Seeds of change: Emergence of the 1 st global age (1450-1770)

1. Seeds of change: Emergence of the 1st global age (1450-1770) Unit I

2. Unit Overview • World Geography and Religions • Explorations and the Columbian Exchange • Renaissance • Reformation • Scientific Revolution • Enlightenment

3. Unit Enduring Understandings • Challenges to the social and political order frequently come from radical new ideas. • A society’s values can be seen through their cultural and scientific achievements. • Technology and commerce link cultures with one another. • Every society has developed some political system by which either the one, the few, or the many rule over others.

4. Unit Essential Questions • How can ideas change the world? • What is globalization and when did it begin? • What is the proper relationship between citizens and their government? • What happens when different cultures interact? • Is history more fact or fiction? (Are there historical “truths” or is history just a matter of perspective? Whose story gets told?)

5. History is similar to building a house. You cannot understand certain events out of context. You must understand what occurred before in order to move on and Unit I provides the foundation for understanding the remaining content of the course

6. Why study history? What specifically can we learn from the study of the modern world?

7. Why study history? • To learn from good examples • To learn from mistakes made in the past • To understand the world and its people

8. The beginning of the “modern” world

9. Beginning of Modern World Europe

10. Beginning of Modern World • Why Europe? • Some of the earliest civilizations • Geography conducive (favorable) to the emergence (appearance) of empires • Coastlines make it easier to travel, attack, etc.

11. Beginning of Modern World • Why Modern?

12. Beginning of the Modern World • “Modern” Globalization • Phase of increasing trade links and cultural exchange in 19th century • Columbian Exchange- widespread exchange of animal, plants, culture (slaves), communicable diseases and ideas between Eastern and Western hemispheres

14. Use your blank map to label the following countries • 1. France • 2. Spain • 3. Germany • 4. Italy • 5. Poland • 6. Great Britain • 7. Russia 8. Ukraine 9. Greece 10. Sweden 11. Ireland 12. Austria

15. 7 6 5 3 1 4 2

16. 10 11 8 12 9

17. Use your blank map to label the following countries • 13. Serbia • 14. Albania • 15. Portugal • 16. Denmark • 17. Norway • 18. Czech Republic • 19. Netherlands • 20. Belgium

18. 19 17 20 16 18 15 13 14

19. Brown Paper Bag • Please go to open cabinet and take ONE Modern World History text book. • Get a pair of scissors and a few markers. • Take your seat. • Take out your brown paper bag… • Wait for further instructions… 

20. Test your skills… Europe Map Game

21. World Religions Interactive Map

22. Religion Activities • Use pages 612-626 in text to complete “Where in the World is Carmen Sandiego?” activity. • Work in partners to complete the following: • You must create a comic strip of at least three frames that has the following things: • At least two people arguing over the difference between their religions • The same people realizing their religions have something in common • A religious symbol for each person • Something in the background, on their clothes, etc. that shows me what religion they are • You are not allowed to write on the paper what religion they are—I should be able to tell from drawing

23. Religion Activities (cont.) • Use textbook/laptops to complete Religion Graphic Organizer

24. World Religions: A Comparison

25. World Religions: A Comparison

26. World Religions: A Comparison

27. World Religions: A Comparison

28. Difference between Islam and Muslim… • Islam is the religion and Muslims are people who understand, believe, and practice Islam properly, i.e. according to the text. • Islam is to Christianity what Muslims are to Christians. • War Over Ground Zero-Religious Tolerance Today?

29. World Religions: A Comparison

30. Renaissance 1300-1600

31. Renaissance • Background • Black Death • Music, arts, and sciences were ignored as people focused on living • Prior to plague, cultural areas were embraced • Period became known as Renaissance (meaning rebirth) • Renaissance

32. Renaissance • Renaissance Overview • Rebirth learning and education, art and architecture, modern politics & economics • Began in Northern Italy • Reasons behind Northern Italy • Urbanism • Overseas trade led to large city-states but most of Europe still rural • People came to cities to spread/learn new ideas

34. Renaissance • Reasons behind Northern Italy (cont.) • Wealthy merchants • Dominated politics • Had to earn their wealth and power • Showed their wealth and power by funding the arts • Greek and Roman Heritage • Used as model for the arts • Scholars studied Latin manuscripts and literature • Pope’s power declined • England and France at war

35. Renaissance • Renaissance Mentality • Humanism—focus of scholars on human potential and achievement; studied the “humanities” – history, literature, philosophy • Enjoyment of World Pleasures • You do not need to sacrifice to please God • People began to wear fine clothing and enjoy fine foods and music • Society became more secular (non-religious) • Patrons of Arts • Patrons of the Arts • Popes and merchants became patrons (sponsors) of the arts

36. Think-Pair-Share • List the characteristics of your ideal mate. Think classified add. For example: • Single woman looking for a funny, intelligent and successful man who likes to read, watch sports, and travel. Must love children and animals.

37. Renaissance • Renaissance Mentality (cont.) • Renaissance Man • Men were expected to create art and master all areas of study • Men that excelled in these areas were called a “Universal man” or “Renaissance Man”

38. Baldassare Castiglione’s The Courtier • Let the man we are seeking be very bold, stern, and always among the first, where the enemy are to be seen; and in every other place, gentle, modest, reserved, above all things avoiding ostentation {showiness} and that impudent {bold} self praise by which men ever excite hatred and disgust in all who hear them. • What is he saying here?

39. The personal ad for him would read… Looking for a man who is charming, witty, and well educated in the classics. He must be able to dance, sing, play music, write poetry, ride horses well, wrestle, and be a fine swordsman. He must be brave in battle yet humble outside of battle.

40. Renaissance • Renaissance Mentality (cont.) • The Renaissance Woman • Upper class women should also know the classics and be charming but not seek fame • Should inspire art but not create it and have little influence on politics

41. What values can we extracted from the pictures below?

42. Renaissance Art Medieval Art Renaissance Art • Religious subjects • Two-dimensional • Created “ideal” people • Religious and secular subjects • Realistic portrayal of individual

43. Renaissance Art • New Techniques • Perspective • Creates a 3-D appearance • Parallel lines move towards a focal point on the horizon to create dimension • Objects get smaller as farther back. • Where is the focal point in this work?

44. Renaissance Art • New Techniques (cont.) • Pyramid Configuration • Symmetrical composition draws your focus to center of work for climax/focal point • Chiaroscuro • The contrast of light and dark are used to create dimension • Fresco • Painting on wet plaster

45. Renaissance Art From Creation Panel of Michelangelo’s Sistine Chapel CHIAROSCURO The Last Judgment by Michelangelo FRESCO Mona Lisa by Da Vinci PYRAMID CONFIGURATION

46. Renaissance Art MICHAELANGELO (1475-1564) Pieta , 1499 David, 1504

47. Renaissance Art MICHAELANGELO: SISTINE CHAPEL

48. Renaissance Art LEONARDO Da VINCI (1452-1519) Mona Lisa, 1504 Vitruvian Man, 1485

49. Renaissance Art The Last Supper 1498

50. Renaissance Art Flying Machine, 1488