Maxine Runting S00126657 EDSS471: Unit Planner

Area of Study Unit Planner: Global Empires Unit 1: AOS2 Disruptive Ideas
Rationale:
The basis for this unit planner has been determined through a combination of the most beneficial pedagogies when paired
with the Study Design and outcome for the Area of Study. The outcome for the Area of Study indicates,on completion of this
unit the student should be able to explain how new ideas and discoveries challenged old certainties and strengthened
European empires. In order to ensure all students reach this outcome, a variety of pedagogies have been implemented
throughout the planner. Seixas' historical thinking (2013) has been applied throughout the Area of Study. Intended not only as
a basis for shaping lessons, Seixas' six historical thinking concepts are intended to become a part of the student psyche, in
order to ensure students become historical thinkers not only in the history classroom but outside of it if student's can apply
cause and consequence or historical perspectives in other subjects and even every day life, their understanding in the
classroom deepens. Additionally, VanSledright's source analysis (2004) is applied throughout the planner, with some aspects
of the source analysis applied in tasks on their own, in an effort to ensure students understand each aspect of the analysis
process. VanSledright's process has been applied as it is a logical process for school students, with only four main steps that
students can grasp when practiced correctly. The range of assessments and classroom activities throughout the planner have
been implemented for both their ability to differentiate for a variety of learners, whilst also correlating with the Study Design.
Differentiation (Tomlinson, 2013) can be identified through the ways in which some activities can be altered for weaker
students, such as the mapping task in Week 3 and the timeline task in Week 10, which creates a visual or hands-on way to
meet the key knowledge of the Area of Study. This planner intends to provide for all students in a way that is engaging and
interesting, as well as relevant in meeting the criteria of the Study Design.

Page 1 of 39

Maxine Runting S00126657 EDSS471: Unit Planner

Area of Study: Two

Outcome: Two
Length: 10 weeks (equivalent to 40 x 50 minute lessons)
Week Key
Key Skills
Content (Identify
Knowledge
key concepts)
1
15th
centu
ry

Context
introduction:
European
society in the
15th Century
The
significance of
discoveries
made during
the Scientific
Revolution: an
introduction
Changes to
society and
politics
following
Johannes
Gutenberg's
invention of a
printing press
with metal
moveable type
(c. 1450): an
introduction

Page 2 of 39

Applying the key

concepts to the
content being
introduced,
particularly
empathy in order
to understand
the context
Begin to identify
parts of history
that have
continued and
what was
changed
Using primary
and secondary
sources as
evidence for
analysis

Concepts:
Continuity
and change
Significance
Empathy
Contextualisa
tion
Topics:
Intro to the context
of life in the 15th
century
Setting the
scene for
what the
world was like

Pedagogies
(Identify higher
order thinking
skills)
Content/lecture:
Asking the overall
question: how were
these significant?
Introduction to
Scientific
Revolution
Hook:
Have students
draw/write/role play
their interpretation
of the period in
order to hook a
variety of students
at beginning of AOS

Concepts and
content mapping
Introduction to the
activity:
Scientific
Establishing the key
Revolution
concepts for the
Context: what
AOS based on
was society
Seixas' historical
prior to this
thinking, intending
revolution
for students to
What was it,
identify/define
why is it
concepts (e.g.
called the
continuity and

Resources

Assessment

Teacher
resources:
Textbooks:
Wiesner-Hanks,
Merry E. Early
Modern Europe
1450-1789.
New York:
Cambridge
University
Press, 2013.

Diagnostic:
Draw/write/role
play
interpretation
activity to gain
insight into
student prior
knowledge, prior
understanding

Jacob, M. C.
(2010). The
Scientific
Revolution: A
Brief History
with
Documents.
Boston, MA:
Bedford/St
Martins.
Student
Resources:
Extracts of:
Eisenstein, E
2012, The

Formative
(informal):
Exit Card:
Students provide
three new pieces
of information
something about
European
society,
Scientific
Revolution
introduction and
introduction to
the printing
press at the
end of the week
to identify

Maxine Runting S00126657 EDSS471: Unit Planner

Scientific
Revolution
How may this
revolution
have
stimulated
change
General
understandin
g and
introduction
to
innovations
within it

change). Students
to make link
between concept
definition and
content.
Example:
how
innovations of
the Scientific
Revolution
changed
society or
maintained
traditions
Primary source
analysis:
Applying
identification,
attribution,
perspective
and reliability
as steps for
source
analysis
toward an
image
depicting the
use of a
telescope

Questions used
Page 3 of 39

Printing
Revolution in
Early Modern
Europe,
Cambridge
University
Press,
Cambridge.
Febvre, L &
Martin, HJ
2010, The
Coming of the
Book: The
Impact of
Printing, 1450
1800, Verso,
London.
Website:
A Science
Revolution
Weebly:
http://aliscienti
ficrevolution.w
eebly.com/

whether
students have
grasped content.

Maxine Runting S00126657 EDSS471: Unit Planner

2
15th
centu
ry

How emerging
empires used
new
technologies in
their voyages
of exploration
in the fifteenth
to seventeenth
centuries, such
as the caravel
ship (c. 1450),
mariners
astrolabe
(1480s),
loxodrome
(1537) and
Mercator map
projection
(1569)
Introduction of
the ideas
behind the
Scientific
Revolution and
its impact on

Page 4 of 39

Consider the
historical
significance of
the Scientific
Revolution
Create
arguments and
ideas about the
impact of new
inventions and
the printing
press to primary
sources and
historical
interpretations

Concepts:
Continuity
and change
Significance
Perspectives
Exploration
Topics:
Scientific
Revolution:
Introduction
Comparison
to and impact
on religious
attitudes
New technologies:
Caravel ship
Mariner's
astrolabe
How did
these
inventions
impact on
exploration?
The invention of the

include:
How does this
image depict the
significance of the
Scientific
Revolution?
How does continuity
and change relate
to this depiction?
How can we test the
reliability of this
depiction?
Content/lecture:
Asking the overall
question: how were
these significant?
The Scientific
Revolution vs
religion
Invention of
the Printing
Press
See-thinkwonder:
Prior to introducing
the caravel ship and
mariner's astrolabe
to students, provide
them with an image
of one of two
inventions and have
them complete a
small see-thinkwonder worksheet
to be submitted at
the end of class.

Teacher
Resources:
Textbooks:
Wiesner-Hanks,
Early Modern
Europe 14501789.
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.
Student
Resources:
Textbooks:
Eisenstein, E.
The Printing
Revolution in
Early Modern
Europe.
Jacob, M. C.

Formative:
Hand in seethink-wonder
worksheet,
providing
teacher with
resource for
diagnostic
assessment to
identify both
student
comprehension
of content and
concepts

Maxine Runting S00126657 EDSS471: Unit Planner

religious
attitudes
Changes to
society and
politics
following
Johannes
Gutenbergs
invention of a
printing press
with metal
moveable type
(c.1450)

Page 5 of 39

printing press
Who invented
it, how did it
impact on
society, what
would the
world be like
without it
How
significant is
this invention
to modern
society?
Who did the
printing press
benefit/disad
vantage?
Skill-based lesson:
Using primary
and
secondary
source, along
with
perspectives
to form an
historical
argument

Question prompts
include:
What do you
think this is
What was it's
impact on
society
Why was it
invented
Do you think it
changed the
way society
functioned
Mini-research
activity:
Class is to be split in
half and students
are to research
either the caravel
ship or the
mariner's astrolabe,
and create a small
presentation on
their findings. It is
intended students
provide one primary
source and two
secondary sources.
Students must
identify:
Why it was
significant to
this period
How it
supported the

The Scientific
Revolution: A
Brief History
with
Documents.
Pages 6 9.

Maxine Runting S00126657 EDSS471: Unit Planner

3
15th
Centu
ry

How emerging
empires used
new
technologies in
their voyages
of exploration
in the fifteenth
to seventeenth
centuries, such
as the caravel
ship (c. 1450),
mariners
astrolabe
(1480s),
loxodrome

Page 6 of 39

Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

Concepts:
Continuity
and change
Perspectives
Significance
Empathy

Topics:
Inventions:
Analyse the
Loxodrome and
perspectives of
map projection:
people from the
What were
period about new
they, how did
ideas and
they impact
inventions

Age of
Exploration
What different
perspectives
may apply to
these
inventions i.e.
how an
ordinary
civilian may
feel about
them, the
church,
scientists, the
navy

Content/lecture:
The
loxodrome
and Mercator
map
projection
Copernicus
and
heliocentrism

Teacher
resources:
Textbooks:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.

Read-thinkwonder:
Primary source
analysis from
Jacob's text

Website:
For mapping
exercise:
Education

Formative:
Small formal
assessment of
student's ability
to analyse a
source giving a
perspective from
the time period
(Copernicus'
letter), and
identifying
student ability to
understand the
significance and
impact of the

Maxine Runting S00126657 EDSS471: Unit Planner

(1537) and
Mercator map
projection
(1569)

The
significance of
discoveries
made during
the Scientific
Revolution,
such as
heliocentrism
as elaborated
by Copernicus
(1543)

Challenges to

Page 7 of 39

on the
Scientific
Revolution
What was the
significance
of these
inventions
How did
these
inventions
impact on
exploration

Copernicus:
What is
heliocentrism
, what was
it's
significance
The impact of
his
discoveries,
how did they
contribute to
the Scientific
Revolution

Analysis of cause

Concepts:

regarding
Copernicus' letter to
Pope Paul II,
describing his
discoveries and
filling out R-T-W
chart
Mapping task:
Students work in
groups to complete
this hands-on
activity (website in
resources) to gain
insight into the
difficulty that people
had in creating
maps in the period.

World. (2010).
Map Projection:
The Grapefruit
Activity.
Retrieved from:
http://www.edu
cationworld.co
m/a_lesson/dail
ylp/dailylp/daily
lp009.shtml

discovery. This
formative is to
assess
conceptual
understanding.

Student
resources:
Extract from:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.
Page 48-50,
letter to Pope
Paul III
Video:
YouTube: BBC
News about
the Mercator
projection and
Google Maps
https://www.yo
utube.com/wat
ch?
v=W41aZKInoK
0

Content/lecture:

Teacher

Diagnostic:

Maxine Runting S00126657 EDSS471: Unit Planner

16th
Centu
ry

the Catholic
Church posed
by the
Scientific
Revolution and
Protestant
Reformation
and how the
Church
responded to
these
challenges

Page 8 of 39

and
consequence to
aspect of the
Reformation and
the Catholic
Church
Analyse causes
and
consequences of
challenges to the
Catholic Church

Cause and
consequence
Significance
Perspectives
Empathy

Topics:
Religion in the
15th-16th centuries:
Introduction
and context
to the church
and it's power
in this period
Scientific
Revolution vs
Religion:
How did the
Scientific
Revolution
effect the
Church
How did it
impact on
everyday
people's lives
Martin Luther and
the printing press:
Making links
between
Luther's
significance
in history, his
objectives,
his
achievements

Religion in the
period
Impact of
Scientific
Revolution on
religion
Martin Luther

Comparative
cause and
consequence
task:
Choice of: the
Church before and
after the
Reformation;
Catholicism vs
Protestantism;
Martin Luther vs the
Pope
Key questions:
What CAUSES
the change
that you can
identify?
What
CONSEQUENC
ES do these
changes
create?
How does this
impact on the
future? What
is the
SIGNIFICANCE

resources:
Textbooks:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.
Febvre, L &
Martin, HJ, The
Coming of the
Book: The
Impact of
Printing, 1450
1800.
Eisenstein, E.
The Printing
Revolution in
Early Modern
Europe,
Part II, Chapter
6: Western
Christendom
Interrupted:
resetting the
stage for
Reformation
Videos:
YouTube:
Luther and the
Protestant
Reformation:
Crash Course
World History
#218

Specifically
testing the skill
of corroboration
when analysing
sources
student
scaffolded work
taken up at end
of class to
identify student
strengths/weakn
esses in regards
to corroboration.
This activity
prepares
students for final
summative
source analysis.
Formal
formative:
Comparative
cause and
consequences
task, intending
to identify
student ability to
make
connections
between the two
aspects of this
concept (cause
and
consequence)
through the
content from this

Maxine Runting S00126657 EDSS471: Unit Planner

How did the

printing press
impact on
Luther's
success

Skill-based lesson:
Comparison
between
primary and
secondary
sources
Analysis of
reliability of
secondary
source using
primary
source

Page 9 of 39

?
How did
different
people view
these events?

Primary sources
corroboration and
analysis:
Case study: Martin
Luther
Analysis of
two sources
(primary and
secondary)
regarding
Martin Luther
Implementation of
VanSledright's
source analysis
corroborate to
determine reliability
of sources
Note: step-buy-step
analysis, scaffolded
task

https://www.yo
utube.com/wat
ch?
v=1o8oIELbNx
E
Students
resources:
Textbook:
Appold, KG
2011, The
Reformation: A
Brief History,
WileyBlackwell,
Maiden, MA.
Chapter 2: The
Luther
Phenomenon
Resources for
primary source
corroboration:
Website
providing a
number of
resources for
the
Reformation
that could be
useful for this
activity
Protestant
Reformation
Resources:
http://library.fur

AOS
See Appendix 1

Maxine Runting S00126657 EDSS471: Unit Planner

man.edu/speci
alcollections/int
ernational/prot
estant_reforma
tion.htm
Source 12,
page 171 of
Wiesner-Hanks'
Early Modern
Europe:
Martin Luther,
The Freedom of
a Christian
1520
5
17th
Centu
ry

The
significance of
discoveries
made during
the Scientific
Revolution,
such as Galileo

Consider the
historical
significance of
the Scientific
Revolution

Analyse the
perspectives of
How ordinary
the people from
people's belief
the period about
about the
new ideas and
natural world
changed during inventions
the Scientific
Revolution

Page 10 of 39

Concepts:
Change and
continuity
Significance
Perspective
Culture

Topics/content:
Galileo and his
discoveries/co
ntribution
The ordinary
person

Topics:
Galileo:
Who was
he/what did
he do
How were
Galileo's
contributions
significant to
the Scientific
Revolution
How did
Galileo's

Jigsaw research
task:
Research one of
Galileo's
discoveries:
Studying the
sky with, and
building,
telescopes
Discovery of
unknown
aspects of
space (e.g.
Saturn's rings,

Teacher
resources:
Textbook:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.
Website:
Fordham
University: The
Jesuit
University of
New York (n.d.)
Scientific
Revolution.
Retrieved from:
https://legacy.f
ordham.edu/ha

Formative:
A source
analysis task
with a focus on
student ability to
argue using the
image and
knowledge as to
why the image is
reliable
representation of
the period they
are analysing.
This formal
formative
prepares
students for final
summative
source analysis
and contributes
to their overall

Maxine Runting S00126657 EDSS471: Unit Planner

contribution
change the
culture and
attitudes of
people in this
period
What did he
change? Did
he cause
change or
not?
Ordinary people
and change:
What were
the lives like
at this time
for the
everyday
person?
How did
Galileo/the
Scientific
Revolution
affect them?
Did they
change? Did
they
appreciate
the change?
What were
their
perspectives
on this
change?

Page 11 of 39

Milky Way
made of stars,
Jupiter's
moons)
The science
behind gravity
unknown
before his
discovery
Collate information
with other students
to create fact
sheets
Source analysis:
Analysis of the
painting Attributes
of the Sciences by
Chardin, framed by
questions such as:
What can be
identified in
this image
relative to the
Scientific
Revolution?
Does this
image depict
the impact of
the Scientific
Revolution?
Why/why not?
How does this
image depict
the changes in
society at this
time?

lsall/mod/mods
ook09.asp
(web link
faulty, web
search Legacy
Fordham
University)
Student
resources:
Textbook:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.
Page 61, first
paragraph.
Website:
Famous
Scientists: The
Art of Genius
(2015). Galileo
Galilei.
Retrieved from:
http://www.fam
ousscientists.or
g/galileogalilei/
Source
analysis:

grade.

Maxine Runting S00126657 EDSS471: Unit Planner

Niels Bohr
Institute. (n.d.)
The Attributes
of the Sciences
[Image].
Retrieved from:
http://www.nbi.
ku.dk/english/w
ww/science_in_
art/chapters/ba
roque/

6
17th
Centu
ry

The
significance of
discoveries
made during
the Scientific
Revolution,
such as
Kepler's and
Newton's laws

Consider the
historical
significance of
the Scientific
Revolution

Concepts:
Cause and
consequence
Perspective
Significance
Culture
Change
Power

Analyse causes
and
consequences of
challenges to the
How ordinary
Topics:
people's beliefs Catholic Church
Kepler's laws:
(in regards to
about the
The three
scientific
natural world
theories
changed during discoveries and
surrounding
challenges
the Scientific
orbiting. How
original ideas
Revolution
do these
about the natural
Page 12 of 39

Topics/content:
Kepler's laws
Newton's laws
Ordinary
people's
attitudes
Source
analysis

Teacher
resources:
Textbooks:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.

Mind-map task:
Mind-mapping
Kepler and Newton's
laws, identifying
similarities and
differences between
the two scientists
and their

Greenblatt, S
2011, The
Swerve: How
the World
Became
Modern,
Random

Diagnostic:
The debate task
is an informal
formative class
task, allowing for
analysis of
student ability to
identify aspects
of change so far
throughout the
course
Formal
formative:
Source analysis:
Students will
partake in a

Maxine Runting S00126657 EDSS471: Unit Planner

world)
Explain beliefs,
attitudes and
values of people
from the period
about religion
and the Catholic
Church (in
regards to
science)

discoveries
impact on the
CULTURE at
the time?
How does it
CHANGE
things?
Newton's laws:
What are
Newton's
laws? How do
they impact
on CULTURE
and how do
they CHANGE
society?
Note: how do both
of these discoveries
impact on the
Church and it's
POWER over
people?
Ordinary people's
beliefs:
Provide
context of
original
beliefs/knowl
edge of
people prior
to these
discoveries
How do these
discoveries
change

Page 13 of 39

significance and
impact on the time
period.
Revision debate
task analysing
change:
Student's will be
separated into for
and against groups.
Students will debate
the contention:
From the 15th to 17th
centuries, many
events, people,
inventions and
discoveries caused
an immense change
in society.
High level students
will identify both
change and
continuity, and
cause and
consequence.

House, London.
Websites:
For primary
and secondary
sources for
source analysis
assessment:
The Scientific
Revolution
primary and
secondary
sources from
the history
teaching
institute at
Ohio State
University:
http://hti.osu.e
du/scientificrev
olution/historic
al_resources
The Scientific
Revolution
from Fordham
University: The
Jesuit
University of
New York
https://legacy.f
ordham.edu/ha
lsall/mod/mods
book09.asp
Student
resources:

formal source
analysis task.
Students will be
expected to
apply
VanSledright's
source analysis,
with a focus on
corroboration
and arguing
reliability.

Maxine Runting S00126657 EDSS471: Unit Planner

people's
beliefs about
the natural
world?
Source analysis:
How to
complete a
source
analysis
without
scaffolding

Textbook:
Jacob, M. C.
The Scientific
Revolution: A
Brief History
with
Documents.
Page 22-26,
Newtonian
Science

Making
links
between
past
discoveri
es and
Newton

Websites:
Document
providing
context for
Catholic
Scientists Kepler and
Galileo as
scientists of
the Catholic
faith making
scientific
discoveries
challenging
their own faith
http://hti.osu.e
du/sites/hti.osu
.edu/files/readi
Page 14 of 39

Maxine Runting S00126657 EDSS471: Unit Planner

ng_3_kepler_an
d_galileo.pdf
Newton video
on the History
Channel
website,
highlighting
connection
between
religious
reformation
and Scientific
Revolution:
http://www.hist
ory.com/topics/
enlightenment/
videos/isaacnewton-and-ascientificrevolution
Student
workbook and
notes
7
18th
Centu
ry

The features of
mercantilism
and the
effectiveness of
emerging
empires,
particularly
Britain, France
and the
Netherlands

Page 15 of 39

Compare the
historical
interpretations of
the relationship
between
mercantilism and
the expansion of
European
empires

Concepts:
Cause and
consequence
Change and
continuity
Perspectives
Culture
Power

Topics/content:
Mercantilism
Britain and
the
Netherland
s
The
Enlightenment
: an

Teacher
resources:
Textbook:
Ormrod, D
2003, The Rise
of Commercial
Empires:
England and
the
Netherlands in

Diagnostic:
Exit Card:
Students provide
an exit card after
final period for
the week,
including three
new facts learnt,
and two inquiry
questions for the

Maxine Runting S00126657 EDSS471: Unit Planner

in pursuing
mercantilist
policies
The historical
significance of
Enlightenment
ideas such as
liberalism,
empiricism,
free will and
the social
contract: and
introduction

Page 16 of 39

Analyse the
perspectives of
people from the
period about
new ideas and
inventions

Topics:
Mercantilism:
What is it?
What caused
it?
How does it
change the
structure and
function of
society?
Is it beneficial
for everyone
in society?
Good or bad?
Does it effect
culture?
Mercantilism
in Britain
Mercantilism
in the
Netherlands
How were
they
different/t
he same
How did
mercantilism
increase
power?
The Enlightenment:
introduction
What is it
Where did it
begin
provide
context

introduction
Mercantilism and
emerging
powerhouse
nations:
Students will work
with an A3 size
chart to map out the
three major
mercantilist powers
of this era over the
next two weeks,
distinguishing
between each
country's strengths,
weaknesses,
relationships with
each other, the
causes for their
change and their
traditions,
highlighting
similarities and
differences.
See-think-wonder
primary source
research task:
Drawing on two
different sources
about the
Enlightenment
(preferably images),
students are to

the Age of
Mercantilism,
16501770,
Cambridge
University
Press,
Cambridge.

next week to
identify both
content
understanding
and historical
inquiry skills

Formative:
Student
informal
resources:
worksheet to be
Extracts of:
submitted at the
Robins, N 2006, end of the week
The
which focuses on
Corporation
students making
that Changed
a comparison
the World: How between an
the East India
aspect of the
Company
15th century and
Shaped the
the 18th century.
Modern
This allows
Multinational,
teachers to
Pluto Press,
identify student
Michigan.
ability to
compare
Ormrod, D
continuity and
2003, The Rise
change over a
of Commercial
number of
Empires:
centuries
England and
the
Netherlands in
the Age of
Mercantilism,
16501770,
Cambridge
University
Press,

Maxine Runting S00126657 EDSS471: Unit Planner

How does the

Enlightenmen
t differ from
ideas of the
past? What
caused these
changes in
ideas?
Key terms
and ideas:
liberalism,
empiricism,
free will,
social
contract
Make
predictions
about how
the
Enlightenmen
t may have
effected
society using
historical
thinking and
perspectives

complete a seethink-wonder
activity before
conducting research
into the
what/when/who/why
of the source
through the use of
secondary sources.
This intends to lead
into next week's
topics surrounding
the spearheads of
the Enlightenment
Source example:

Diderot and the

French philosophes

Cambridge.
Tawney, RH
2015, Religion
and the Rise of
Capitalism,
Verso, London.
Pages 76-89.
Website:
Providing
context/backgr
ound
information for
students, from
The Library of
Economics and
Liberty
http://www.eco
nlib.org/library/
Enc/Mercantilis
m.html
Context:
History:
Enlightenment
http://www.hist
ory.com/topics/
enlightenment
Video:
Capitalism and
the Dutch East
India Company:
Crash Course
World History
#229

Page 17 of 39

Maxine Runting S00126657 EDSS471: Unit Planner

https://www.yo
utube.com/wat
ch?
v=zPIhMJGWiM
8
From
approximately
3 minutes
Source images:
Diderot and the
French
philosophes
http://66.147.2
44.135/~enviro
r4/enlightenme
nt/earlyenlightenment1700-50/
8
!8th
Centu
ry

The features of
mercantilism
and the
effectiveness of
emerging
empires,
particularly
Britain, France
and the
Netherlands, in
pursuing
mercantilist
policies
The historical
significance of
Enlightenment

Page 18 of 39

Analyse the
Concepts:
perspectives of
Continuity
people from the
and change
period about
Perspectives
new ideas and
Cause and
inventions
consequence
Perspective
Power
focus on
Culture
women
Significance
Compare
historical
interpretations of
the relationship
between
mercantilism and
the expansion of

Topics:
France and
mercantilism:
How does
mercantilism
impact on
France as a

Topics/content:
Mercantilism
in France
The
Enlightenment
: Voltaire,
Rousseau and
Diderot

Teacher
resource:
Textbooks:
Wood, E 2012,
Meiksens,
Liberty and
Property: A
Social History
of Western
Political
Enlightened
perspectives task: Thought from
Renaissance to
Students complete
Enlightenment,
chart defining the
role of each of these Verso, London.
Enlightened leaders,
Knott, S., &
their personal
Taylor, B.
beliefs, what they

Formative:
Primary source
text analysis
taken up as
piece of informal
assessment to
identify student
abilities to use
historical
techniques for
primary text
sources and the
perspectives of
people from the
period

Maxine Runting S00126657 EDSS471: Unit Planner

ideas such as
liberalism,
empiricism,
free will and
the social
contract, as
espoused by
John Locke,
Jean-Jacques
Rousseau,
Voltaire and
Diderot

Page 19 of 39

European
empires
Construct
arguments about
the impact of
new ideas and
technologies
using primary
sources and
historical
interpretations
as evidence

dominating
empire?
What is their
focus of
mercantilism?
How does
culture alter
mercantilism
between
France,
Britain and
the
Netherlands?
How are
mercantilism
and power
conceptually
tied together?
Enlightenment:
Who were
Rousseau,
Voltaire and
Diderot?
What were
their roles in
the
Enlightenmen
t?
What was
significant
about the
nationality of
these men?
What were
their beliefs
and attitudes

share and what they

disagree on, and
their significance to
this period of
history. This task
intends for students
to identify
significance in
history, and also the
differing
perspectives of
people regarding
the same issues or
period in history.
Source analysis:
Primary source text
analysis:
Voltaire on
Universal Tolerance
(pdf file reference)
Students complete
an informal source
analysis task, using
the text source as a
reference for the
period, arguing it's
reliability in
portraying the time
period, ideas behind
the Enlightenment,
significance to this
period in history and
the perspective of
Voltaire

(2005).
Women,
gender, and
Enlightenment.
Houndmills,
Basingstoke,
Hampshire:
Palgrave
Macmillan.
Section 6.1:
page 357
Section 8.1:
page 523
Website:
Containing
links to primary
sources
regarding
Rousseau,
Voltaire and
Diderot at
Fordham
University: The
Jesuit
University of
New York
http://legacy.for
dham.edu/hals
all/mod/modsb
ook10.asp
Student
resources:
Extracts and
notes from:
Wood, E 2012,
Meiksens,

Maxine Runting S00126657 EDSS471: Unit Planner

about
Enlightened
ideas and
society at this
time?
How was the
Enlightenment a
cause in the next
stage of
development for
society?

Liberty and
Property: A
Social History
of Western
Political
Thought from
Renaissance to
Enlightenment,
Verso, London.
Website:
Variety of
sources
regarding the
Enlightenment,
it's leaders,
how it
impacted on
politics and
economics, and
it's
philosophies at
Fordham
University: The
Jesuit
University of
New York
http://legacy.for
dham.edu/hals
all/mod/modsb
ook10.asp
Context: The
History Whiz:
The
Enlightenment
http://www.hist

Page 20 of 39

Maxine Runting S00126657 EDSS471: Unit Planner

orywiz.com/enli
ghtenment.htm
9
18th
Centu
ry

The historical
significance of
Enlightenment
ideas such as
liberalism,
empiricism,
free will and
the social
contract, as
espoused by
John Locke,
Jean-Jacques
Rousseau,
Voltaire and
Diderot
The features of
mercantilism
and the
effectiveness
of emerging
empires,
particularly
Britain, France
and the
Netherlands, in
pursuing
mercantilist
policies

Page 21 of 39

Analyse the
perspectives of
people from the
period about
new ideas and
inventions
Construct
arguments about
the impact of
new ideas and
technologies
using primary
sources and
historical
interpretations
as evidence
Consider
historical
significance of
the Scientific
Revolution and
Enlightenment

Concepts:
Cause and
consequence
Continuity
and change
Progress and
decline
Significance
Contextualisa
tion
Topics:
Enlightenment:
John Locke:
who was
he
what was
his
contributio
n/significa
nce to the
Enlighten
ment
Diderot:
who was
he
what was
his
contributio
n/significa
nce to the
Enlighten
ment

Topics/content:
The
Enlightenment
: Locke and
Diderot
Emerging
empires: their
significance,
then and now
Case study: John
Locke
Students create a
mind map using
Inspiration,
identifying Locke's
ideas, beliefs,
actions and
significance to this
period in history

Teacher
resources:
Textbooks:
Wood, E 2012,
Meiksens,
Liberty and
Property: A
Social History
of Western
Political
Thought from
Renaissance to
Enlightenment,
Verso, London.

Knott, S., &

Taylor, B.
(2005).
Women,
gender, and
Enlightenment.
Houndmills,
Source analysis
Basingstoke,
and comparison:
Students complete a Hampshire:
Palgrave
source analysis
Macmillan.
comparing a
primary text source,
Website:
a primary image
Website from
source and their
Stanford
prior knowledge to
determine historical Humanities
Centre,
perspectives,
providing
significance and
images
reliability

Formative:
The source
analysis task will
be used as an
informal
formative to
identify student
ability to make
comparisons
between
different sources
and highlight the
reliability and
significance of a
source.

Maxine Runting S00126657 EDSS471: Unit Planner

10
15th 18th
Centu
ry

Revision of:
New
technolo
gies and
explorati
on
The
Scientific
Revolutio

Page 22 of 39

Analysing the
AOS through
conceptual
understanding
(continuity and
change, cause
and
consequence,
significance,
contextualisation

Emerging empires:
What did they
(Britain,
France and
the
Netherlands)
achieve?
What was the
cause and
consequence
of their
success?
Compare
each nation
today how
did their
actions in this
period
become
significant for
their future?
Colonies
Trading
Successes
and
failures
Topics:
Topics/content:
Technologies:
Whole class revision
of:
Their uses
Technologies
and
significance
Exploration
for
The Scientific
exploration
Revolution
The Scientific
The Church
Revolution:
Mercantilism

depicting
aspects of the
Enlightenment,
which can be
used for source
analysis:
http://shc.stanf
ord.edu/news/r
esearch/darksideenlightenment
Student
resources:
Website:
John Locke
context/backgr
ound on
History.com:
http://www.hist
ory.com/topics/j
ohn-locke

Student
resources:
Teacher would
make available
the teacher
resources from
the AOS for
students to use
in conjunction
with their

Summative:
This assessment
intends to
highlight
student's
content and
conceptual
understanding of
the AOS and will
take the format

Maxine Runting S00126657 EDSS471: Unit Planner

Page 23 of 39

n
Challeng
es to the
Church
and the
Reformati
on
Mercantili
sm
The
Enlighten
ment
Perspecti
ves,
attitudes,
values
and
beliefs

, power,
perspective), and
historical inquiry
(perspectives,
questions and
source analysis)

Copernicus
Galileo
Kepler
Newton
Their
significance
toward the
revolution
and
development
of society
Church:
Challenges
brought to
them by the
printing
press, the
Scientific
Revolution,
people's
changing
attitudes and
beliefs, the
Reformation
Mercantilism:
What was it,
how did it
benefit the
three main
empires we
looked at
Successes
and failures
How can we
relate this
change to a

The
Enlightenment
Perspectives,
attitudes,
beliefs, values
These lesson are not
designed for
independent
revision so as to
avoid student's
wasting time.
Timeline:
A timeline will be
drawn up at the
front of the
classroom per
century, and
students will all
contribute an aspect
of the AOS and state
how it relates to the
relevant concepts
(Did it cause
something? Was it a
consequence of
something in the
previous century?)
This activity intends
to create a visual of
the AOS for the
students to ensure
all students can join
in revision.
It is important to
ensure students
focus on the

workbooks and
own resources
that have been
provided for
them
throughout the
AOS.
Refer to
previous weeks
in this unit
planner for
possible
resources.

of a source
analysis, in
preparation for
similar year 12
exams.
See Appendix 2.

Maxine Runting S00126657 EDSS471: Unit Planner

modern
context?
The Enlightenment:
What was it
Who were the
most
significant
figures?
What change
did this bring
about? What
caused it?
How did it
effect the
development
of society into
modernity?

Page 24 of 39

concepts and not

merely the content
Perspectives and
significance:
Students are to
identify 3 aspects of
the AOS from three
different centuries
and must argue why
they believe these
aspects to be most
significant out of the
AOS. They must
refer to perspectives
from sources they
have used
throughout the AOS,
primary or
secondary, when
making their
argument
This revision task
would be completed
on a worksheet and
remain open book.

Maxine Runting S00126657 EDSS471: Unit Planner

PLANNER REFERENCES:
Historical Thinking Project. (2014). Historical Thinking Concepts. Retrieved from http://historicalthinking.ca/historical-thinkingconcepts
Carol Tomlinson. (2013). Differentiation. Retrieved from www.caroltomlinson.com
VanSledright, B. (2004). What Does it Mean to Think Historically...and How Do You Teach It? Social Education, 68(3), 230-233.
Retrieved from https://nau.edu/uploadedFiles/Academic/CAL/History/History-Social_Studies_Education/VanSledright,%20What
%20does%20it%20mean%20to%20Think%20Historically.pdf
Victorian Curriculum and Assessment Authority. (2015). Victorian Certificate of Education Study Design: History 2016. [Adobe
Digital Editions]. Retrieved from http://www.vcaa.vic.edu.au/Pages/vce/studies/futuresd.aspx
TEACHER AND STUDENT REFERENCES:
Books:
Appold, K.G. (2011). The Reformation: A Brief History. Maiden, WA: Wiley-Blackwell.
Eisenstein, E. (2012).The Printing Revolution in Early Modern Europe. Cambridge: Cambridge University Press.
Febvre, L & Martin, H.J. (2010). The Coming of the Book: The Impact of Printing. 14501800. London: Verso.
Greenblatt, S. (2011). The Swerve: How the World Became Modern. London: Random House.
Jacob, M. C. (2010). The Scientific Revolution: A Brief History with Documents. Boston, MA: Bedford/St Martins.
Knott, S., & Taylor, B. (2005). Women, gender, and Enlightenment. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
Ormrod, D. (2003). The Rise of Commercial Empires: England and the Netherlands in the Age of Mercantilism, 16501770.
Page 25 of 39

Maxine Runting S00126657 EDSS471: Unit Planner

Cambridge: Cambiridge University Press.
Robins, N. (2006). The Corporation that Changed the World: How the East India Company Shaped the Modern Multinational.
Michigan: Pluto Press.
Wiesner-Hanks, Merry E. (2013). Early Modern Europe 1450-1789. New York: Cambridge University Press.
Wood, E. (2012). Liberty and Property: A Social History of Western Political Thought from Renaissance to Enlightenment.
London: Verso..
Website:
A Science Revolution. (n.d.) Retrieved from: http://aliscientificrevolution.weebly.com/
Catholic scientists. (n.d.). History Teaching Institute at Ohio State University. Retrieved from:
http://hti.osu.edu/sites/hti.osu.edu/files/reading_3_kepler_and_galileo.pdf
Education World. (2010). Map Projection: The Grapefruit Activity. Retrieved from:
http://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp009.shtml
Enlightenment. (n.d.). History. Retrieved from: http://www.history.com/topics/enlightenment
Environmental History Timeline. (n.d.). Early Enlightenment 1650-1750. Retrieved from:
http://66.147.244.135/~enviror4/enlightenment/early-enlightenment-1700-50/
Famous Scientists: The Art of Genius (2015). Galileo Galilei. Retrieved from:
http://www.famousscientists.org/galileo-galilei/
Fordham University: The Jesuit University of New York (n.d.) Enlightenment. Retrieved from:
http://legacy.fordham.edu/halsall/mod/modsbook10.asp
Fordham University: The Jesuit University of New York (n.d.) Scientific Revolution. Retrieved from:
https://legacy.fordham.edu/halsall/mod/modsook09.asp
John Locke. (n.d.). Retrieved from: http://www.history.com/topics/john-locke
Mercantilism. (2008). Library of Economics and Liberty. Retrieved from: http://www.econlib.org/library/Enc/Mercantilism.html
Protestant Reformation Resources. (n.d.) Special Collections and Archives at James B. Duke Library, Furman University.
Retrieved from: http://library.furman.edu/specialcollections/international/protestant_reformation.htm
Stanford Humanities Centre. (2009). Dark Side of the Enlightenment. Retrieved from:
http://shc.stanford.edu/news/research/dark-side-enlightenment
The Enlightenment. (n.d.). Retrieved from: http://www.historywiz.com/enlightenment.htm
The Scientific Revolution: Historical Resources. (n.d.). History Teaching Institute at Ohio State University. Retrieved from:
http://hti.osu.edu/scientificrevolution/historical_resources
Videos:
BBC News. (2014, September 17). About the Mercator projection and Google Maps [Video file]. Retrieved from:
https://www.youtube.com/watch?v=W41aZKInoK0
Crash Course. (2015, March 18). Capitalism and the Dutch East India Company: Crash Course World History #229 [Video file].
Retrieved from: https://www.youtube.com/watch?v=zPIhMJGWiM8
Page 26 of 39

Maxine Runting S00126657 EDSS471: Unit Planner

Crash Course. (2014, November 29). Luther and the Protestant Reformation: Crash Course World History #218 [Video file].
Retrieved from: https://www.youtube.com/watch?v=1o8oIELbNxE
Isaac Newton and the Scientific Revolution. (n.d.). History. [Video file]. Retrieved from:
http://www.history.com/topics/enlightenment/videos/isaac-newton-and-a-scientific- revolution

Images:
Niels Bohr Institute. (n.d.) The Attributes of the Sciences [Image]. Retrieved from:
http://www.nbi.ku.dk/english/www/science_in_art/chapters/baroque/
Niels Bohr Institute. (n.d.) The Geographer [Image]. Retrieved from:
http://www.nbi.ku.dk/english/www/science_in_art/chapters/baroque/
Niels Bohr Institute. (n.d.) The Astronomer [Image]. Retrieved from:
http://www.nbi.ku.dk/english/www/science_in_art/chapters/baroque/

APPENDIX 1:
COMPARATIVE TASK:
Choose between either: the Church before and after the Reformation, Catholicism and Protestanism or the Pope and Martin
Luther.
You are to create a chart identifying how the two topics are the CAUSE and the CONSEQUENCE of an event.
For example: what aspects of the Catholic Church and it's beliefs, values and policies led to the Reformation?
You are to draw on other aspects of this AOS that we have covered so far that can be justified as having an impact on cause
or consequence.
An example is shown below:
CAUSE
The invention of Gutenberg's printing press:
Page 27 of 39

CONSEQUENCE
The ordinary person beginning to challenge the Catholic

Maxine Runting S00126657 EDSS471: Unit Planner

Church:
The printing press meant letters, brochures, booklets,
The Church, who had a large role in printing text, were
books, etc were being printed and distributed more
quickly than ever before
no longer relied upon
It meant a higher number of letters, brochures, etc
Information that the Church normally withheld from
could be printed more often
ordinary people was easier to distribute
Everyone in society could gain access to information
People could write what they wanted against the
usually only distributed or available to the wealthy,
Church and government
educated or upper class
New scientific discoveries and information could be
The majority of people who normally wouldn't have this
spread around
access could read information normally restricted to
It reduced the power and control the Church had
them
Gave control and power to the people

You are to provide a minimum of five points, maximum eight points, supporting your arguments. You are to provide evidence
to support your statement no historical argument is acceptable without evidence!

CAUSE

Page 28 of 39

CONSEQUENCE

Maxine Runting S00126657 EDSS471: Unit Planner

RUBRIC: COMPARATIVE CAUSE AND CONSEQUENCE TASK

Descriptors
Excellent examples Good examples
Examples and
highlighting great
highlighting
responses highlight
understanding of
proficient
a proficient
topic and provides understanding of
understanding of
high level
topic, content and the topic, some
responses, showing concepts,
work needed for a
understanding of
exemplified through deeper
content and
good responses
understanding of
Page 29 of 39

Provides good
number of
examples but does
not elaborate to
highlight a deeper
understanding.
Work needed to
have broader

Responses and
examples provided
highlight content
knowledge, but a
deeper
understanding is
required for
conceptual

Maxine Runting S00126657 EDSS471: Unit Planner

concepts

content and
concepts

understanding of
content and
concepts

knowledge

Criteria
Depth of content
knowledge
regarding events,
people, issues

Student provides 78 examples of

events, people or
issues relevant to
the topic of choice

Student provides 57 examples of

events, people or
issues relevant to
the topic of choice

Student provides 5
examples of
events, people or
issues but some
examples are not
completely relevant
to topic of choice

Student provides 45 examples of

events, people or
issues, although
only some are
relevant to the
topic of choice

Student provides
some examples of
people, events or
issues but aren't
relevant to the
topic of choice

Depth of concept
knowledge,
specifically with
regards to cause
and consequence

Student makes
clear distinctions
between the cause
and the
consequence of the
two events,
identifying how
they are related

Student has
understanding of
the concepts of
cause and
consequence, and
can make some
links between
events

Student has
understanding of
the concepts of
cause and
consequence, but
links between the
two are not clear

Student can
identify the
concepts of cause
and consequence,
but cannot make
links between the
two

Student struggled
to understand the
topic of choice in
relation to cause
and consequence,
and a link between
the two isn't
identified

Ability to link
arguments with
evidence from the
course to support
statements

Student links
arguments with
evidence to support
their statement in a
clear and
convincing manner

Student makes
some links between
statements and
evidence in a clear
and concise
manner

Student makes
some links between
statements and
evidence, but work
is needed to make
this clear

Student makes few

links between
statements and
evidence

Links between
statement and
evidence is not
evident

Clear and concise

responses that are
grammatically
correct

Arguments are
concise and to the
point; can clearly
understand what
the student is
arguing

Arguments are
relatively clear and
student's argument
is identifiable, some
work needed to
ensure arguments
are concise

Arguments are
identifiable, some
work is needed to
ensure they are
clear and concise

Some work needed

to ensure
arguments are
clear and concise;
some arguments
hard to identify

Arguments are
difficult to identify
and are not concise
or clear

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Maxine Runting S00126657 EDSS471: Unit Planner

APPENDIX 2:
SUMMATIVE ASSESSMENT: SOURCE ANALYSIS
Using the two sources provided and your own knowledge, respond to the questions below.

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Maxine Runting S00126657 EDSS471: Unit Planner

The Geographer:
The picture shows the basic principle of the
geographers work process:He looks at the
earth, measures with his instruments and
records his observations on the map.
Source:
http://www.nbi.ku.dk/english/www/science_in_art/chapters/ba
roque/

Respond to the following questions, referring to the sources and your

The Astronomer:The Astronomer shows

several objects that were popular in
astronomical circles in the Netherlands. Half
hidden by the draped fabric is an astrolabe an instrument that could determine the
distance of celestial bodies from the horizon
line.
Source:
http://www.nbi.ku.dk/english/www/science_in_art/chapters/ba
own roque/
knowledge:

Q1: What two major inventions or developments of the Scientific Revolution can be identified in these source?
______________________________________________________________________________________________________________________________

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Maxine Runting S00126657 EDSS471: Unit Planner

______________________________________________________________________________________________________________________________
__
______________________________________________________________________________________________________________________________
_
2 marks
Q2: As well as the two inventions depicted in the images above, what two other inventions from the Scientific Revolution
were significant in this era? Identify how each invention impacted on society.
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
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4 marks

Q3: Using the images above and your own knowledge, explain how the Scientific Revolution impacted on the growth of
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Mercantilism, especially for France, Britain and the Netherlands.
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6 marks

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Maxine Runting S00126657 EDSS471: Unit Planner

Q4: By referring to the images above, as well as your own knowledge regarding the disruptive ideas of this era (religious
reformation, Scientific Revolution, mercantilism and exploration), provide an argument as to what you believe to have caused
significant change in this period.
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________________
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8 marks

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Maxine Runting S00126657 EDSS471: Unit Planner

RUBRIC: SUMMATIVE ASSESSMENT SOURCE ANALYSIS
Descriptors

Excellent responses
to all set questions,
with good use of
provided sources,
prior knowledge
and high-level of
conceptual
understanding

Good responses to
all set questions,
with proficient use
of source provided,
as well as prior
knowledge.
Demonstrates good
conceptual
understanding

Good responses to
most questions set,
with some
inconsistency.
Draws on source
and prior
knowledge well, but
with area for
improvement.
Grasps concepts
well

Responds to
questions set but
needs improvement
in drawing on prior
knowledge when
analysing sources.
Some conceptual
understanding, but
needs improvement

Responses to
questions need
improvement, with
low-responses or no
responses to some
questions. Uses
some prior
knowledge when
responding to
sources, need great
improvmenet on
conceptual
understanding

Depth of content
knowledge
regarding
surrounding
Disruptive Ideas

Student provides
high-level
responses,
indicating excellent
content knowledge

Student provides
proficient-level
responses,
indicating good
knowledge of
content

Student provides
moderate-level
responses,
indicating
knowledge of
content, but with
areas of
improvement
needed

Student provides
responses
indicating some
content knowledge,
but more work
needed for broader
knowledge

Student provides
some low-level
responses, but with
little content
knowledge. More
close work with
content needed for
improvement

Depth of concept
knowledge

Student indicates a
high-level of
conceptual
understanding
through the
application of
content knowledge
and provided
sources, and
making links
between events,

Student indicates a
good level of
conceptual
understanding,
using content
knowledge and the
source provided.

Student provides
some indication of
conceptual
understanding and
shows this through
the context of the
AOS content, but
some improvement
needed in making
links between
events, people,

Student indicates
understanding into
the appropriate
concepts but
struggles to make
many links between
content and
concepts

Student struggled
to indicate
conceptual
understanding, and
did not making
many links between
concept and
content

Criteria

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Maxine Runting S00126657 EDSS471: Unit Planner

people, issues

issues

Ability to analyse
sources and make
links between
content and source

Student provides
deep analysis of
the sources
provided, making
links between prior
knowledge and
sources provided

Student indicates a
good understanding
of what the sources
depict, making
relevant links to
content

Ability to make
links between
content and
concepts, using
provided sources

Student makes
strong links
between content
and concepts, while
providing a deep
analysis of provided
sources to further
their statements

Ability to construct
arguments relevant
to questions,
content and
concepts

Grammar and
clarity in writing

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Student indicates
some
understanding of
the sources,
making some links
with the content

Student struggles
to analyse the
sources, but
manages to make
some link with the
content knowledge

Student struggles
to analyse the
source or make
links with prior
knowledge

Student makes
Student makes
relevant links
some good links
between content
between concent
and concepts,
and concepts with
drawing on the
some reference to
provided sources at sources, but
a proficient level
improvement
needed

Student makes
some links between
content, concepts
and provided
sources, but
responses could be
at a higher level

Student struggles
to make links
between content
and concepts, with
little reference to
provided sources

Arguments are
clear, concise and
relevant and
support analysis
and responses to
questions

Arguments are
clear and concise,
can be understood
relatively clearly

Arguments are
relevant, clarity and
conciseness can be
improved upon

Arguments are
indicated, but
clarity and
relevance to
content, concept
and sources need
to be improved
upon

Arguments are not

clear or relevant

Student responses
are clear and of
high grammatical
standard

Student responses
are clear and
grammatically
correct

Student responses
are relatively clear
and grammatically
correct

Student needs to
Student responses
improve on
indicate a low-level
grammar and
of grammatical skill
clarity in responses

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