Michigan World History Content Expectations
The following are the content expectations for this webquest. The content expectations are from the State of Michigan website at: http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf
WHG ERA 5 – THE EMERGENCE OF THE FIRST GLOBAL AGE, 15TH TO 18TH CENTURIES
5.1 Cross-temporal or Global Expectations
Analyze the global impact and signifi cant developments caused by transoceanic travel and the linking of all the major areas of the world by the 18th century.
5.1.1 Emerging Global System
– Analyze the impact of increased oceanic travel including changes in the global system of trade, migration, and political power as compared to the previous era. (See 4.1.3; 5.3.6) (National Geography Standard 11, p. 207)
5.1.2 World Religions
– Use historical and modern maps to analyze major territorial transformations and movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on the respective human systems. (See 4.1.2) (National Geography Standard 9, pg. 202)
5.2 Interregional or Comparative Expectations
--Analyze the impact of oceanic travel on interregional interactions.
5.2.1 European Exploration/Conquest and Columbian Exchange
– Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest and of the Columbian Exchange in the late 15th and 16th centuries by
• describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries (National Geography Standard 11, p. 206)
• explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies (See 5.3.5) (National Geography Standard 14, p. 212)
5.2.2 Trans-African and Trans-Atlantic Slave Systems–
--Analyze the emerging trans-Atlantic slave system and compare it to other systems of labor existing during this era by
• using historical and modern maps and other data to analyze the causes and development of the Atlantic trade system, including economic exchanges, the diffusion of Africans in the Americas (including the Caribbean and South America), and the Middle Passage (National Geography Standard 11, p. 206)
• comparing and contrasting the trans-Atlantic slave system with the African slave system and another system of labor existing during this era (e.g., serfdom, indentured servitude, corvee labor, wage labor) (See 5.3.5; 5.3.6) (See 4.3.1)
WHG ERA 5 – THE EMERGENCE OF THE FIRST GLOBAL AGE, 15TH TO 18TH CENTURIES
5.1 Cross-temporal or Global Expectations
Analyze the global impact and signifi cant developments caused by transoceanic travel and the linking of all the major areas of the world by the 18th century.
5.1.1 Emerging Global System
– Analyze the impact of increased oceanic travel including changes in the global system of trade, migration, and political power as compared to the previous era. (See 4.1.3; 5.3.6) (National Geography Standard 11, p. 207)
5.1.2 World Religions
– Use historical and modern maps to analyze major territorial transformations and movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on the respective human systems. (See 4.1.2) (National Geography Standard 9, pg. 202)
5.2 Interregional or Comparative Expectations
--Analyze the impact of oceanic travel on interregional interactions.
5.2.1 European Exploration/Conquest and Columbian Exchange
– Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest and of the Columbian Exchange in the late 15th and 16th centuries by
• describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries (National Geography Standard 11, p. 206)
• explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies (See 5.3.5) (National Geography Standard 14, p. 212)
5.2.2 Trans-African and Trans-Atlantic Slave Systems–
--Analyze the emerging trans-Atlantic slave system and compare it to other systems of labor existing during this era by
• using historical and modern maps and other data to analyze the causes and development of the Atlantic trade system, including economic exchanges, the diffusion of Africans in the Americas (including the Caribbean and South America), and the Middle Passage (National Geography Standard 11, p. 206)
• comparing and contrasting the trans-Atlantic slave system with the African slave system and another system of labor existing during this era (e.g., serfdom, indentured servitude, corvee labor, wage labor) (See 5.3.5; 5.3.6) (See 4.3.1)