Stage I: Considering the Content and the Learner
Unit Overview
This unit, entitled “Emergence of the First Global Age”, will examine the changes different civilizations face when coming in contact with each other. During this unit, with topics such as the Renaissance, the Columbian Exchange, mercantilism, and the Protestant Reformation, students will explore the benefits and conflicts that come with globalization and the first global age. For example, students will evaluate whether the Columbian Exchange can be considered a positive event because of the exchange of foods and goods, when so much of the native population was killed due to disease brought by the Europeans. Students will be exploring these types of topics through lectures, video clips, class discussions, reading primary sources, and forming their own interpretations of history.
This unit directly follows a unit based on regional and interregional interactions; thus, students will already have a firm understanding about the impact of different societies and civilizations interacting with one another. Students will already have an understanding of cause-and-effect relationships and knowledge about different civilizations around the world. This next unit will take their understanding to the next level, as students look at history from a global perspective rather than from a smaller, regional scale.
Unit Rationale
This unit focuses on global interactions between different societies, as well as the changes and conflicts that emerge as a result. Students will explore the consequences of global interactions and will recognize how these interactions have shaped our history and our world today. Students will examine questions like, how do religious conflicts like the Crusades and the Spanish Reconquista from hundreds of years ago relate to the tensions and disputes between the Middle East and the Western world today? Or, how did ideas sparked by the Renaissance lead to the development of democratic governments and religious freedom? Although students tend to view history as something that happened in the past, this unit will prompt students to see the larger implications of history and to recognize trends that still continue today. Essentially, by understanding how the global age first emerged, students will have a better understanding of current events and how various societies in today’s world interact and influence one another.
Considering the Learners
Until this point in the students’ study of history, student learning has been primarily focused on regional societies; for example, in middle school, students looked at each of the ancient civilizations, and in eighth and ninth grades, students took a two-part class that focused entirely on American history. This unit will push students’ understanding to the next level and will prompt them to look at history from a global perspective, recognizing how various societies change and influence one another.
Students will have some prior knowledge of the material covered in this unit; however, this prior knowledge may get in the way of student learning. For example, there are many misconceptions surrounding the topic of Christopher Columbus and his “discovery” of the New World; from a very young age, students are presented a gilded version of this topic and are not aware of the controversies surrounding the Columbian Exchange. Similarly, many of the students in this community come from Christian religions and know about the views of Protestant leaders like Martin Luther and John Calvin; it is important for students to put aside their own religious beliefs and to study events like the Reformation objectively. This will prove to be a challenge to the students’ learning of this material, as they will need to shed any misconceptions they have and uncover new facts and interpretations.
Typically, students in my World Studies class complain that the subject of history is “boring” or “doesn’t matter”. To them, history is a long list of events and dates for them to memorize. To make history more engaging to students and to connect the material to students’ lives, I believe that it is important to structure the unit with a series of questions for students to examine and explore. To do this, I will be framing each lesson with a question, which the students will respond to during their Bellwork Activity. By prompting them to answer these questions, students will be exploring historical material, examining evidence, and forming their own interpretations and opinions. Then, history becomes more than just dates and events; it becomes problems for the students to solve, stories for the students to uncover, and circumstances for the students to interpret and relate to.
Considering the Content
Enduring Understanding
By the end of the unit, students will have learned the following “big idea”:
From the 15th century to the 18th century, societies began to interact on a global scale due to technological innovation, expanding empires, and an increase in trade. With these increasing interactions came a series of conflicts and changes, as each society brought with them different cultures, beliefs, and ideologies.
Unit Problem
During this unit, students will explore and investigate the following problem:
How do civilizations change when they come in conflict with each other?
Key Concepts
During this unit, students will learn and understand the following concepts:
1. Renaissance: “A period of European history, lasting from about 1300 to 1600, during which renewed interest in classical culture led to far-reaching changes in art, learning, and views of the world.”
Students’ understanding of the Renaissance will frame their learning of the rest of the unit, examining how the ideals of the Renaissance sparked events like the Protestant Reformation and the Age of Exploration.
2. Reformation: “a 16th-Century movement for religious reform, leading to the founding of Christian churches that rejected the pope’s authority.”
Students will examine the Protestant Reformation, exploring how tensions and corruption within the Catholic Church led to the emergence of Protestant Christian sects like Lutheranism, Calvinism, and Anglicanism.
3. Humanism: “a Renaissance intellectual movement in which thinkers studied classical texts and focused on human potential and achievement.”
Students’ understanding of this concept will further their study of the ideals of the Renaissance, as well as the motivations to reform the Church during the Reformation and to expand their world during the Age of Exploration.
4. Columbian Exchange: “the global transfer of plants, animals, and diseases that occurred during the European colonization of the Americas.”
Students will identify this concept as a significant impact and result of the Age of Exploration. The Columbian Exchange transformed the world socially, economically, and biologically.
5. Mercantilism: “an economic policy under which nations sought to increase their wealth and power by obtaining large amounts of gold and silver and by selling more goods than they bought.”
Students will learn how this concept shaped the Age of Exploration, providing motivation for European countries to explore and colonize the world, in search of gold and silver, raw materials, and new markets.
6. Absolutism: “a system of government that is led by a monarch who has complete power, no checks and balances, and divine right.”
Students will examine this concept by looking at various examples of absolutism in post-Renaissance Europe, including Louis XIV of France, Peter the Great of Russia, Frederick the Great of Prussia, and Philip II of Spain. Students will then look at some exceptions to the trend of absolutism, including William and Mary of England.
7. Globalization: “the transformation of the world through increased hemispheric interactions through new networks of trade, cultural diffusion, and the spread of religions.”
This concept will frame students’ understanding of the entire unit, as they examine how the world began to change due to increased global interactions.
Key Facts and Terms
During this unit, students will learn about and understand the significance of the following facts and terms:
Machiavelli’s The Prince
The “Renaissance Man”
Italian Renaissance
Secularism
Christian Humanism
Martin Luther’s 95 Theses
Protestantism
Calvinism
Henry VIII and Anglicanism
Council of Trent
Christopher Columbus
The “New World”
Joint Stock Company
Inflation
Closed Country Policy
Missionaries
Ming Dynasty
Atlantic Slave Trade
Middle Passage
Westernization
English Bill of Rights
Glorious Revolution
Louis XIV
Important Skills
Through this unit, students will be able to:
1. analyze primary and secondary source documents
2. write an argumentative essay
3. research and present information on an Asian empire
4. work in small groups to create a newspaper of the major accomplishments of absolute monarchies
5. examine cause and effect relationships
Behavioral Objectives
By the end of this unit, students will be able to:
1. analyze the impact of increased oceanic travel, such as changes in global trade, migration, and exploration (HSCE 5.1.1).
2. describe the causes, motivations, and consequences of increased exploration (5.2.1).
3. identify the consequences of the Columbian Exchange on both American societies and European commerce (5.2.1).
4. analyze the social and economic significance and consequences of the trans-Atlantic Slave Trade (5.2.2).
5. explain the causes and consequences of the Protestant Reformation (5.1.2).
6. analyze the impact of Ottoman rule by explaining the major political, religious, economic, and cultural transformations in the Ottoman Empire (5.3.1).
7. identify reasons for the continuity of Chinese society and contrast it to the changes in Japanese society (5.3.2).
8. explain the economic significance of India and the role of foreign influence in the political, religious, cultural, and economic transformation of India during this time (5.3.3).
9. describe Russia’s unique relationship with Europe and Asia and how it influences Russia’s imperial expansion and attempts to westernize and modernize (5.3.4).
10. analyze the transformation of European economies, with the emergence of mercantilism, capitalism, and labor (5.3.5).
11. analyze how the Renaissance and the Reformation contributed to transformations in European societies (5.3.5).
12. Identify the ideals of the Renaissance and humanism, and explain how they led to the emergence of the Reformation and the Age of Exploration (5.3.5).
Stage II: Considering and Designing Assessments
Informal Assessments
Informal assessment will occur daily during this unit. Each day, class will begin with a bellwork activity, where students will answer a free-response question. These questions will be based off of the lesson’s thematic question and will prompt students to think critically about the material from the beginning of class. Each day’s question will build off of the previous day’s material, checking for understanding and introducing new concepts and ideas. Bellwork will be collected weekly so I can look for comprehension of the material, identify any misconceptions, and provide feedback.
The daily response questions are as follows:
1. What does it mean to be “global”? What kinds of things make us global today? Could the world in the 1500s possibly be considered “global”?
2. What makes some empires stronger than others?
3. How does the empire you researched compare and contrast to the empires we’ve previously studied?
4. Why isn’t Japan grouped together with the other Asian empires? What makes Japan different?
5. Should Medieval Europe be considered the “Dark Ages”? Why or why not?
6. What do we learn from art? What does art tell us about a society?
7. After reading The Courtier, what specific characteristics should a courtier possess? How do these characteristics correspond with the ideals of the Renaissance and humanism?
8. What are the values of humanism? How would these values prompt people to have concerns about the Catholic Church?
9. What specific changes to the Church did Martin Luther call for?
10. What possible rewards and risks might come from exploring the seas for new lands?
11. What were the motivations for China and Japan to reject European outreach?
12. What would be the positive and negative impacts of exploration and global exchange?
13. How is the movement of goods, people, and ideas in this unit different from the previous unit?
14. View the portrait of the king of France, Louis XIV. Describe what you see in the portrait. What message does the portrait convey? What predictions can you make about Louis XIV and his style of ruling?
15. What might people gain from having a ruler whose power is absolute? What are the drawbacks of having an absolute ruler?
16. How does the leader of the country you are researching fit the definition of an absolute monarch?
17. What factors might weaken the power of an absolute monarch?
18. What is different about England? Why isn’t England considered an absolute monarch?
Similarly, informal assessment will take place during class discussions. Whether it is through large class discussions or small group discussions, I will monitor students’ responses and check for understanding. To ensure that all students are participating in discussions and providing their own thoughts and opinions, I will call on students who tend to shy away from volunteering during class discussions; this will give more students the opportunity to share their ideas, as well as provide the class with a wider range of ideas to enhance their learning.
Formal Assessment
This unit will also incorporate formal assessments, which will be more of an official check on student understanding. Formal assessments will include the following:
a. Two quizzes throughout the unit
b. A unit multiple choice test at the end of the unit
c. A document-based question (DBQ) essay
d. An authentic assessment in the form of a newspaper research project
Authentic Assessment
Objectives:
1. This assessment asks students to research an absolute monarchy. Through this research, students will be able to determine the three critical attributes of the concept absolutism (complete power, no checks and balances, and divine right).
2. This assessment asks students to create a newspaper. By writing each of the articles, students will be able to describe the political, social, military, and cultural impacts of their absolute monarchy. Students will also determine the legacy of their absolute monarchy, examining their country’s role in shaping Europe and the world.
3. The final stage of this assessment will be for students to present their newspapers. By presenting, students will be able to explain the key elements of their absolute monarchy, picking out the important details.
4.During the presentations, students will be expected to take notes on the other absolute monarchies. By taking notes, students will be able to describe the key elements of each of the other absolute monarchies, and recognize how their own absolute monarchy compares and contrasts to the others.
Unit Overview
This unit, entitled “Emergence of the First Global Age”, will examine the changes different civilizations face when coming in contact with each other. During this unit, with topics such as the Renaissance, the Columbian Exchange, mercantilism, and the Protestant Reformation, students will explore the benefits and conflicts that come with globalization and the first global age. For example, students will evaluate whether the Columbian Exchange can be considered a positive event because of the exchange of foods and goods, when so much of the native population was killed due to disease brought by the Europeans. Students will be exploring these types of topics through lectures, video clips, class discussions, reading primary sources, and forming their own interpretations of history.
This unit directly follows a unit based on regional and interregional interactions; thus, students will already have a firm understanding about the impact of different societies and civilizations interacting with one another. Students will already have an understanding of cause-and-effect relationships and knowledge about different civilizations around the world. This next unit will take their understanding to the next level, as students look at history from a global perspective rather than from a smaller, regional scale.
Unit Rationale
This unit focuses on global interactions between different societies, as well as the changes and conflicts that emerge as a result. Students will explore the consequences of global interactions and will recognize how these interactions have shaped our history and our world today. Students will examine questions like, how do religious conflicts like the Crusades and the Spanish Reconquista from hundreds of years ago relate to the tensions and disputes between the Middle East and the Western world today? Or, how did ideas sparked by the Renaissance lead to the development of democratic governments and religious freedom? Although students tend to view history as something that happened in the past, this unit will prompt students to see the larger implications of history and to recognize trends that still continue today. Essentially, by understanding how the global age first emerged, students will have a better understanding of current events and how various societies in today’s world interact and influence one another.
Considering the Learners
Until this point in the students’ study of history, student learning has been primarily focused on regional societies; for example, in middle school, students looked at each of the ancient civilizations, and in eighth and ninth grades, students took a two-part class that focused entirely on American history. This unit will push students’ understanding to the next level and will prompt them to look at history from a global perspective, recognizing how various societies change and influence one another.
Students will have some prior knowledge of the material covered in this unit; however, this prior knowledge may get in the way of student learning. For example, there are many misconceptions surrounding the topic of Christopher Columbus and his “discovery” of the New World; from a very young age, students are presented a gilded version of this topic and are not aware of the controversies surrounding the Columbian Exchange. Similarly, many of the students in this community come from Christian religions and know about the views of Protestant leaders like Martin Luther and John Calvin; it is important for students to put aside their own religious beliefs and to study events like the Reformation objectively. This will prove to be a challenge to the students’ learning of this material, as they will need to shed any misconceptions they have and uncover new facts and interpretations.
Typically, students in my World Studies class complain that the subject of history is “boring” or “doesn’t matter”. To them, history is a long list of events and dates for them to memorize. To make history more engaging to students and to connect the material to students’ lives, I believe that it is important to structure the unit with a series of questions for students to examine and explore. To do this, I will be framing each lesson with a question, which the students will respond to during their Bellwork Activity. By prompting them to answer these questions, students will be exploring historical material, examining evidence, and forming their own interpretations and opinions. Then, history becomes more than just dates and events; it becomes problems for the students to solve, stories for the students to uncover, and circumstances for the students to interpret and relate to.
Considering the Content
Enduring Understanding
By the end of the unit, students will have learned the following “big idea”:
From the 15th century to the 18th century, societies began to interact on a global scale due to technological innovation, expanding empires, and an increase in trade. With these increasing interactions came a series of conflicts and changes, as each society brought with them different cultures, beliefs, and ideologies.
Unit Problem
During this unit, students will explore and investigate the following problem:
How do civilizations change when they come in conflict with each other?
Key Concepts
During this unit, students will learn and understand the following concepts:
1. Renaissance: “A period of European history, lasting from about 1300 to 1600, during which renewed interest in classical culture led to far-reaching changes in art, learning, and views of the world.”
Students’ understanding of the Renaissance will frame their learning of the rest of the unit, examining how the ideals of the Renaissance sparked events like the Protestant Reformation and the Age of Exploration.
2. Reformation: “a 16th-Century movement for religious reform, leading to the founding of Christian churches that rejected the pope’s authority.”
Students will examine the Protestant Reformation, exploring how tensions and corruption within the Catholic Church led to the emergence of Protestant Christian sects like Lutheranism, Calvinism, and Anglicanism.
3. Humanism: “a Renaissance intellectual movement in which thinkers studied classical texts and focused on human potential and achievement.”
Students’ understanding of this concept will further their study of the ideals of the Renaissance, as well as the motivations to reform the Church during the Reformation and to expand their world during the Age of Exploration.
4. Columbian Exchange: “the global transfer of plants, animals, and diseases that occurred during the European colonization of the Americas.”
Students will identify this concept as a significant impact and result of the Age of Exploration. The Columbian Exchange transformed the world socially, economically, and biologically.
5. Mercantilism: “an economic policy under which nations sought to increase their wealth and power by obtaining large amounts of gold and silver and by selling more goods than they bought.”
Students will learn how this concept shaped the Age of Exploration, providing motivation for European countries to explore and colonize the world, in search of gold and silver, raw materials, and new markets.
6. Absolutism: “a system of government that is led by a monarch who has complete power, no checks and balances, and divine right.”
Students will examine this concept by looking at various examples of absolutism in post-Renaissance Europe, including Louis XIV of France, Peter the Great of Russia, Frederick the Great of Prussia, and Philip II of Spain. Students will then look at some exceptions to the trend of absolutism, including William and Mary of England.
7. Globalization: “the transformation of the world through increased hemispheric interactions through new networks of trade, cultural diffusion, and the spread of religions.”
This concept will frame students’ understanding of the entire unit, as they examine how the world began to change due to increased global interactions.
Key Facts and Terms
During this unit, students will learn about and understand the significance of the following facts and terms:
Machiavelli’s The Prince
The “Renaissance Man”
Italian Renaissance
Secularism
Christian Humanism
Martin Luther’s 95 Theses
Protestantism
Calvinism
Henry VIII and Anglicanism
Council of Trent
Christopher Columbus
The “New World”
Joint Stock Company
Inflation
Closed Country Policy
Missionaries
Ming Dynasty
Atlantic Slave Trade
Middle Passage
Westernization
English Bill of Rights
Glorious Revolution
Louis XIV
Important Skills
Through this unit, students will be able to:
1. analyze primary and secondary source documents
2. write an argumentative essay
3. research and present information on an Asian empire
4. work in small groups to create a newspaper of the major accomplishments of absolute monarchies
5. examine cause and effect relationships
Behavioral Objectives
By the end of this unit, students will be able to:
1. analyze the impact of increased oceanic travel, such as changes in global trade, migration, and exploration (HSCE 5.1.1).
2. describe the causes, motivations, and consequences of increased exploration (5.2.1).
3. identify the consequences of the Columbian Exchange on both American societies and European commerce (5.2.1).
4. analyze the social and economic significance and consequences of the trans-Atlantic Slave Trade (5.2.2).
5. explain the causes and consequences of the Protestant Reformation (5.1.2).
6. analyze the impact of Ottoman rule by explaining the major political, religious, economic, and cultural transformations in the Ottoman Empire (5.3.1).
7. identify reasons for the continuity of Chinese society and contrast it to the changes in Japanese society (5.3.2).
8. explain the economic significance of India and the role of foreign influence in the political, religious, cultural, and economic transformation of India during this time (5.3.3).
9. describe Russia’s unique relationship with Europe and Asia and how it influences Russia’s imperial expansion and attempts to westernize and modernize (5.3.4).
10. analyze the transformation of European economies, with the emergence of mercantilism, capitalism, and labor (5.3.5).
11. analyze how the Renaissance and the Reformation contributed to transformations in European societies (5.3.5).
12. Identify the ideals of the Renaissance and humanism, and explain how they led to the emergence of the Reformation and the Age of Exploration (5.3.5).
Stage II: Considering and Designing Assessments
Informal Assessments
Informal assessment will occur daily during this unit. Each day, class will begin with a bellwork activity, where students will answer a free-response question. These questions will be based off of the lesson’s thematic question and will prompt students to think critically about the material from the beginning of class. Each day’s question will build off of the previous day’s material, checking for understanding and introducing new concepts and ideas. Bellwork will be collected weekly so I can look for comprehension of the material, identify any misconceptions, and provide feedback.
The daily response questions are as follows:
1. What does it mean to be “global”? What kinds of things make us global today? Could the world in the 1500s possibly be considered “global”?
2. What makes some empires stronger than others?
3. How does the empire you researched compare and contrast to the empires we’ve previously studied?
4. Why isn’t Japan grouped together with the other Asian empires? What makes Japan different?
5. Should Medieval Europe be considered the “Dark Ages”? Why or why not?
6. What do we learn from art? What does art tell us about a society?
7. After reading The Courtier, what specific characteristics should a courtier possess? How do these characteristics correspond with the ideals of the Renaissance and humanism?
8. What are the values of humanism? How would these values prompt people to have concerns about the Catholic Church?
9. What specific changes to the Church did Martin Luther call for?
10. What possible rewards and risks might come from exploring the seas for new lands?
11. What were the motivations for China and Japan to reject European outreach?
12. What would be the positive and negative impacts of exploration and global exchange?
13. How is the movement of goods, people, and ideas in this unit different from the previous unit?
14. View the portrait of the king of France, Louis XIV. Describe what you see in the portrait. What message does the portrait convey? What predictions can you make about Louis XIV and his style of ruling?
15. What might people gain from having a ruler whose power is absolute? What are the drawbacks of having an absolute ruler?
16. How does the leader of the country you are researching fit the definition of an absolute monarch?
17. What factors might weaken the power of an absolute monarch?
18. What is different about England? Why isn’t England considered an absolute monarch?
Similarly, informal assessment will take place during class discussions. Whether it is through large class discussions or small group discussions, I will monitor students’ responses and check for understanding. To ensure that all students are participating in discussions and providing their own thoughts and opinions, I will call on students who tend to shy away from volunteering during class discussions; this will give more students the opportunity to share their ideas, as well as provide the class with a wider range of ideas to enhance their learning.
Formal Assessment
This unit will also incorporate formal assessments, which will be more of an official check on student understanding. Formal assessments will include the following:
a. Two quizzes throughout the unit
b. A unit multiple choice test at the end of the unit
c. A document-based question (DBQ) essay
d. An authentic assessment in the form of a newspaper research project
Authentic Assessment
Objectives:
1. This assessment asks students to research an absolute monarchy. Through this research, students will be able to determine the three critical attributes of the concept absolutism (complete power, no checks and balances, and divine right).
2. This assessment asks students to create a newspaper. By writing each of the articles, students will be able to describe the political, social, military, and cultural impacts of their absolute monarchy. Students will also determine the legacy of their absolute monarchy, examining their country’s role in shaping Europe and the world.
3. The final stage of this assessment will be for students to present their newspapers. By presenting, students will be able to explain the key elements of their absolute monarchy, picking out the important details.
4.During the presentations, students will be expected to take notes on the other absolute monarchies. By taking notes, students will be able to describe the key elements of each of the other absolute monarchies, and recognize how their own absolute monarchy compares and contrasts to the others.
To see my reflection of the unit, click here.
To see examples of student work from this unit, click here.
To see examples of student work from this unit, click here.
Work Cited
Beck, R. B. (2007). World Studies: Patterns of Interaction. Holt McDougal.
Columbian Exchange DBQ Essay. (n.d.). Retrieved November 10, 2010, from ASIJ Academics: www.asij.ac.jp/highschool/academic/ss
Jakubowski, C. (2002). The Columbian Exchange and Reaction DBQ Essay . Retrieved November 10, 2010, from Center for the Teaching of American History: http://ctah.binghamton.edu/
Martin Luther's 95 Theses. (2008). Retrieved November 15, 2010, from Classzone: classzone.com
Mona Lisa. (n.d.). Retrieved October 27, 2010, from The Artchive: http://www.artchive.com/artchive/L/leonardo/monalisa_text.jpg.html
Nicolo Machiavelli (1469-1527): The Prince. (1998). Retrieved October 20, 2010, from Medieval Sourcebook: fordham.edu
School of Athens. (n.d.). Retrieved October 27, 2010, from The Artchive: http://www.artchive.com/artchive/R/raphael/school_athens.jpg.html
The Last Supper. (n.d.). Retrieved October 27, 2010, from Artchive: http://www.artchive.com/artchive/L/leonardo/lastsupp.jpg.html
The Protestant Reformation Video. (1997). Retrieved November 9, 2010, from United Streaming: unitedstreaming.com
The Virginia Company-Pocahontas. (2008, May 8). Retrieved November 20, 2010, from YouTube: youtube.com
Unit 3: Emergence of the First Global Age. (2010). Retrieved October 2010, from World History for Us All: worldhistoryforusall.com
Wnukowski, R. (2009). Absolutism- A Concept Formation Lesson. Retrieved November 25, 2010, from Robert Wnukowski's Lessons: robertwnukowski.wmwikis.net
World Map. (2010). Retrieved November 22, 2010, from Maps of World: mapsofworld.com
Beck, R. B. (2007). World Studies: Patterns of Interaction. Holt McDougal.
Columbian Exchange DBQ Essay. (n.d.). Retrieved November 10, 2010, from ASIJ Academics: www.asij.ac.jp/highschool/academic/ss
Jakubowski, C. (2002). The Columbian Exchange and Reaction DBQ Essay . Retrieved November 10, 2010, from Center for the Teaching of American History: http://ctah.binghamton.edu/
Martin Luther's 95 Theses. (2008). Retrieved November 15, 2010, from Classzone: classzone.com
Mona Lisa. (n.d.). Retrieved October 27, 2010, from The Artchive: http://www.artchive.com/artchive/L/leonardo/monalisa_text.jpg.html
Nicolo Machiavelli (1469-1527): The Prince. (1998). Retrieved October 20, 2010, from Medieval Sourcebook: fordham.edu
School of Athens. (n.d.). Retrieved October 27, 2010, from The Artchive: http://www.artchive.com/artchive/R/raphael/school_athens.jpg.html
The Last Supper. (n.d.). Retrieved October 27, 2010, from Artchive: http://www.artchive.com/artchive/L/leonardo/lastsupp.jpg.html
The Protestant Reformation Video. (1997). Retrieved November 9, 2010, from United Streaming: unitedstreaming.com
The Virginia Company-Pocahontas. (2008, May 8). Retrieved November 20, 2010, from YouTube: youtube.com
Unit 3: Emergence of the First Global Age. (2010). Retrieved October 2010, from World History for Us All: worldhistoryforusall.com
Wnukowski, R. (2009). Absolutism- A Concept Formation Lesson. Retrieved November 25, 2010, from Robert Wnukowski's Lessons: robertwnukowski.wmwikis.net
World Map. (2010). Retrieved November 22, 2010, from Maps of World: mapsofworld.com