Discuss features of social change across Africa during the early modern period. Explain the foundations and development of the Atlantic slave trade. Understand the impact of the Atlantic slave trade on Africa. Explain the features, process, and legacy of the African diaspora. Explain the development of African-American cultural traditions and the end of the slave trade. Explain the meaning of the "Son of Heaven" and the significance of the Chinese scholar-bureaucrats. Discuss the impact of patriarchy and gender relations on women in Ming and Qing China. Identify and discuss important social groups within early modern China. Explain the process of Japanese unification and the rise of the Tokugawa shogunate and resulting economic and social changes. Outline important features of Tokugawa Japanese society and culture. Explain the origins and expansion of the Ottoman empire. Identify and discuss key features of the Safavid empire. Explain the origins, course, and legacy of the Mughal empire. Identify key features of religious affairs within the Islamic empires. Compare and contrast the cultural patronage and achievements of the Ottoman, Safavid, and Mughal rulers. Explain and discuss the reasons behind the gradual decline of the Islamic empires. 4. Essays & Writing (Completed in-class) 1. 2. Completed Mock CCOT Thesis exercises, with teacher feedback (Dec. 8 th & 9th) Completed Mock CCOT #1, with teacher feedback and grade sheet.
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