JANUARY 01, 1500
INDIGENOUS PEOPLES
The Aboriginal population between 200,000 and 500,000
The indigenous population is estimated to be between 200,000 and 500,000 people - although some suggest that this population amounts to 2.5 million people -, with between 300 and 450 different languages spoken.
JANUARY 01, 1600
EXPLORATION & SETTLEMENT INDIGENOUS PEOPLES
Fur Trade Becomes a Vast Commercial Enterprise
From the early 17th to the mid-19th centuries, the fur trade is a vast commercial enterprise across what is now Canada. Indigenous technology and knowledge are crucial to the competitive trade and to the survival of Europeans.
EXPLORATION & SETTLEMENT
Founding of Québec
Samuel de Champlain established a fortified trading post at Québec, the perfect location to foster the fur trade and to serve as the base for its founder's idea of colonizing the remote country.
Framing Question: How do we know what we know about the people who lived during this time?
Framing Question: What does the art and architecture of different societies tell us about their values and beliefs?
Framing Question: Describe how some significant individuals from different societies contributed to the identity and/or heritage of their societies during this period.
(e.g., Altan Khan, Christopher Columbus, Deganawida [the Peacemaker], Elizabeth I, Galileo, Toyotomi Hideyoshi, Ivan the Terrible, Martin Luther, Michelangelo, Francisco Pizarro, Cardinal Richelieu, Sonni Ali)
Describe a variety of developments in science and/or technology during this period, and assess their impact on different groups in various regions
Terms and historical significance: the printing press; the telescope; the popularization of the lateen sail; the caravel; developments in compasses, cartography, shipbuilding, armaments, torture devices; the work of Galileo, Johannes Kepler, or William Harvey.
Analyse key similarities and differences between economic systems in various societies during this period
Key Terms: feudal, market, capitalist, and/or mercantile systems; the economies of colonies, imperial powers, agricultural societies
Describe political systems and structures in various societies during this period and explain how they functioned
Key Terms: Define and Explain - monarchies, tsardoms, shogunates, sultanates, and/or imperial, tribal, or theocratic governments.explain some key reasons for increasing contact between various societies during this period (e.g., increased trade, including along the Silk Road and spice trade routes; advances in transportation technologies; exploration, including transoceanic voyages; imperial ambitions and rivalries; warfare), and assess the impact of this contact on different peoples (e.g., with reference to the Columbian Exchange, the impact of European invaders or colonizers on indigenous peoples of the Americas, the growing wealth of European maritime nations, the African slave trade, the growing number of Christian missionaries in Japan)
Framing Question “How did the spice trade between Asia and Europe contribute to European voyages of discovery during this period?”
Analyse the impact of some key instances of social, economic, and/or political cooperation in various regions of the world during this period (e.g., trade along the Silk Road, cooperation between colonists and indigenous people, cultural exchange, expansion of trade)
Describe a variety of developments in science and/or technology during this period, and assess their impact on different groups in various regions (e.g., with reference to the printing press; the telescope; the popularization of the lateen sail; the caravel; developments in compasses, cartography, shipbuilding, armaments, torture devices; the work of Galileo, Johannes Kepler, or William Harvey)
Framing Question: Which new ideas and theories from this period continue to have an impact on the world today?
Explain how some significant individuals from various societies around the world contributed to the development of identity and/or heritage of their society during this period and, where applicable, to world heritage (e.g., Altan Khan, Emperor Babur, Samuel de Champlain, Christopher Columbus, Deganawida [the Peacemaker], Elizabeth I, Galileo, Toyotomi Hideyoshi, Isabella of Castile, Ivan the Terrible, Leonardo da Vinci, Martin Luther, Francisco Pizarro, Cardinal Richelieu, William Shakespeare, Sonni Ali, Suleiman the Magnificent, Francis Xavier)
Framing Question: What is the significance of Qadi Al Aqib’s contribution to world heritage?” “What criteria would you use to evaluate an individual’s contribution? Did he or she have a lasting or widespread impact, or was it short term and/or limited to his or her own community?”
Describe how some significant individuals from different societies contributed to the identity and/or heritage of their societies during this period (e.g., Altan Khan, Christopher Columbus, Deganawida [the Peacemaker], Elizabeth I, Galileo, Toyotomi Hideyoshi, Ivan the Terrible, Martin Luther, Michelangelo, Francisco Pizarro, Cardinal Richelieu, Sonni Ali)
Timelines are often a staple in history classrooms. In world history with its large temporal scale, having students organize and interpret historical time can be very useful.
https://www.thecanadianencyclopedia.ca/en/timelines
Analyse the roles, status, and contributions of a variety of groups in societies in various regions of the world during this period (e.g., with reference to women, men, children, serfs, slaves, farmers, merchants, artisans, people in different classes or castes, aristocrats, nobility, the poor, people with religious/spiritual roles). How has the historiography of exploration and trade during this period changed over time?
Terms and historical significance: the printing press; the telescope; the popularization of the lateen sail; the caravel; developments in compasses, cartography, shipbuilding, armaments, torture devices; the work of Galileo, Johannes Kepler, or William Harvey.
Photo credit: Walt Stoneburner, license Creative Commons
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