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Test Review Sheet – The Global Economy                                                                         Rosenbaum 

 To do well on tomorrow’s test, make sure you know the following…….

1)      What interdependence means and how it led to a global economy

2)      When referring to a global economy, what did Egypt, China, the Incas and other ancient civilizations lack  

3)      Why relying solely on local ‘goods and services’ can cause problems over time 

4)      Why 1492 seems to be an appropriate year for the start of the global economy 

5)      What the Age of Discovery refers to and why it’s called that 

6)      Which European nation began to actively explore the worlds oceans and what they were searching for 

7)      What a ‘middle-man’ does and why it was (and is) important to ‘cut out the middle-man’ 

8)      Which Italian ‘city-states’ ruled Mediterranean trade and what religious event helped to solidify control 

9)      Which Portuguese royal is credited with jump-starting his nations search for an alternate route to Asia 

10)   Which direction the ‘Navigators’ captains went and the perils that these expeditions faced on the sea 

11)   What important trade developed around the growth of the Portuguese Empire  

12)   Why Christianity was important to these early explorers  

13)   Which Portuguese explorer first rounded the Cape and who made it to India and back 

14)   What impact the Moors had on the development of Spain 

15)   What politics and marriage had to do w/ Spain beginning global exploration after Portugal

16) Know about the Treaty of Tordesillas, including: 

17)  What are the three (3) main reasons why Columbus sailed for Spain 

1.   

2.

3.

18) Why the creation of the Spanish Empire in the New World led to today’s ‘global economy’  

19) What commodity the Spanish exported from the Americas that made other European nations jealous 

20) What resulted from this rivalry of European nations

Unit Research on The Creation of the Global Economy                                         Rosenbaum                1 A 

Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

 1) Your job is to introduce the term ‘Global Economy’ to the class. Engage the class in discussion by asking them to come up with three (3) different synonyms to describe what the term ‘Global Economy’ means. Explain to the class how each word / term you come up with would be an appropriate synonym.

 2) Based on the synonyms / explanations you present, ask individual students how they think a ‘global economy’ is beneficial to people around the world. You may find students believe that the global economy is not beneficial. Explore all answers. After some discussion, explain and summarize your views.

 3) While the term Interdependence may have come up as a synonym, be sure you define it for the class and use at least three (3) specific examples of interdependence and relate it to how our global economy works today.

Unit Research on The Creation of the Global Economy                                         Rosenbaum                1 B

Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) We are studying about how our Global Economy came about. Ask the class if anyone knows what the term self-reliance means. Regardless of the answers, generate discussion based on the term and how it relates to economics. Show a definition related to economics and tie everything into economic growth and development.

2) Provide three (3) good historical examples of economies that were ‘self-reliant’ as opposed to interdependent. (Hint....you all took Global History w/ Derbs or Poland.....so go ancient). After covering your examples, ask individual students if they can think of any examples.

3) Provide three (3) good historical examples of economies that showed signs of Interdependence and could be considered as early examples of the ‘global economy’. (Hint....go ‘near’ ancient). After covering your examples, ask individual students if they can think of any examples.

4) Now that you have figured some things out, and shown that some ancient / near ancient civilizations were not interdependent, ask individual students to choose a significant year in history that they believe marks the birth of the global economy. (Hint...it wasn’t last year, nor was it 5000 years ago)

Unit Research on The Creation of the Global Economy                                         Rosenbaum                2 A

Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) Research / report on the series of Holy Wars called the ‘Crusades’. Begin by asking individual students if they know what the Crusades were before explaining the answer to the class. Focus on the economic effect the Crusades had for both Europeans (primarily Italians) and Muslims, not the military battles and occupation of the Holy Land. 

2) Provide the class with at least three (3) economic outcomes of this long event, especially in relation to Europe emerging from the ‘Dark Ages’....(Hint....This requires some serious thinking!!!)

3) At some point in your presentation, focus on the Italian city states of Genoa and Venice. Before providing any answers to the class, ask individual students if they know why these two city states were important during the Crusades and why they were crucial to the development of trade to Europe from Asia. (Use some maps to help explain your findings)

4) From 1100-1400, Genoa and Venice developed into powerful commercial empires. Before providing any answers to the class, ask individual students if they know how Genoa and Venice became the ‘middle-man’ for Mediterranean trade. After discussion, provide a definition to the class and provide three (3) examples of a how a ‘middle-man’ operates today.

Unit Research on The Creation of the Global Economy                                         Rosenbaum                2 B

 Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) First, engage in discussion by asking individual students if they know what the term ‘Age of Discovery’ means. Regardless of the answers, provide a definition for the class after discussion. Provide examples of significant events / players during this time period. (Link some maps to help explain your findings)

2) Since this is an economics class, ask individual students if they know what ‘profit motive’ means. After discussion provide a definition for the class. Focus on how the lure of profits provided motivation for many nations / royals / explorers during the ‘Age of Discovery’.

3) Portuguese exploration was crucial to the start of the modern ‘Age of Discovery’. Engage in discussion by asking individual students if they know why Portugal was so important. (Hint....As a realtor would say, it has a lot to do with location....location....location). After discussion provide answers for the class.

4) In those days, royal support was extremely important to exploration. Focus on who the ‘Navigator’ was, what the Portuguese were searching for, and what it means in business when you ‘cut out the middle-man’....  

Unit Research on The Creation of the Global Economy                                         Rosenbaum                3 A

Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.  

1) The Portuguese were the first modern Europeans to actively explore the oceans, but they faced many hardships. Engage in discussion by asking individual students if they can come up with at least five (5) of the many difficulties / hardships that early explorers (sailors / captains) faced in reaching their destination by sea. Be sure to include superstitions many explorers believed in.

2) It would take the Portuguese nearly a century to reach Asia, their primary destination. Ask individual students if they know who Dias and de Gama were and try to have them come up with at least three (3) reasons why it took them so long to reach their destination. After discussion provide answers for the class.

3) During exploration, the Portuguese tried to convert those they encountered to Christianity. However, the Portuguese also started something that is the antithesis of what religion / morality stands for. Ask individual students if they know what the Portuguese are responsible for starting and be sure to show examples of the trade that lasted for 400 years and adversely affected millions! This should be as shocking as it is enlightening...

Unit Research on The Creation of the Global Economy                                         Rosenbaum                3 B

 Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.  

1) For many reasons, the Spanish were late to the exploration game. Begin by asking individual students if they know who the Moors were and why they were important to Spanish, European and world history. Use some maps to help explain your findings. After discussion provide answers for the class.

2) Follow this up by asking individual students if they know who Ferdinand & Isabella were, what kingdoms they united by the expulsion of the Moors and their marriage, and why all of this was so significant to global exploration? After discussion provide answers for the class.

3) By now the class should be fully aware of how Ferdinand & Isabella would change history. Engage the class in discussion by asking individual students if they know who Cristoforo Colombo was, where he was born, and what idea he had regarding sailing that made him unique. After discussion provide answers for the class.

4) To finish your lecture, engage the class in the following: What was Colombo looking for when he sailed west, why did he decide on that direction, and why did he approach both Portugal and Spain instead of sailing for his native land? Then, to finish off this discussion, ask the class whether or not was correct in the assumptions he made prior to sailing. (Hint...There is a yes / no to this question)

Unit Research on The Creation of the Global Economy                                         Rosenbaum                4 A

Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) In the early days of trans-Atlantic exploration, the Spanish and Portuguese competed for territory, wealth and prestige...not necessarily in that order. Engage the class in discussion by asking individual students if they know what 1493 agreement between these rivals ‘divided’ the spoils of the New World. After discussion, be able to explain to the class what the Treaty of Tordesillas was, who acted as the negotiator and why, how it affected the East and West, and what nation came out the winner and why.

2) The success of Cristoforo Colombo set about a wave of competition for New World riches. Engage the class in discussion by asking individual students if they are aware of the Columbian Exchange and what the import / export of ideas, crops, diseases, empires,  etc.. did for the New World, and the world at large. (Use some maps to help explain your findings)

3) To finish your lecture, engage the class in the following: What did Colombo create that would last for nearly 400 years, make Spanish an international language, and allowed Spain to export valuable metals items in abundance. You know when ‘it’ started...be sure to ask individual students about when / how ‘it’ ended.

Unit Research on The Creation of the Global Economy                                         Rosenbaum                4 B

Research for this unit will be completed in small groups over the next 4 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.  

1) The Spanish came to dominate early exploration and the conquest of the New World. However, Spanish success was not guaranteed. Engage the class in discussion about whether Cristoforo Colombo was the most influential explorer of his time or if there was another explorer from his native land (or elsewhere) that has more name recognition? (If this is tricky, think of what we Pledge Allegiance to everyday....)

2) Research / report in the importance of a man named Martin Waldseemüller? Begin by asking individual students if they know who this man was, why he was historically important, and how his ‘profession’ was a growth industry for the time.

3) Spain’s European competitors did sit idly by. Engage the class in discussion about what other European nations did in response to Spanish success in the New World, how they went about accomplishing this goal, and which of them was, in the end, the most successful.

4) To finish your lecture, engage the class in the following: Of the European nations that competed w/ Spain, the most successful is remembered by a short phrase that uses a celestial ‘object’ as its subject (Hint....think of a type of cancer this ’object’ causes)  Ask individual students if they know the phrase and what it means.