Exploration+and+Isolation


 * Exploration and Isolation ** 

**Benchmark 1: **  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Global Age of Exploration (1400-1750).    **(K) examines the economic and social consequences of European exploration and expansion (e.g., rise of European power, **//**mercantilism **//**, **//**Columbian **//  //**Exchange **//**, impact on indigenous people in North and South America, trans-Atlantic slave **//**trade **//**). ** <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;"> **<span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">(K) explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia; The spread of **//**<span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">Shi’ism **//**<span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;"> in Persia, the establishment of Islamic rule in India). ** <span style="font-size: 12pt; font-family: Arial, Helvetica, sans-serif;"> <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">
 * ▲(K) describes why East Asia withdrew into** //<span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">**isolationalism** // <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;"> **during a time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions)**