CHY4U
World History Since the Fifteenth Century
Unit 1: 1450 - 1650: What Were They Thinking?
Activity 4: Conflict and Cooperation in Four Regions
It is tempting to think of trade and alliances as exclusively economic and political endeavours. Both trade and alliances, however, spread things that are hard to quantify, like learning, culture, religion, and values. Consider the four historical artifacts; each image reveals something about its time and place. Before you click on the image, predict where you think it is from and what it might tell you about the worldview and historical context of its time and place the 16th century.
At the end of this activity, you will create an Annotated Map of Influence. You will find the description and rubric for this assignment under Consolidation.
Making Inferences
A significant part of the assignment relies on your ability to make logical and appropriate inferences based on the primary sources you will examine. Whenever you attempt to understand historical perspective, you are relying on your ability to make inferences.
Conflict and Cooperation
For each region, you will learn a little background and examine a primary source. Your goal is use the sources to explain some key causes and consequences for increasing contact and assess the impact on different peoples of changing social attitudes and beliefs/values.
- Ask a question - What do you want to know more about? What kind of historical thinking questions can you ask?
- Make inferences as practiced in the minds on - one that can be drawn from the source, one that needs further research, one that is faulty
- Make connections between the background text and the primary source - where in the primary source do you see the inferences?
- Rank the relationship - how much conflict or cooperation is there between these two regions? Did the amount of conflict or cooperation change over time?
| Yes/No | Self Assessment |
|---|---|
| I asked thoughtful, open-ended questions with more than one possible answer. | |
| I responded thoughtfully to a peer’s post with thoughtful questions or new arguments. | |
| I explained reasons for contact between societies as part of my post/response. | |
| I assessed the impact of this contact in my post or response to a peer. | |
| I analysed causes and consequences (intended/unintended) of this contact. | |
| I described the impact of conflict during this time in my post or response. | |
| I made credible inferences using evidence to support my conclusions. |
Introduction
Learning Goals and Success Criteria
Learning Skills
Rubric 1