1

Unit 1: Global Empires

Area of Study: 1) Exploration and Expansion Outcome: 1

Weeks: 10 Lessons: 40 x 50min

Stage 1: Desired Results

Key knowledge

K(1) the combined power of the Venetian Empire, Chinese Ming dynasty and Ottoman Empire over fifteenth-
century trade, such as control of the Silk Road and key ports, access to spices, tea, silk, jewellery and glassware, and
economic power as exercised through tributes and financial systems
K(2) the extent to which the power of established empires was disrupted by voyages of exploration, including
those of Columbus, da Gama and Dias
K(3) the motivations of key individuals in voyages of exploration, such as Elizabeth I, Sir Walter Raleigh,
Isabella I of Castile, Ferdinand II of Aragon, Christopher Columbus, Henry the Navigator, William of Orange (The
Silent) and Louis XIII
K(4) historical interpretations of voyages of exploration such as the view that they were motivated by God,
gold and glory' and their characterisation as voyages of plunder.'
K(5) the relationship between exploration, religious imperialism and conquest as demonstrated by the
Spanish conquistadors
K(6) the extent of continuity and change as reflected in world maps between the fifteenth and seventeenth
centuries
K(7) the cultural impacts of voyages of exploration such as the availability of new goods and ideas
K(8) key terms and concepts: empire, imperialism, Early Modern Era, hegemony, tribute, exploration,
conquest, Catholic church, conquistador and cultural exchange.

Key Skills
 2

S(1) ask historical questions to inform an inquiry about European exploration and expansion
S(2) consider the historical significance of voyages of exploration
S(3) explain the causes and consequences of voyages of exploration
S(4) analyse changing power relationships between established empires and new empires
S(5) analyse the perspectives of people from the period about the motivations for voyages of exploration
S(6) explain the beliefs, values and attitudes of key individuals in promoting voyages of exploration
S(7) compare historical interpretations of the voyages of exploration
S(8) construct arguments about the development of new global empires using primary sources and historical
interpretations as evidence

Substantive Concepts/First Order Concepts

Procedural Concepts/Second Order Concepts
SIDE NOTE: P.E.S. Stands for Political, Economic, Social structure
Stage 2: Desired Results

Formal Assessment Informal Assessment

- Formative Mapping Task/Extended Response - Knowledge Audits
- Formative Source Analysis - Researching and asking questions workshops
- Summative Inquiry Task - Wiki Glossary pages
 3

Stage 3: Area of Study Unit Planner Template

Week Key Key Content Pedagogies + Resources Assessment

Knowl Skills higher order
-edge thinking skills

1 Class Understanding audit

Use students prior knowledge of the Age of Informal diagnostic
Exploration to create a concept map. assessment "class audit."
Refer to the study design.
Empire

Dominating Empire PowerPoint

Evidence
Venetian, Ottoman and Ming empires
K(1) Teaching-Centred
learning
Lotus Diagram
Students are to complete a lotus diagram
exploring P.E.S structure of one empire.

Class discussion
 4

K(8) How would you explain the concept of Concept-based Informal formative
Empire and what makes a mighty Empire? learning assessment on key
concepts.

Wiki Glossary Page

To be completed in class and as homework Concept-based
through the unit. learning
Class Wiki Glossary Page
Students create and store their definition of Ongoing informal
key concepts and must comment on at least assessment teacher
one other persons definition each entry. access to wiki

Interactive Prezi Mapping Empires

Teacher-centred
K(1) - trade routes and commodities and Group
exchange
S(4) Collaboration
- Significance of Venice, Silk Road,
Constantinople

Introduction of Mapping Task Booklet

K(6) Ongoing formal formative assessment Formal formative

delivered in two parts and focuses on Change assessment Mapping Task
and Continuity reflected in world maps.
Should be completed as homework with time Teaching-Centred
allocated in class. learning

Part A: Mapping Task Booklet

Requires students to map changes of empire,
significant ports, voyages and track
 5

commodities. All context and knowledge will

be delivered throughout the unit through
tutorials, lectures and workshops.
Part B: Extended Response
In week 8 students will be asked write an
extended response on the extent to which
the world maps changed or stayed the same
between the fifteenth and seventeenth
century.

2 K(1) Historical Actor Research Workshop - how

to research?

Perspective Students are assigned a historical actor: Google Search

Venetian, Ming, Byzantine/Ottoman Techniques & Strategies
merchants Individual work

Using the interactive Google Presentations to

guide research into historical actors duties,
living arrangements, goods exchange and
ports.

Guided discussion
How would these historical actors participate
K(8) S(5) in cultural exchange with one another? Role play Informal formative
assessment on the concept
Consider Who/what/when/where/why
of perspective and
presentism.
 6

Interactive Prezi - Economic foundations and

Financial mechanisms
K(1) Teacher-centred
- Working with maps
- Significance of ports & Constantinople
K(6)

Mapping Task Booklet Part A

Ongoing Formal formative
assessment.

3 Historical Inferences
K(1) S(4) Students are asked to hypothesise about Blooms Informal assessment of
what are some consequences relating to Taxonomy higher students ability to
trade and empire relationships if order thinking hypothesise
Constantinople fell to the Ottoman Turks. hypothesising Crash Course
Hegemony and evaluating
Watch crash course leads to European
discovery.
Was your hypothesis correct or not?

Concept-based
teaching Informal formative on
K(8) S(5) Period - Image Board concepts discussion
Perspectives Four image stimuli are used to elicit ideas
about the definition of an Early Modern
Europe and hegemony.
Added to Wiki Glossary page. Teacher-centred
learning
 7

K(3) Mini Lecture: The emergence of European

nation states - Habsburg, Bourbon, Aragon
and Castile dynasties
Ongoing formal formative
assessment
Mapping Task Booklet Part A
K(6)
Individual work
Relationship Chart
S(4)
Students are asked to create relationship
(hierarchy) chart identifying marriage,
warfare, or treaty links

4 Autobiographic Research: Key Figures of

Hegemony "nation-building."
K(2) S(6)
Students are assigned a historical actor of
Perspectives (K3) Role Play Britannica
significance and are directed to websites with
key questions. The Mariners Museum

Asking Questions Skills workshop

S(1) Students examine the meaning of task words
and the requirements of lower and high Using higher
order thinking questions. order skills to
Students create their mixture of lower and create questions
high order interview questions using graphic
planner for their historical actor finding out Question Planner Informal Formative work on
students question and
inquiry skills.
 8

their motivations and roles in European

exploration.

Group
K(3) S(1) Historical Hot Seat collaboration/
Role play
In small groups, students are called into the
S(6)
Hot Seat playing the role of their researched
historical actor. Other students use their
interview questions created in the workshop
to explore motivations for exploration.
Students summarise key roles in European
exploration on a mind map poster.

Evidence
Zoom in Mini-Inquiry Ferdinand II and Source Analysis
Isabella I - Spanish Conquistador Source 1 Informal, formal
assessment which will help
Cause and Close Source Analysis: Reveal bits of an image
to advise the lead up to the
Consequence one at a time to the class
Source Analysis SAC
In pairs elicit responses about specific
pieces/symbols of the image and encourages
(K5) S(1)
students to engage in hypothesis making. Inquiry-based
S(3) learning
Inquiry: As a class create three primary
questions to inform the enquiry: Investigate Inquiry Research Planner
the connection of the primary source with
Spanish conquistador and early European
exploration.
 9

In groups complete the inquiry planner and Informal Wiki Glossary Page
present your information in poster format in
a visual form of your choosing.

5 Christopher Columbus Source Analysis Informal practice type SAC

Workshop in which students are
Exploration/
exposed to questions
Close Analyse First Order Source: Analyse
Conquest (K2) S(2) Lower order First Order Source similar to the first SAC
motivations and intentions of the voyages thinking: Identity,
first order source with Coma worksheet. COMA Worksheet
explain
Perspectives/ (K3) S(5) Create own hypothesis on Columbus
Evidence motivations.
Higher Order
Corroboration of Second Order Source: Second Order Source
Thinking:
Students are given one of the two other Compare contrast Second Order Source
sources.
Second Order Source
Higher order
Research and evaluation of third order source thinking:
Research and
Evaluate
https://www.youtube.co
Introduction of Historians Interpretation
m/watch?v=IgiZw5VgdV
Students take notes at home on Delaney's Informal Diagnostic Task on
Q
K(4) S(7) offering a specific interpretation of students understanding of
Carol Delaney working with historical
Columbus motivations.
Introduction interpretations.
 10

Students will return for a tutorial class that

compares their interpretations of the primary
source with Delany's.
K(8) S(8)

Wiki Glossary
Concept-based
How does Delaney help change or
consolidate our understand the concept of High-order
exploration and Conquer? thinking
(application)

6 Source Analysis Formative Assessment Task Formative formal Source

SAC Analysis Task
K(2) S(3)
Students are provided with two sources for
Exploration K(3)
analysis. Questions are varied to test lower to
& higher order thinking.
Conquer Completed under test conditions

Change and Mapping Task Booklet Part A

Continuity Formal formative Mapping
Allocated feedback time. Task
K(6)

Key Voyages Timeline

 11

In groups students research and create an

enhanced virtual timeline of two other
voyages against Columbus.'
Students are encouraged to upload
K(6) S(3) primary/secondary sources, images, dates
K(5) and words onto timeline
Group Ongoing Formative
Mapping Task Booklet Part A Collaboration Mapping Task Booklet Part
A

Historical Film analysis

S(3) Students take notes in Google table from
historical documentary at home/in class Informal class discussion on
about economic and political impacts on the key knowledge
discovery of the New World.
Cause and K(7) K(3) In class tutorial discussion.
Consequence VIDEO: America Before
Columbus
Google doc

7 K(7) S(2) Artists impressions: Story Board + Extended

paragraph Individual work Informal assessment of key
Students are asked to research images, knowledge and concepts as
symbols to express cultural exchange well as forming textual
between the new and old world. responses teacher
 12

Explain and justify your choices in an provides feedback on

extended paragraph. paragraph structure
Cultural
Exchange
Diamond 9

Significance Students think-pair-share to determine the

K(7) S(3) Lower to high Diamond 9 Template
most significant European changes of P.E.S. order thinking
Cause and from voyages
Consequence
Students then rank these effects in order of
importance.

S(8) Extended Response

Students justify their placing of their ranking Informal assessment of the
and explain how voyages influenced this procedural concept of
significant effect of either P.E.S relevance. significance and peer
feedback on the
construction of an
Mapping Task Booklet argument.
Final in-class work on Mapping Task Booklet
K(6) and teacher feedback. Topic releases for Extended
Response Question for
Mapping Task.

8
TEEL paragraphing formatting lesson
 13

Change and Re-visit the use of TEEL in paragraphing

Continuity structure for extended response essay
writing with students

Living Graph
K(6) Informal assessment on
Students construct a living graph showing change and continuity in
the consolidation of empires and the Google Graphs
extended paragraph
extending of empires power using the Lower to high
Mapping Task Booklets. order thinking
Identify with students Turning Points of
empire-making in history

Extended Response Due

K(8)
Students are allowed their mapping task Formal Formative Mapping
booklet as notes and are asked to write the Task Booklet due
extended response.
Submission of the booklet.
Completed under test conditions.

Individual Knowledge Audit

Informal students Self-
Students expand on the class concept map Assessment tool useful for
from the beginning of the unit and reflect on inquiry
what key knowledge they have acquired

Formal Summative
Assessment
 14

K(8) Historical Inquiry Topic Released along with

Rubric Inquiry-based Question Planner
Historical Inquiry that looks at another learning Inquiry Research Planner
countries explorations and making
comparisons to Spains exploration. COMA source analysis
worksheet
Students are encouraged to use units planner
worksheets

9 S(1) Historical Inquiry Research Planner Inquiry-based Inquiry Research Planner -

learning Feedback
Students use the graphic organiser to plan
the research.

Mini- appointments
Students provide planner before research
begins and have mini-appointments to get Informal teacher feedback
teacher feedback.

Mini Research Workshop - how to research?

Option for student focus group on research Google Narrowing a
where students follow interactive Google search to get better
Presentations while researching topics. results

10
 15

Rubric Zoom In
Explanation of rubric in detail and clarifies Individual Self-Assessment
"key words". of Inquiry
Cause and
Consequence Students create a checklist to be completed
before submission

Referencing Workshop
Student are showed how to reference their
work appropriately

Informal formative
S(3) Plus, Minus, Interesting (PMI) Thinking PMI Chart
discussion which will inform
Routine where to begin for the next
Students are challenged to explore parallels outcome.
between positive AND negative
consequences of European exploration.

Formal Summative
Historical Inquiry Due. Historical Inquiry due
 16

Appendix 2: Formal Formative Assessment Two

Year 11 Global Empires Source Analysis SAC
Name:

Question 1 (12 marks)

Source: Broik, Vclav, Christopher Columbus at the royal court of Spain 1884. Print showing Christopher Columbus presenting his request to
Queen Isabella I and Ferdinand V and a gathering of courtiers.

a) Identify one symbols of European exploration ideals depicted in the representation. (1 marks)

b) Identify one feature of the representation (not mentioned in part a) that depict the (1 marks)
spirit of Spanish exploration.

c) By referring to parts of the representation and using your own knowledge, explain (4 marks)
what led to the event depicted in the representation.

.
.
.

.
 17

.
.

d) Evaluate the extent to which this representation provides an accurate depiction of (6 marks)
Spains desire for world hegemony up to and including 1492.

.
.
.
.
.
.
.
.

/12

Question 2 (12 marks)

This document is the introduction of the journal of Columbus in his voyage of 1492. The meaning of this voyage is highly contested. On
the one hand, it is witness to the tremendous vitality and verve of late medieval and early modern Europe - which was on the verge of
acquiring a world hegemony. On the other hand, the direct result of this and later voyages was the virtual extermination, by ill-
treatment and disease, of the vast majority of the Native inhabitants, and the enormous growth of the transatlantic slave trade. It
might not be fair to lay the blame at Columbus' feet, but since all sides treat him as a symbol, such questions cannot be avoided.
(Fordham university: http://sourcebooks.fordham.edu/source/columbus1.asp)

Your Highnesses, as Catholic Christians, and princes who love and promote the holy Christian faith, and are enemies of the doctrine
of Mahomet, and of all idolatry and heresy, determined to send me, Christopher Columbus, to the above-mentioned countries of India,
to see the said princes, people, and territories, and to learn their disposition and the proper method of converting them to our holy
faith; and furthermore directed that I should not proceed by land to the East, as is customary, but by a Westerly route, in which
direction we have hitherto no certain evidence that any one has gone. So after having expelled the Jews from your dominions, your
Highnesses, in the same month of January, ordered me to proceed with a sufficient armament to the said regions of India, and for that
purpose granted me great favors, and ennobled me that thenceforth I might call myself Don, and be High Admiral of the Sea, and
perpetual Viceroy and Governor in all the islands and continents which I might discover and acquire, or which may hereafter he
discovered and acquired in the ocean; and that this dignity should be inherited by my eldest son, and thus descend from degree to
degree forever. Hereupon I left the city of Granada, on Saturday, the twelfth day of May, 1492, and proceeded to Palos, a seaport,
where I armed three vessels, very fit for such an enterprise, and having provided myself with abundance of stores and seamen, I set
sail from the port, on Friday, the third of August, half an hour before sunrise, and steered for the Canary Islands of your Highnesses
which are in the said ocean, thence to take my departure and proceed till I arrived at the Indies, and perform the embassy of your
Highnesses to the Princes there, and discharge the orders given me. For this purpose I determined to keep an account of the voyage,
and to write down punctually everything we performed or saw from day to day, as will hereafter appear. Moreover, Sovereign Princes,
besides describing every night the occurrences of the day, and every day those of the preceding night, I intend to draw up a nautical
chart, which shall contain the several parts of the ocean and land in their proper situations; and also to compose a book to represent
the whole by picture with latitudes and longitudes, on all which accounts it behooves me to abstain from my sleep, and make many
trials in navigation, which things will demand much labor.

A) Explain what the extract reveals about the relationship between Columbus and Ferdinand V? (2 marks)
.
 18

.
.

B) By quoting from the extract and using your own knowledge, explain what the extract reveals about Columbus motivations
for exploration? (4 marks)
.
.
.
.
.
.

C) Analyse the inclusions and omissions (what is said and what is left out) from within the extract and evaluate to what extent
this provides an accurate depiction of the intent of exploration. (6 marks)

.
.
.
.
.
.
.
.

/12

Total /24

Very Good Good Satisfactory Borderline Borderline

4 3 2 1 0

Identifying
elements in
source Students can Students can Students can Students are Students do not
identify highly identify identify unable to show an ability to
relevant and appropriate elements from identify identify elements
 19

significant elements from within a appropriate from within a

elements from within sources. primary source. elements from source.
within primary within a source.
sources.

Understanding
of sources
Students Students Students Students Students are unable
demonstrate demonstrate demonstrate demonstrate an to describe the
expert ability proficient some ability to ability describe source.
to understand ability to understand the the sources.
the relevance understand the relevance and
and describe relevance and describe the
the sources. describe the sources.
sources.

Analysis of Students Students Students Students Students

source demonstrate an demonstrate a demonstrate demonstrate demonstrate no
expert level of proficient level some level of evidence of prior knowledge of
prior of prior prior knowledge some prior the context of the
knowledge to knowledge to to analyse the knowledge of source.
analyse the analyse the significance of the context of
significance of significance of the source. the source.
the source. the source.

Evaluation of Students use Students use Students use Students have not
sources highly appropriate appropriate attempted to
evaluative language and language and Students have identify biases
language and knowledge knowledge to outlined biases within sources.
prior from the source identify the within sources.
knowledge to to determine biases within
determine and and explain the sources.
explain the biases within
biases within sources.
sources.

Feedback:

This rubric will be given at the end of assessment so students understand their strength and weaknesses for
questions areas within the task and are given clear constructive feedback on where and how to improve.

Appendix 3: Formal Summative Assessment

Adapted from the Advise for Teachers Global Empires
A HISTORICAL INQUIRY SAC: EUROPEAN EXPLORATION

This unit has allowed you to develop your understanding of the nature of exploration from the fifteenth century during
the period known as the Age of Exploration. Throughout this unit, there has been a particular focus on Spanish
 20

exploration with King Ferdinand V and Queen Isabelle I reign which saw the birth of the Spanish Conquistador and
provided Christopher Columbus with justification to set off on voyages of exploration.
For this Inquiry task, you must research another nations exploration endeavours and draw comparisons to that of
Spains exploration. It is important in your comparison to justify and explain in what way the nature of exploration was
experienced similarly or different and provide reasons for this.
Choose one of the following:
Portuguese exploration
English exploration
Dutch exploration

It may be presented in a format of your choosing, but you MUST consider having both textual and visual elements and
submit an Inquiry plan and choice of formatting for teacher feedback.
You may wish to use the Research Planner Worksheet used throughout the unit or create your own. The plan for this
inquiry must be submitted firstly for consideration to a trusted friend and teacher feedback.

Examples of final formatting:

Booklet format
Poster format
Website format
Video Format

Develop and research the nature of exploration include at least three of the following and provide a written
comparison to Spanish exploration for at least one of the points.
Motivations of explorers, including trade, values, attitudes and beliefs
Routes of Exploration
The Extent of the Territory Claimed
Relationships with Indigenous peoples
Cultural Exchange resulting from exploration

Criteria Very Good Good Satisfactory Borderline Poor

4 3 2 1 0

Expression of Knowledge
Demonstrates an understanding
of the nature of exploration
within the context of one
countries exploration
experience.
25%
Source Analysis
Demonstrates an understanding
of researching and evaluating
the relevance of sources for an
argument.
25%
Extended Evaluation
Demonstrates a wider
understanding of the nature of
exploration through comparing
and contrasting one countries
exploration experience with
anothers (Spanish exploration).
35%
Presentation
Information is presented clearly
and appropriately conveyed in
an easy to understand format.
15%
Teacher Feedback:
21
Very good understanding Good understanding Reasonable Little Poor understanding of
of the nature of of the nature of understanding of the understanding of the nature of
exploration that clearly exploration' that nature of exploration the nature of exploration that explains
explains this within the clearly explains this that explains this exploration that this within the context of
context of one countries within the context of within the context of explains this within one countries exploration
exploration experience one countries one countries the context of one experience with no
and engages with deep exploration exploration countries reference to primary and
critical and quality experience and experience and exploration secondary sources.
reflection of a number engages with a critical references some experience and
primary and secondary reflection of a number primary and refers in little detail
sources. primary and secondary secondary sources. to primary and
sources. secondary sources.
Engages deeply with a Engages with a Engages with a Engages with a few Does not engage any
number of highly number of relevant number of sources sources that are sources.
relevant sources that are sources that are used that are used to used poorly to
critically corroborated to to support of their outline their outline their
effectively and in argument. argument. argument.
support of their
argument.
Demonstrates an ability Demonstrates an Demonstrates an Demonstrates an Unable to draw links to
to draw strong links and ability to draw links to ability to draw links ability to draw links other exploration
justify differences and and justify some to other exploration to other
similarities to Spanish differences and and outline an exploration but
exploration and uses this similarities argument on the uses those links
link to present a well- experienced by other nature of exploration weakly to form an
established and country's exploration for that period from a argument on the
articulate argument on and uses those to global context. nature of
the nature of exploration create an argument on exploration for that
from that period from a the nature of period from a
global context. exploration for that global context.
period from a global
context.
The presentation is Presentation easily No consideration has
highly effective in conveys key been made for the
conveying key knowledge and presentation of the
knowledge and employ employ creative inquiry. Poor language
highly creative textual textual and visual formatting, referencing
and visual elements. elements. Good and spelling and
Excellent language language formatting, grammar.
formatting, referencing referencing and
and correct spelling and correct spelling and
grammar. grammar.