Beruflich Dokumente
Kultur Dokumente
Outcome: On completion of this unit the student should be able to explain how new ideas and discoveries challenged old certainties and
strengthened European empires (VCE History Study Design 2016-2020).
Length: 10 weeks (equivalent to 40 x 50 minute lessons)
Wee
k
1
Key Knowledge
Key Skills
Content
How emerging
empires used new
technologies in
their voyages of
exploration in the
fifteenth to
seventeenth
centuries, such as
the caravel ship (c.
1450), mariners
astrolabe (1480s),
loxodrome (1537)
and Mercator map
projection (1569)
Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Substantive
Concepts
Scientific Revolution
The significance of
discoveries made
during the
Scientific
Revolution, such as
heliocentrism as
elaborated by
Copernicus (1543)
and Galileo
(1600s), Keplers
laws of planetary
motion (1609 19)
and Newtons laws
Analyse the
perspectives of
people from the
period about
new ideas and
inventions
Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
What it was
Significance
Key ideas
Significant
inventions/
innovations
Procedural
concepts
Contextualisation
Cause &
Consequence
Change
Historical
Significance
Topics
Scientific Revolution
- Inventions
- New technologies
- New theories
Pedagogies
Introduction
AOS2 outcome.
Mini-lecture
Contextualising the
Scientific Revolution;
-
Learning activity /
Research task
Students will research one
key person/idea or
invention/innovation from
the Scientific Revolution
Historical inquiry task
Students must answer the
following question in 500
words:
What was the immediate
response from ordinary
people from the period
and how did their beliefs
about the natural world
change or remain the
same as a result of the
Scientific Revolution?
Resources
Teacher resources
Hellyer, M. (Ed). (2003).
The Scientific Revolution.
Blackwell Publishing LTD,
Oxford.
Jacob, M. C. (2010). The
Scientific Revolution: A
Brief History with
Documents. Bedford/St,
Martins, Boston, MA.
Wiesner-Hanks, Merry E.
(2013). Early Modern
Europe 1450-1789.
Cambridge University
Press, New York.
Student resources
The above texts can be
condensed and used as
student
resources/handouts.
Internet Modern History
Sourcebook: Scientific
Revolution
https://legacy.fordham.edu/
halsall/mod/modsbook09.a
Assessme
nt
Formative
assessme
nt
Historical
inquiry
task.
of motion and
gravity (1687)
sp
How ordinary
peoples beliefs
about the natural
world changed
during the
Scientific
Revolution
2
How emerging
empires used new
technologies in
their voyages of
exploration in the
fifteenth to
seventeenth
centuries, such as
the caravel ship
(c. 1450),
mariners
astrolabe (1480s),
loxodrome (1537)
and Mercator map
projection (1569)
Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Analyse the
perspectives of
people from the
period about
new ideas and
Substantive
concepts
Scientific Revolution
-
New technologies
Exploration
Expansionism
Procedural
concepts Change & Continuity
Topics
Maritime history
New technologies
- Caravel ship
- Mariners
Mini-lecture
Introducing;
-
New technologies of
the fifteenth and
seventeenth centuries
The impact of those
technologies.
Timeline activity
Students will produce a
timeline labelling:
-
Contrasting timeline
Teacher resources
Hellyer, M. (Ed). (2003).
Jacob, M. C. (2010).
Wiesner-Hanks, Merry E.
(2013).
Student resources
The above texts can be
condensed and used as
student
resources/handouts.
Formative
assessme
nt
Newspaper
front page/
article
inventions
How ordinary
peoples beliefs
about the natural
world changed
during the
Scientific
Revolution
Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
astrolabe
Loxodrome
Mercator map
projector
Reactions to new
technologies.
activity
In small groups students
must introduce the new
technologies into their
timelines:
-
Adding new
technologies/inventions
Highlighting changes
and continuities over
the centuries.
Learning activity /
newspaper article Students will create a front
page of a newspaper (with
articles) detailing two new
technologies developed
during the Scientific
Revolution (appendix B).
3
The significance of
discoveries made
during the
Scientific
Revolution, such
as heliocentrism
as elaborated by
Copernicus (1543)
and Galileo
(1600s), Keplers
laws of planetary
motion (1609 19)
and Newtons laws
of motion and
gravity (1687)
Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Analyse the
perspectives of
people from the
period about
new ideas and
inventions
Substantive
concepts
Scientific Revolution
-
Revolutionary
thinkers
Revolutionary
theories
Procedural
concepts
Evidence
Cause &
Consequence
Historical
significance
Topics
Discovery
Mini-lecture
Introducing;
-
Revolutionary thinkers
and their theories and
innovations.
Learning activity /
Jigsaw
Students will be assigned
one of nine significant
persons from the Scientific
Revolution (there will be
some double ups).
Students must research
their person per the
provided instructions
Teacher resources
Wiesner-Hanks, Merry E.
(2013).
The Scientific Revolution:
Historical Resources in
the History teaching
institute at the Ohio State
University website
(viewed 7 October 2015).
http://hti.osu.edu/scientificr
evolution/historical_resourc
es
Student resources
Formative
assessme
nt
Exit card
Students
will par
take in a
sticker quiz
at the
conclusion
of the
lesson.
Those who
successfull
y answer
questions
from the
How ordinary
peoples beliefs
about the natural
world changed
during the
Scientific
Revolution
Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
Challenges to the
Catholic Church
posed by the
Scientific
Revolution and
Protestant
Reformation and
how the Church
responded to
these challenges
Analyse causes
and
consequences of
challenges to the
Catholic Church
Heliocentrism,
Copernicus
Galileo
Keplers Law of
planetary motion
Newtons laws of
motion and
gravity
(appendix C)
Primary source
documents for source
analysis task sourced
from; The Scientific
Revolution: Historical
Resources in the History
teaching institute at the
Ohio State University
website (viewed 7
October 2015).
http://hti.osu.edu/scientificr
evolution/historical_resourc
es
weeks
lesson/s
will receive
a sticker
and be free
to leave.
Mini-lecture
Teacher resources
Introducing;
- Challenges that the
Scientific Revolution
posed to the Catholic
Church and its
response.
Wiesner-Hanks, Merry E.
(2013).
Formative
assessme
nt
Explain the
beliefs, values
and attitudes of
people from the
period about
religion and the
Catholic Church
Substantive
concepts
Protestant
Reformation
-
What it was
Significance
Key ideas
Procedural
concepts
Contextualisation
Cause &
Consequence
Historical
significance
Evidence
Topics
Contextualising;
- Protestant Reformation,
what it was, the
significance of this
event and what the
causes leading up to
this event were.
The source
analysis
task will
serve as
the
formative
assessment
for this
week.
Protestant
Reformation
-
Image analysis
Students will analyse the
causes of the Reformation
through the analysis of a
primary source image
(appendix E).
Source analysis task
Students will analyse
different sections of Martin
Luthers 95 Theses,
answering the following
questions;
1. How did the 95
Theses call into question
the establishment of the
Catholic Church?
2. How do all of these
theses work together to
create meaning?
3. What is this document
saying about the current
and future state of the
Catholic Church?
4. What was this paper
trying to do? How
effective was it?
5
Challenges to the
Catholic Church
posed by the
Scientific
Revolution and
Protestant
Analyse causes
and
consequences of
challenges to the
Catholic Church
Substantive
concepts
Scientific Revolution
-
How it challenged
the Catholic
Church
Mini-lecture
Introducing;
-
Challenges to the
Catholic Church made
by both the Scientific
Revolution and the
Teacher resources
Wiesner-Hanks, Merry E.
(2013).
Collinson, P. (2004).
Formative
assessme
nt
Historical
inquiry
Reformation and
how the Church
responded to
these challenges
Explain the
beliefs, values
and attitudes of
people from the
period about
religion and the
Catholic Church
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Protestant
Reformation
-
How it challenged
the Catholic
Church
Procedural
concepts
Change & Continuity
Cause &
Consequence
Historical
Significance
Evidence
Topics
Scientific Revolution
-
How it challenged
the Catholic
Church
How the Catholic
Church
responded
Protestant
Reformation
-
How it challenged
the Catholic
Church
How the Catholic
Church
responded
Protestant Reformation.
Gonzalez, J. L. (2010).
Student resources
In small groups;
- Students will
brainstorm the possible
responses of Catholic
Church to challenges
posed by the Scientific
Revolution and
Protestant Reformation
Gonzalez, J. L. (2010).
task
6
Challenges to the
Catholic Church
posed by the
Scientific
Revolution and
Protestant
Reformation and
how the Church
responded to
these challenges
Analyse causes
and
consequences of
challenges to the
Catholic Church
Explain the
beliefs, values
and attitudes of
people from the
period about
religion and the
Catholic Church
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Substantive
concepts
Scientific Revolution
-
How it challenged
the Catholic
Church
Protestant
Reformation
-
How it challenged
the Catholic
Church
Procedural
concepts
Causes &
Consequences
Change & Continuity
Evidence
Topics
Scientific Revolution
-
How it challenged
the Catholic
Church
How the Catholic
Church
responded
Protestant
Reformation
-
How it challenged
the Catholic
Church
How the Catholic
Church
responded
Teacher resources
Wiesner-Hanks, Merry E.
(2013).
Collinson, P. (2004).
Gonzalez, J. L. (2010).
Student resources
Gonzalez, J. L. (2010).
Formative
assessme
nt
The Council
that never
happened
(appendix
H)
7
Changes to
society and
politics following
Johannes
Gutenbergs
invention of a
printing press with
metal moveable
type (c.1450)
Analyse
continuity and
change in social
and political life
following the
invention of the
printing press
Analyse the
perspectives of
people from the
period about
new ideas and
inventions
Construct
arguments about
the impact of
new ideas and
technologies
using primary
sources and
historical
interpretations
as evidence.
Ask Historical
Substantive
concepts
Society
Politics
Procedural
concepts
Change & Continuity
Progress
Historical
perspectives
Topics
Johannes
Gutenbergs printing
press
-
Invention of the
printing press
Changes to
society
Changes to
politics
Mini-lecture
Introducing;
- Johannes Gutenberg
- Social and political
impacts of the printing
press
Think, Pair, Share
In small groups students
first brainstorm and then
research the impacts of
the invention of the
printing press;
- What changed
socially/politically &
what remained the
same?
- Information is then
placed into a whole
class Google Doc,
allowing for
corroboration and
consolidation between
students.
Compare and contrast /
debate
Teacher resources
Eisenstein, E 2012, The
Printing Revolution in
Early Modern Europe,
Cambridge University
Press, Cambridge.
Febvre, L & Martin, HJ
2010, The Coming of the
Book: The Impact of
Printing, 14501800,
Verso, London.
Friedrichs, C. R. (2002).
Urban Politics in Early
Modern Europe. Taylor
and Francis, Hoboken.
Student resources
The above texts can be
condensed and used as
student
resources/handouts.
Formative
assessme
nt
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
(appendix I)
8
The features of
mercantilism and
the effectiveness
of emerging
empires,
particularly
Britain, France
and the
Netherlands, in
pursuing
mercantilist
policies
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Substantive
concepts
Expansion
Mercantilism
Emerging empires
Colonisation
Procedural
concepts
Progress & Decline
Change & Continuity
Contextualisation
Empathy
Historical
Perspectives
Topics
Theory of
mercantilism
International trade
Slavery
Colonisation
Mini-lecture
Introducing;
- Mercantilism, what is
it?
- International trade
the triangular trade
- Colonisation
- Slavery the middle
passage
Learning Activity
Students will investigate
trade of commodities
(appendix I) and join in a
role playing exercise about
mercantilism (appendix J)
Teacher resources
Ormrod, D 2003, The Rise
of Commercial Empires:
England and the
Netherlands in the Age of
Mercantilism, 16501770,
Cambridge University
Press, Cambridge.
Robins, N 2006, The
Corporation that Changed
the World: How the East
India Company Shaped the
Modern Multinational, Pluto
Press, Michigan.
The History of the
Transatlantic Slave Trade
www.liverpoolmuseums.org
.uk/ism/slavery/index.aspx
Student resources
Formative
assessme
nt
Historical
inquiry
task
9
The historical
significance of
Enlightenment
ideas such as
liberalism,
empiricism, free
will and the social
contract, as
espoused by John
Locke, JeanJacques Rousseau,
Voltaire and
others
Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Substantive
concepts
Enlightenment
Procedural
concepts
Contextualisation
Change & Continuity
Historical
Significance
Cause &
Consequence
Topics
Scientific Revolution
-
Significant people
Enlightenment
-
The age of
reason
Mini-lecture
Introducing the age of
Enlightenment;
-
Understanding there
are various people and
ideas of the
Enlightenment Era
Understanding how
Enlightenment ideas
impacted various
societies
New ideas challenged
old ways of thinking
New thinkers from the
Enlightenment (refer
back to thinkers of
Scientific Rev.)
Learning activity
Vocabulary exploration
(appendix K)
Teacher resources
Student resources
Formative
assessme
nt
Class
debate
Significant people
Learning Activity /
debate
Half the classroom,
providing students with
excerpts from Thomas
Hobbes Leviathan and
John Lockes Of Civil
Government
-
10
Key terms and
concepts:
Scientific
Revolution,
heliocentrism,
Catholicism,
Inquisition,
Protestant
Reformation,
CounterReformation,
superstition,
mercantilism,
monopoly,
Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Substantive
concepts
Scientific Revolution
Protestant
Reformation
Mercantilism
Emerging Empires
Colonisation
Mini-lecture
Teacher resources
Consolidating and
contextualising
information on all topic
areas for the past 10
weeks.
Timeline activity
Procedural
concepts
Historical
Significance
Evidence
Student resources
Formative
assessme
nt
Timeline
activity
subsidy, early
capitalism,
liberalism,
empiricism and
social contract.
Age of
Exploration
Summative Assessment
Appendix B.
6-15
16-24
25-30
Included facts,
quotes, and
paraphrasing
from (reliable)
primary sources.
Included
research from
subject-matter
experts.
Material was
unique,
interesting, and
related to and
supported the
chosen
technologies.
Writing also
includes
discussion on
changes and
continuities.
Newspaper front
page
demonstrated
students own
interpretation
and expression
of research
material.
Content was well
organized with
headings and
subheadings.
Text and
graphics were
neatly organized
and made the
project easy to
read.
ResearchQuality:
Information
from
reputable
sources
(historically
accurate)
Writing-Ideas:
Interesting,
informative
Details
Included more
opinion than fact.
Information was
taken from
unreliable
sources.
Included a
mixture of facts
from reputable
sources and
opinions from
unreliable
sources.
Included facts,
conclusions, and
opinions from
(reliable)
primary sources.
Writing had
three or more
specifics that
supported the
main idea.
No mention of
changes and
continuities.
Writing had
interesting
material that
supported the
chosen
technologies.
Writing also
includes
discussion on
changes OR
continuities.
Content
delivery:
Unique
accurate and
relevant
delivery of
information.
Newspaper front
page was built
from a template,
designed only as
instructed, or was
based entirely on
sample work.
Used studentcreated
materials as well
as existing
material from
other sources.
Information was
factual but
showed little
student
interpretation.
DesignLayout and
organization:
Organized and
easy to read
Newspaper front
page was hard to
read. There is no
clear structure.
Text and graphics
were randomly
placed.
Most of the
project was
organized. The
placement of
text and
graphics
sometimes made
the newspaper
front page hard
to read.
Project was
organized with
headings and
subheadings.
Text and
graphics were
placed to make
the newspaper
front page easy
to read.
*The information supplied in the articles must highlight any changes or continuities
that have resulted from the developments achieved during the Scientific Revolution.
Rubric sourced and adapted from; PBworks Training / Rubrics (accessed 05 October, 2015).
Retrieved from https://pbworksadmintraining.pbworks.com/w/page/15074836/Rubrics
Appendix C.
Jigsaw task
Each student must include the following three facts in their presentation on their
assigned philosopher/scientist;
-
Major Achievements/Philosophy/idea
Quotes
Any Published Materials
The idea of this task is that students will be engaged in the task and do the work as
they are relying on one another for the information needed on each
philosopher/scientist. This task also allows for students to gain their information from
a source other than the teacher.
Appendix D.
Spiral Questions
A simple technique for developing a classroom activity involving a primary source is to
use spiral questions. Spiral questions guide students from lower- to higher-level critical
thinking skills so that they become comfortable and adept at analysing primary
sources. The technique can be used with documents, photographs, and other primary
sources. There are three levels of spiral questions: description, interpretation, and
analysis.
Level I: Description
Write two or three questions that help students identify the primary source.
Encourage them to pick out details from the source that explain who and what. Who
created the source or is featured in it? What kind of source is it? Is it dated, and if so,
what is the date? Make the questions specific to the source you have chosen.
Sourced from:
The Scientific Revolution: Science & Society from the
Renaissance to the Early Enlightenment: Lesson Plans
(accessed 05 October, 2015). Retrieved from
http://hti.osu.edu/scientificrevolution/lesson_plans
Appendix E.
Image sourced from: Hacienda Publishing (accessed 05 October, 2015). Retrieved from
http://www.haciendapub.com/randomnotes/martin-luther-sale-indulgences-andreformation
Appendix F.
Appendix G.
Images sourced from: The Scientific Revolution: Historical Resources (accessed 07 October, 2015).
Retrieved from http://hti.osu.edu/scientificrevolution/historical_resources
Appendix H.
Historically, great controversies in the Church have been settled through a Ecumenical
Council. All the Church leaders gather in one place, thrash out the issues and come up
with a common document that everyone must agree to. A Great Council is the highest
form of Church authority
In 1520, Pope Leo X excommunicated Martin Luther. In response, Luther the document
and called for an Ecumenical Council. In 1522 German nobles joined in the appeal.
The Holy Roman Emperor, Charles V also pressed for a Council as a means of
reunifying the Church and settling the Reformation controversies.
The Council of 1520, however never eventuated. Martin Luther didnt want the Pope to
come and the Bishops didnt want Martin Luther to come. Francis I, the King of France
didnt want a council because he hated the Emperor. Pope Clement VII (1523 34)
refused to have a council because he didnt want a Council to usurp his authority.
It was not until 1545 that Pope Paul III finally called a Council of Trent. Luther was
dead, and the Protestants were invited but didnt have a vote.
But what would have happened if Leo X had called a Council in 1520? We are going to
travel back in time and be part of the Greatest Church Council that never happened.
Participants:
You will take the part of one of 14 participants;
Martin Luther, Pope Leo X, John Calvin, King Henry VIII, Thomas Moore, Ignatius of
Loyola, Teresa of Avila, (ghost of) Jan Hus, Holy Roman Emperor Charles V (of Spain
and Germany), Florian Geyer, Anne Boleyn, Johan Tetzel, Prince Frederick III (of
Saxony) and Erasmus of Rotterdam.
All of these people were important players in the Reformation. In groups of two you
will chose one Character to play. You will need to research their life and the
philosophical position they took during the reformation.
The Factions:
Each of the 14 participants belong to a particular faction;
Conservative Catholics: Pope Leo X, Thomas More, Charles V, Johan Tetzel,
Protestant Reformers: Martin Luther, John Calvin, Jan Hus, Florian Geyer, Catholic
Reformers: Erasmus, Ignatius, Theresa and Advocates of Royal Rights: Henry VIII,
Anne Boleyn, Frederick III.
Each faction tends to share common values and players should be aware of the
position of their faction members. However there is NO obligation to vote the
same way as their faction.
THE AGENDA:
Introduction:
Each Participant will present a short description (200 words) of themselves include a
brief PowerPoint presentation.
Matters for Debate:
1. What does a Christian have to do to go to Heaven?
2. Who or what is the ultimate authority regarding Religious matters?
3. What should the Church do about indulgences?
4. Does God require obedience to royal authority?
5. King Henry VIIIs Marriage to Catherine of Aragon should be annulled?
Each topic will be debated by the speakers named (2 minutes each) and then the
council will vote according to their characters views.
Conclusion:
At the conclusion of the council several decisions will be made (students vote on
these aspects)
1. A Heretic will be excommunicated or executed
2. A Saint will be canonised
3. A Pope will be elected
Victory Conditions:
Summary:
1. Fourteen Characters: Two students per character.
2. Each Character must produce a PowerPoint presentation and speech explaining
who they are (200 words)
3. Each Character must participate as a speaker in at one debate (2 minute
speech)
4. Each Character must vote on every issue in accordance with their characters
position.
5. Each Character should attempt to lobby other characters to maximise their
votes.
6. Characters should loosely cooperate with their factions but often factions will
split on various issues.
7. The character with the most votes wins.
Appendix I.
The significance of the Gutenberg Bible and movable type on culture, society, and
intellectual development as well as the explosion of information that they brought
to the world
The significance of personal computers and the Internet on culture, society, and
intellectual development as well as the explosion of information that they brought
to the world
Each groups must source their own information and establish their own arguments.
The teachers role will be to mediate the debate.
A closure activity could include a concluding discussion that would offer students and
the teacher the opportunity to synthesize information gained from the research and
debate lesson.
Activity sourced & adapted from: The University of Texas at Austin (accessed 08 October,
2015). Retrieved from http://www.hrc.utexas.edu/educator/modules/gutenberg/activities/
Appendix J.
COMMODITIES HANDOUT
Using knowledge of the Triangular Trade and prior
commodities knowledge, discuss and chart (on the provided BLANK world map image)
the origin of commodities listed (some may originate from places OTHER THAN the
points on the Triangular Trade, but are still elements of Columbian Exchange), then
indicate their destination.
Next, discuss what happened to those commodities in that destination. Did they
remain in their raw form or were they processed and modified into finished
products? Were conditions favourable to their growth and cultivation and they
became localized in their new region? Students should discuss why these
commodities were so valued in those regions and the economic impact of their
importation. Why were manufactured goods desired by nations? Why was it important
to try to cultivate crops rather than importing them?
Commodities S
COMMODITIES ELEMENTS TO CHART
& KEY
1. Cattle
7. Ebony
13. Porcelain
2. Cloth /
textiles
3.Coffee
8. Furs
14. Guns
19. Silver
9. Slaves
15. Sugar
20. Cotton
25. Wheat
4.Corn
10. Rum
16. Tobacco
21. Rice
26. Gin
5.Spices
11. Horses
17. Pepper
22. Ivory
27. Molasses
6.Gold
12. Silk
COMMODITIES ORIGINS
From Africa
From Americas /
Caribbean
From Europe
From India /
SEA
Activity sourced from: Cape Elizabeth High School (access date 08 October, 2015). Retrieved from
https://sites.google.com/a/capeelizabethschools.org/moliver/home/hs_teacherdocs/world-history-iiclassroom-documents/classroom-activity-mercantilism-the-middle-passage-and-the-triangular-trade
Appendix K.
Mercantilist scenario role play
Group members should remind themselves of the main characteristics of
Mercantilism:
1.
2.
3.
4.
5.
Randomly choose a card on which various elements of society are written, along with
a set of circumstances that slant your perspective on mercantilism. Read the
scenario aloud. After a review of the characteristics of mercantilism, and using your
knowledge of both Europe and the New World, discuss the effects of Mercantilist policy
on your given individual (Help each other if the cardholder is struggling!). Try to see
that each person has at least one turn (but thoroughly work through each scenario
together before moving on. Some might be more difficult than others and take more
time. The goal is to think it through together!).
Role Playing Scenario Cards:
1. You are a Spanish sugarcane plantation owner. Would you favour all or some of
Spanish Mercantilist policy practiced by the Spanish government? Which and why?
Discuss with the group.
2. You are a British furrier (you manufacture and sell fur hats, stoles, hand warmers,
etc.). Your profits and market are dwindling rapidly throughout Europe as increasing
numbers of French and Russian furriers are entering the arena with pelts pulled from
their regions/colonies. Would you favour British mercantilist policy? Explain which, if
any and why? Discuss with your group.
3. You are a British sundries shop owner, living above your shop in central Georgia,
close to Spanish territory to the south. You have repeatedly sold out of guns, because
Britain is sending their ships to northern ports because of the piracy happening in
southern waters. The demand for these guns remains high, and people are becoming
angry and are threatening to take their business elsewhere. Are you satisfied with
British mercantilist practices and what might be an alternative (albeit illegal) for you
to ensure your profits remain intact? Discuss with your group.
4. You are a wealthy Spanish cotton textile manufacturer who needs cotton from the
British colonies. You are willing to trade significant quantities of tobacco from your
plantation in western Cuba for this cotton.
Would this be a beneficial trade for the British, based on Mercantilist policy? Why or
why not? EXPLAIN and discuss with the group.
5. The Spanish colonies in the western Caribbean have seen a surge in the demand for
spices as the socially and culturally heterogeneous peoples of the region have
blended over time. Customs and cultures have integrated and now, people want
access to spices. With soil not conducive to growing nutmeg trees, trees whose inner
bark produces cinnamon, or the dried flower buds which make cloves, they need an
alternative. They have the option of buying spices from the British East India Company
in India with bullion or forging trade with East African Muslims by trading rum and
tobacco, which would be the best alternative for Spaniards to attempt, based on
mercantilist theory? What might be a problem with trading rum to this particular
group? Discuss as group.
6. You are a cotton grower with a large plantation near the port of Charleston. Because
of British mercantilist policies, price for cotton is fixed according to British law. The
cotton is sent to England where the British create cotton textiles. They then sell it (for
gold) to America, France, and South America for a huge profit. How does this affect
you as a colonial grower? How is this beneficial for England and negative for France
and Spain? Discuss as a group.
7. Spain and Portugal were not able to keep pace with the colonizing and subsequent
growth and power of the British and French. As a result, the Spanish were forced to
impose strict mercantilist rule to keep other nations from their colonies. What
specifically would Spain have done to its colonies as it applies to mercantilist policy?
Be specific regarding each aspect of mercantilism. Discuss with group.
8. You are a slave who works the Cuban tobacco plantations, while your wife and son
were sold to a cotton plantation owner in British North America. Like the painting, The
Slave Trade, you were separated when you arrived in Barbados. Two of your three
children died during the Middle Passage. You labour in the fields, doing back-breaking
work and suffer horrendous living conditions. As a slave, you have no rights, and are
exploited by the Spanish tobacco plantation owner. The product you take from the
fields is shipped to Spain. What is your role in Spanish mercantilist policy? Discuss as
a group:
9. You are a Spanish Colonial missionary who happens to be the brother of Arubas
colonial governor. You have seen Mercantilist policies in action on the sugarcaneproducing island. You believe these practices have had a negative effect on the people
there, so you intend to discuss this with your brother, a man you believe, at heart, is
fair and good. What will you tell him regarding what you have seen the effects of
Spanish Mercantilist policy (culturally, socially, economically, and environmentally) on
the people and the land?
10. You are a Spanish silk trader in the Philippines in the late 16th century. Why are
you likely to fight attempts by not only other European merchants from setting up
shop, in the area, but also other Spanish merchants? You do not produce silk, so how
are you getting your product and what is its significance regarding trade in the Pacific?
(Think Ming Dynasty)
11. You are a captain who illegally runs rum (smuggles) from the Caribbean to
colonies in the north and to Europe. You hold no allegiance to Spain, England or any
other nation. Your profit margin is huge based on the significant demand for your
product. Clearly there is a significant risk in your profession, as if caught, you will be
imprisoned. You determine the risk is worth it as you have become wealthy from your
profession. How has mercantilism affected you?
Appendix L.
Vocabulary Exploration
Directions: In the middle column, record textbook definitions and/or identifications of
the vocabulary terms/names listed below. In the third column, create a symbol or
picture that represents the meaning or impact of each term/name.
Vocabulary Term/name
Definition/Identification
Symbol/Picture
1. Rationalism
2. Natural law
3. Montesquieu
4. Rousseau
5. John Locke
6. Adam Smith
Activity sourced from: Mr. Donns site for teachers and kids (accessed 08 October, 2015).
Retrieved
from http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?
7. Mercantilism
id=0907f84c80530aa3
8. Absolutism
9. Enlightened
despotism
10.
Enlightenment
Appendix M.
Summative Assessment Essay
Topic: Explain how new ideas and discoveries challenged old certainties and
strengthened European empires.
Mark
Range
4150marks
3140marks
2130marks
1120marks
1-10marks
Reference/Resource List
Books/Articles
Collinson, P. (2004). The Reformation: A History. Modern Library, New York.
Eisenstein, E 2012, The Printing Revolution in Early Modern Europe, Cambridge
University Press, Cambridge.
Febvre, L & Martin, HJ 2010, The Coming of the Book: The Impact of Printing,
14501800, Verso, London.
Friedrichs, C. R. (2002). Urban Politics in Early Modern Europe. Taylor and
Francis, Hoboken.
Gonzalez, J. L. (2010). The Story of Christianity: Volume II the Reformation to the
Present Day (2nd ed.). HarperOne/HarperCollins, New York.
The Age of Discovery in The Map as History website (viewed 29 January 2015).
www.the-map-as-history.com/maps/10-age_of_discovery.php
Internet Modern History Sourcebook: Scientific Revolution in the Fordham University
website (viewed 7 October 2015).
https://legacy.fordham.edu/halsall/mod/modsbook09.asp
The Scientific Revolution: Historical Resources in the History teaching institute at the
Ohio State University website (viewed 7 October 2015).
http://hti.osu.edu/scientificrevolution/historical_resources
The History of the Transatlantic Slave Trade in the International Slavery Museum
National Museum, Liverpool website (viewed 29 January 2015).
www.liverpoolmuseums.org.uk/ism/slavery/index.aspx
Africa and the Transatlantic Slave Trade in BBC History website (viewed 29 January
2015). www.bbc.co.uk/history/british/abolition/africa_article_01.shtml
European Colonization of the Americas in New World Encyclopedia website (viewed
29 January 2015).
www.newworldencyclopedia.org/entry/European_Colonization_of_the_Americas
Crash Course World History: The Reformation John Green, (viewed 09 October,
2015). https://www.youtube.com/watch?v=1o8oIELbNxE