History
Grade 7 · spring hist.g7.s

Grade 7 Spring — The Early-Modern World c. 1450-1750 CE in Six Simultaneous Formations: Italian + Northern Renaissance, the Reformation and Wars of Religion, the Scientific Revolution, the Age of Exploration with Zheng He Precedence and Multi-Perspective Encounter, the Conquest of Mexica and Inca from Indigenous Perspectives, Ongoing Indigenous Resistance through Pueblo Revolt 1680 and Itzá Maya 1697, the Atlantic Slave Trade Origins with African Voices Centered, the Mughal Empire (KS3 Non-European Society Study), Ming/Qing China with Zheng He 1405-1433, Tokugawa Japan, and the Ottoman Empire — Whose Renaissance? Whose Discovery? Whose Conquest?

18 weeks 250 min/week 22 lessons 18 skills 55 exercises 2 assessments

Overview

Grade 7 Spring opens the second-half of the middle-school world-history sequence with a deliberate refusal of the Eurocentric 'Renaissance + Age of Discovery' single-narrative framing absolutely. This unit teaches Renaissance + Reformation + Age of Exploration GLOBALLY — placing Italian Renaissance + Mughal India + Ming/Qing China + Songhai West Africa + Ottoman Empire + Tokugawa Japan as SIX SIMULTANEOUS early-modern formations on MG-2 RENAISSANCES-EVERYWHERE Atlas. The structural argument extends G7-Fall's CONNECTION FIRST PROMISE (MG-12) with a new FIFTH PROMISE — MG-13a Multi-Perspective-Encounter Promise: 'Every encounter is told from at least TWO perspectives, and Indigenous + African voices are NAMED FIRST.' The unit's compelling question is 'Whose Renaissance? Whose Discovery? Whose Conquest?' UNIT ANCHORS — 26 pedagogical anchors including: C3 Framework Inquiry Arc + Wineburg Reading Like a Historian (G7-Fall carryover with NEW MG-7 EIGHT-Question Source Card adding Q8 Encounter Multi-Perspective) + Document-Based Learning extended to Nahuatl + Quechua + Persian Mughal + Chinese Ming-Qing + Japanese Tokugawa primary sources + AP World History Modern Units 3-4 framework + WHA multi-perspective protocol + DECOLONIAL HISTORIOGRAPHY (Mignolo + Quijano + Santos + Tuck-Yang + Smith — MG-13 Decolonial Toolkit) + NMAI Native Knowledge 360 present-tense protocol + Teaching Hard History K-12 (Learning for Justice) + 1619 Project K-12 Education + Townsend/Restall/León-Portilla refusal of conquest myths + Rostworowski/Urton/Hyland Andean scholarship + Clendinnen/Restall Maya + Sando/Knaut Pueblo + Thornton/Heywood/Hartman African and Afro-Atlantic + Eaton/Truschke/Richards Mughal + Brook/Dreyer/Spence Ming-Qing + Jansen/Toby/Berry Tokugawa + Faroqhi/Finkel Ottoman + Wallerstein/Abu-Lughod world-systems + Foxfire 3-copy capstone + Banks Levels 3-4 + trauma-informed pedagogy + UDL. UNIT THEMATIC STRUCTURE — 18 skills organized in 4 thematic groups:

  1. 01
    CHRONOLOGY + GLOBAL RENAISSANCE

    (Skills 1-5): Six-formation simultaneous chronology + Italian humanism + city-states + Medici + Italian Renaissance women (Anguissola + Fontana + Christine de Pizan + Kelly-Gadol question) + High Renaissance art-science (Leonardo + Michelangelo + Raphael + linear-perspective-as-cultural-choice paired with Fan Kuan c.990) + Northern Renaissance + Gutenberg PAIRED with Bi Sheng 1040 + Korean Jikji 1377 + Scientific Revolution Copernicus/Galileo/Kepler/Vesalius PAIRED with Mughal Jai Singh II + Ottoman Piri Reis + Ming-Jesuit Xu Guangqi-Ricci.

  2. 02
    REFORMATION + WARS OF RELIGION

    (Skills 6-7): Luther + Calvin + Henry VIII + Counter-Reformation Council of Trent + 30 Years War + Westphalia 1648 (with Westphalian-sovereignty-myth critical scholarship per Osiander 2001).

  3. 03
    ATLANTIC EXPLORATION + ENCOUNTER + CONQUEST FROM INDIGENOUS PERSPECTIVES + ATLANTIC SLAVE TRADE

    (Skills 8-14, 18): Portuguese + Spanish + Dutch + English + French voyages WITH ZHENG HE 1405-1433 PRECEDENCE explicit (87 years before Columbus); Columbian Exchange with ~90% Indigenous mortality 1492-1600 + multi-perspective Mexica conquest (Florentine Codex + Restall SEVEN MYTHS refusal poster MG-14 + La Malinche as strategic political actor per Townsend 2006) + Inca conquest (Cajamarca civil-war context + Vilcabamba 35-year resistance to Tupac Amaru I 1572) + Maya resistance 170 years to Nojpetén 1697 + Pueblo Revolt 1680 + Atlantic slave trade origins centered with African voices (Equiano + Ayuba Suleiman Diallo + Phillis Wheatley + Teaching Hard History style 'enslaved people' + SlaveVoyages.org 12.5M/10.7M/1.8M); Atlantic World-System via Wallerstein 1974 (Abu-Lughod 1989 'before' picture from G7-Fall as comparison).

  4. 04
    GLOBAL EARLY-MODERN PARITY

    MUGHAL + MING/QING + TOKUGAWA + OTTOMAN (Skills 9, 15-17): Ottoman Suleiman + Sinan + Piri Reis + sieges of Vienna + millet system + REJECTION OF OTTOMAN DECLINE THESIS; Mughal Babur-Akbar-Shah Jahan-Aurangzeb with sulh-i-kul + Akbar's syncretic court + Taj Mahal + Mughal women political actors (Nur Jahan + Jahanara Begum + Gulbadan Begum) + British EIC presence building toward 1757 Plassey (G8-Fall preview) — FORMALLY-CITED KS3 NON-EUROPEAN SOCIETY STUDY; Ming/Qing China including Zheng He's seven voyages 1405-1433 + Ming print culture + 1644 Manchu conquest + Kangxi/Qianlong + 1793 Macartney mission with critical analysis refusing 'Chinese isolationism' framing; Tokugawa Japan unification + sakoku 1633-1639 (with critical nuance NOT total isolation per Jansen/Toby/Berry) + Edo as world's largest city + Bashō + ukiyo-e + kabuki.

  5. 05
    CAPSTONE

    (Skill 18, Lesson 22): 90-minute Foxfire 3-copy storybook capstone with civic-action letter to one of 10 named descendant-community institutions (Museo Nacional de Antropología Mexico City + Museo Inka Cuzco + ASOMUGS Maya + Pueblo Council of Governors Albuquerque + International African American Museum Charleston + NMAAHC Smithsonian + International Slavery Museum Liverpool + Mughal Museum Agra/National Museum Delhi + National Museum of China Beijing + Tokyo National Museum). Banks Level 4 social action. 5-star self-reflection. TRAUMA-INFORMED PROTOCOL — 5 lessons (11, 12, 13, 14, 17) carry MG-15 trauma-informed protocol + caregiver letters Week 11 + Week 13 + Week 15 + alternative-assignment options + Compassion Circle close. 53 CULTURALLY RESPONSIVE SOURCES across 15+ traditions — Nahua/Mexica (León-Portilla + Townsend + Restall + Clendinnen + Sahagún+Nahua-collaborators + Cortés as comparison source) + Quechua/Inca (Guaman Poma + Rostworowski + Hyland + Urton + Cieza de León) + Maya (Clendinnen + Restall + Popol Vuh + Chilam Balam) + Pueblo (Sando + Knaut + Dozier + 19 Pueblos roster) + African + Afro-Atlantic (Equiano + Ayuba Suleiman Diallo + Wheatley + Thornton + Heywood + Hartman + Smallwood + Hartman) + Songhai/West African (Leo Africanus + Gomez) + Mughal/Persianate (Abu'l-Fazl + Gulbadan Begum + Jahanara Begum + Eaton + Truschke) + Ming + Qing (Brook + Dreyer + Spence + Ma Huan) + Tokugawa (Bashō + Saikaku + Chikamatsu + Jansen + Berry) + Ottoman (Faroqhi + Finkel + Piri Reis) + Italian Renaissance women (Anguissola + Fontana + Christine de Pizan + Margaret L. King) + Reformation (Luther + Erasmus + MacCulloch + Council of Trent) + Scientific Revolution (Copernicus + Galileo + Kepler + Vesalius) + Las Casas + decolonial (Mignolo + Tuck-Yang + Smith) + institutional descendant-community sources. The unit closes with the I-STILL-WONDER chart MG-23 bridging to G8-Fall (American Revolution + Civil War + industrialization).

Essential questions

  • Whose Renaissance? Whose Discovery? Whose Conquest? (compelling question)
  • How is the so-called 'European Renaissance' one of at least six simultaneous early-modern formations 1450-1750, in dialogue with Mughal, Ming/Qing, Songhai, Ottoman, and Tokugawa formations?
  • Why is the word 'discovery' problematic — and why use 'encounter' instead?
  • How do Indigenous voices (Florentine Codex + Guaman Poma + Titu Cusi + Popol Vuh + Sando) transform our understanding of conquest?
  • How do African voices (Equiano + Ayuba Suleiman Diallo + Wheatley + Wolof/Yoruba/Igbo/Akan/Kongo origin traditions) transform our understanding of the Atlantic slave trade?
  • What is the relationship between the print revolution and the Reformation — and how do Tang Diamond Sutra 868 + Bi Sheng 1040 + Korean Jikji 1377 refuse 'Gutenberg invented printing' framing?
  • How did Akbar's sulh-i-kul + Mughal multi-religious court compare with European confessional homogeneity 1517-1648?
  • Why did Ming withdraw from oceanic voyages 1433 — and why is the 'incapacity' framing wrong?
  • Was Tokugawa Japan really 'closed' 1633-1854 — or is 'sakoku' a Eurocentric mistranslation of selective controlled exchange?
  • How does ongoing Indigenous resistance (Pueblo Revolt 1680 + Itzá Maya 1697 + Tupac Amaru I 1572 + Zapatista 1994) refuse the 'conquest complete' narrative?
  • How does Las Casas's complex life — dissent + LIMITATIONS + renunciation — model historical-source criticism?
  • How does Wallerstein 1974 build on Abu-Lughod 1989 (G7-Fall) to trace the transition from multi-core to European-core world-system?
  • What does the Foxfire 3-copy storybook + civic-action letter capstone teach us about being a HISTORIAN?

Enduring understandings

  • The Renaissance is GLOBAL not European — six simultaneous early-modern formations (Italian + Mughal + Ming/Qing + Songhai + Ottoman + Tokugawa) developed in connected dialogue 1450-1750.
  • Every encounter is told from at least TWO perspectives — and Indigenous + African voices are NAMED FIRST per MG-13a Multi-Perspective-Encounter Promise.
  • Ongoing Indigenous resistance refuses 'conquest complete' framing absolutely — Pueblo 1680 + Itzá 1697 + Tupac Amaru lineage + Zapatista 1994 prove continuity.
  • African voices (Equiano + Ayuba Suleiman Diallo + Wheatley) transform our understanding of the Atlantic slave trade origins — refusing 'sad chapter' euphemism + naming enslaved people as people, not 'slaves.'
  • Print revolution is co-constitutive with Reformation — but Tang Diamond Sutra 868 + Bi Sheng 1040 + Korean Jikji 1377 PRECEDE Gutenberg c.1450; European print's distinctiveness is SOCIAL not technological.
  • Mughal Akbar's sulh-i-kul 'universal concord' + multi-religious court is a Renaissance of its own — refuting 'European miracle' framing.
  • Wallerstein 1974 world-system framework + Abu-Lughod 1989 'before' picture together show 1250-1640 transition from multi-core to European-core world-economy.
  • Living-descendant present-tense protocol per NMAI applies to ALL Indigenous peoples (Nahua + Quechua + Maya + Pueblo + Aymara + ~64M Indigenous peoples in Americas today) — they are NOT 'historical.'
  • Trauma-informed pedagogy means naming RESILIENCE FIRST + creating Compassion Circle space + offering alternative assignments + writing to caregivers about hard content.
  • The capstone Foxfire 3-copy storybook + civic-action letter mailed to descendant-community institutions makes history education a SOCIAL ACTION per Banks Level 4.

Visual reference library 24 assets

MG-1 Illustration
Unit-opener splash — 'Renaissance-to-1750 in Many Voices' — a 24x36 inch poster showing six early-modern formations side

Unit-opener splash — 'Renaissance-to-1750 in Many Voices' — a 24x36 inch poster showing six early-modern formations side-by-side as overlapping panels: (1) Florentine Renaissance — Brunelleschi's dome of Santa Maria del Fiore + a Medici merchant + a Leonardo flying-machine sketch; (2) Mughal court — Akbar at Fatehpur Sikri with Hindu/Muslim/Sikh/Jain/Christian/Zoroastrian advisors; (3) Ming-Qing China — Zheng He's treasure ship in front of the Forbidden City; (4) Songhai West Africa — Askia Muhammad at the Great Mosque of Djenné with Timbuktu manuscripts; (5) Ottoman Suleiman the Magnificent at the Süleymaniye Mosque with Piri Reis's world map; (6) Tokugawa Edo — Bashō walking through Edo with ukiyo-e prints. Color palette warm muted tones; each panel labeled with date 1450-1750. Style: detailed illustration suitable for poster printing. ~24x36 inches.

MG-2 Map
RENAISSANCES-EVERYWHERE Atlas — 24x36 inch wall display showing 1500 CE world with six early-modern formations color-cod

RENAISSANCES-EVERYWHERE Atlas — 24x36 inch wall display showing 1500 CE world with six early-modern formations color-coded: (1) Italian/Northern Renaissance Europe — yellow; (2) Mughal India — green; (3) Ming/Qing China — red; (4) Songhai West Africa — orange; (5) Ottoman Empire — purple; (6) Tokugawa-precursor Sengoku Japan — blue. Each formation labeled with major cities — Florence/Venice/Wittenberg/Antwerp; Agra/Delhi/Fatehpur Sikri; Beijing/Nanjing/Hangzhou; Timbuktu/Djenné/Gao; Istanbul/Cairo/Aleppo; Kyoto/Osaka/Edo. Time-period bands show 1450/1500/1550/1600/1650/1700/1750. Atlantic Triangular Trade overlaid with arrows. Pueblo + Maya + Inca + Mexica + 19 Pueblos + Vilcabamba present-tense Indigenous regions distinctly marked. Scale bar, modern country outlines in faint gray.

MG-3 Chart
Deep-Time Strip 1450-1750 CE — 36x12 inch laminated strip showing six parallel bands for six formations + Atlantic Slave

Deep-Time Strip 1450-1750 CE — 36x12 inch laminated strip showing six parallel bands for six formations + Atlantic Slave Trade + Conquest + Resistance + Scientific Revolution timeline + Reformation timeline + Counter-Reformation timeline. Each band shows ~300 named events including: 1453 fall of Constantinople; 1492 Columbus + expulsion of Jews/Muslims from Spain; 1494 Tordesillas; 1498 Vasco da Gama Calicut; 1502 first Africans to Americas; 1517 Luther 95 Theses; 1519-1521 fall of Tenochtitlán; 1526 Mughal Babur Panipat; 1532 Cajamarca; 1543 Copernicus + Vesalius; 1545-1563 Council of Trent; 1556 Akbar; 1572 St. Bartholomew's Day + Tupac Amaru I; 1582 Din-i-Ilahi; 1600 EIC chartered; 1602 VOC chartered; 1603 Tokugawa shogunate; 1605 Don Quixote; 1610 Galileo Sidereus Nuncius; 1618-1648 Thirty Years War; 1632 Taj Mahal; 1633 sakoku begins; 1644 Manchu Qing; 1648 Westphalia; 1680 Pueblo Revolt; 1683 Vienna 2nd siege; 1687 Newton Principia; 1697 Itzá Maya Nojpetén; 1707 Aurangzeb dies; 1727 Jai Singh II Jantar Mantar; 1757 Plassey (preview); 1789 Equiano; 1793 Macartney. Color-coded by formation.

MG-4 Diagram
SIX-FORMATION Concept Map — 24x36 inch diagram showing the 6 early-modern formations as connected nodes with named excha

SIX-FORMATION Concept Map — 24x36 inch diagram showing the 6 early-modern formations as connected nodes with named exchanges: Italian Renaissance ↔ Mughal court (Persian translations of Sanskrit + Italian + Latin) ↔ Ming China (silver flow + porcelain trade) ↔ Songhai (gold + salt + manuscripts) ↔ Ottoman (Piri Reis cartography + Vienna sieges) ↔ Tokugawa Edo (Dutch through Dejima). All six formations LINKED to Atlantic Triangular Trade as the new world-system. Each node shows: capital city, ruler, major innovation, named scholars/artists. Style: clear diagrammatic node-link with labeled arrows.

MG-5 Diagram
FIVE PROMISES poster — 18x24 inch wall poster carrying forward from G7-Fall and extended for G7-Spring with NEW FIFTH PR

FIVE PROMISES poster — 18x24 inch wall poster carrying forward from G7-Fall and extended for G7-Spring with NEW FIFTH PROMISE. (1) MG-9 Living-Descendant Promise: 'I name the present-tense communities descended from every people I study.' (2) MG-10 Humanity-FIRST Promise: 'I tell the story of human creativity, cooperation, and care BEFORE the story of violence.' (3) MG-11 Resilience-FIRST Promise: 'When violence is told, I name resilience and resistance alongside, never alone.' (4) MG-12 Connection-FIRST Promise: 'Civilizations were CONNECTED, not isolated. Refuse the silo.' (5) NEW MG-13a Multi-Perspective-Encounter Promise: 'Every encounter is told from at least TWO perspectives, and Indigenous + African voices are NAMED FIRST.' Each promise tied to specific lessons.

MG-6 Diagram
FOUR-MOVE Wineburg Source Card extended — laminated 8.5x11 double-sided with all 7 questions and 4 Wineburg moves carryi

FOUR-MOVE Wineburg Source Card extended — laminated 8.5x11 double-sided with all 7 questions and 4 Wineburg moves carrying forward from G7-Fall. Q1 SOURCING: Who created this source? Why? When? Q2 CONTEXTUALIZATION: What was happening then? Q3 CORROBORATION: Does any other source agree/disagree? Q4 CLOSE READING: What does this source actually say? Q5 NMAI: Whose voice is silent? Q6 WHA: How does this connect across civilizations? Q7 WHOSE GOLDEN AGE? Whose perspective does this center? Plus NEW for G7-Spring: Q8 ENCOUNTER MULTI-PERSPECTIVE: From whose perspective is this encounter told? Whose perspective is missing? Sentence frames on back.

MG-7 Diagram
EIGHT-Question Source Card — laminated 8.5x11 double-sided REPLACING G7-Fall 7-Question Source Card with NEW 8th questio

EIGHT-Question Source Card — laminated 8.5x11 double-sided REPLACING G7-Fall 7-Question Source Card with NEW 8th question for G7-Spring multi-perspective encounter analysis. All 7 G7-Fall questions retained + Q8 ENCOUNTER MULTI-PERSPECTIVE: From whose perspective is this encounter told? Whose perspective is missing? How would the same event read from the missing perspective? Includes sentence frames in English + Spanish + Nahuatl/Quechua/Persian/Arabic transliteration glossaries; available in 14pt dyslexic font + audio version.

MG-8 Chart
FIVE PROMISES + SEVEN MYTHS combined poster — extends MG-5 with Restall 2003 SEVEN MYTHS of the Spanish Conquest poster

FIVE PROMISES + SEVEN MYTHS combined poster — extends MG-5 with Restall 2003 SEVEN MYTHS of the Spanish Conquest poster — laminated 24x36 inch listing all seven myths (exceptional men + the king's army + the white conquistadors + completion + (mis)communication + native desolation + superiority) with refusal phrases + named evidence; designed as classroom argument-anchor for Lessons 11-12. Color-coded by myth; each myth shows specific named refutations with named scholars.

MG-9 Map
MG-9 ITALIAN CITY-STATES Map — 16x20 inch laminated showing Florence + Venice + Milan + Rome + Naples + Genoa + Ferrara

MG-9 ITALIAN CITY-STATES Map — 16x20 inch laminated showing Florence + Venice + Milan + Rome + Naples + Genoa + Ferrara + Mantua + Urbino c.1450-1550; each labeled with: ruling family/government + population + major industry + named humanists/artists. Includes inset of Medici banking branches across Europe.

MG-10 Diagram
MEDICI Family Tree — 18x24 inch diagram from Giovanni di Bicci (1360-1429) through Cosimo il Vecchio (1389-1464) through

MEDICI Family Tree — 18x24 inch diagram from Giovanni di Bicci (1360-1429) through Cosimo il Vecchio (1389-1464) through Lorenzo il Magnifico (1449-1492) through Catherine de' Medici (Queen of France 1547-1559) through Marie de' Medici (Queen of France 1600-1610) — 6 generations with named popes (Leo X 1513-1521 + Clement VII 1523-1534) + queens of France + bankers + cardinals + scholars.

MG-11 Diagram
GUTENBERG vs BI SHENG vs JIKJI Comparative Timeline — 36x12 inch laminated strip showing printing-press technology acros

GUTENBERG vs BI SHENG vs JIKJI Comparative Timeline — 36x12 inch laminated strip showing printing-press technology across world history: Tang Diamond Sutra 868 (woodblock) + Song Bi Sheng moveable type 1040 (ceramic) + Korean Jikji 1377 (metal moveable type, oldest extant metal-type book) + Korean Hangul printing 1446 + Gutenberg c.1450 Mainz (metal moveable type Gutenberg Bible 1455) + Aldine Press Venice 1494 + Antwerp Plantin Press 1555 + Ming commercial publishers 16th c. Each technology labeled with: inventor/place/date/material/known print runs.

MG-12 Map
GLOBAL VOYAGES Atlas — 30x36 inch wall map showing all major global voyages 1405-1525 with color-coded routes: Zheng He

GLOBAL VOYAGES Atlas — 30x36 inch wall map showing all major global voyages 1405-1525 with color-coded routes: Zheng He 1405-1433 SEVEN voyages (yellow) + Henry the Navigator-era West African voyages 1419-1460 (orange) + Dias 1488 (red) + Columbus 1492-1504 four voyages (purple) + Vasco da Gama 1497-1499 (green) + Cabral 1500 (blue) + Magellan-Elcano 1519-1522 (white) + Cortés 1519 + Pizarro 1532. Each voyage shown with dates + ship type + major stops. Indian Ocean monsoon arrows in faint gray showing the network's pre-existing PRECEDENCE of Portuguese arrival.

MG-13 Diagram
DECOLONIAL TOOLKIT poster — 18x24 inch wall poster summarizing Mignolo + Quijano + Santos + Tuck + Yang + Smith decoloni

DECOLONIAL TOOLKIT poster — 18x24 inch wall poster summarizing Mignolo + Quijano + Santos + Tuck + Yang + Smith decolonial moves. FOUR DECOLONIAL MOVES: (1) Refuse single-modernity narrative; (2) Name coloniality alongside modernity (modernity/coloniality couplet); (3) Center suppressed epistemologies; (4) Attend to ongoing afterlives. Each move illustrated with a Lesson-application example. Critical anchor: Tuck + Yang 2012 'decolonization is not a metaphor' — material land/sovereignty/repatriation refused as mere classroom rhetoric.

MG-14 Diagram
RESTALL SEVEN MYTHS poster — 24x36 inch laminated naming all 7 myths of the Spanish Conquest per Restall 2003 with named

RESTALL SEVEN MYTHS poster — 24x36 inch laminated naming all 7 myths of the Spanish Conquest per Restall 2003 with named scholarly refutations: (1) Myth of exceptional men — refuted by collective politics; (2) Myth of the king's army — refuted by private contracts; (3) Myth of the white conquistadors — refuted by Black + Indigenous + mestizo participants; (4) Myth of completion — refuted by ongoing resistance Pueblo 1680/Itzá 1697/Tupac Amaru II 1780; (5) Myth of (mis)communication — refuted by Townsend on Malintzin; (6) Myth of native desolation — refuted by population continuity and resilience; (7) Myth of superiority — refuted by smallpox + alliance + Indigenous tactics. Each myth shows refusal sentence frames.

MG-15 Diagram
COLUMBIAN EXCHANGE diagram — 24x36 inch wall poster showing two-way biological + cultural + ecological flows 1492-1600+.

COLUMBIAN EXCHANGE diagram — 24x36 inch wall poster showing two-way biological + cultural + ecological flows 1492-1600+. American → Afro-Eurasia: maize/potato/sweet potato/tomato/cacao/turkey/tobacco/cassava/peanut/pumpkin/squash/vanilla/pineapple/avocado/chili pepper/quinoa. Afro-Eurasia → Americas: wheat/horse/cattle/pig/sheep/goat/chicken/sugarcane/coffee/banana/citrus/onion/garlic/grapes/olives. DISEASE flow: smallpox + measles + influenza + typhus + yellow fever (Afro-Eurasia → Americas, devastating); syphilis (debated origin, Americas → Afro-Eurasia). Style: clear visual flow with food + animal silhouettes; named by scientific + Indigenous + European common names where applicable.

MG-16 Chart
INDIGENOUS DEMOGRAPHIC TRANSFORMATION graph 1492-1600 — 18x24 inch chart showing population data per Cook 1998 + Mann 20

INDIGENOUS DEMOGRAPHIC TRANSFORMATION graph 1492-1600 — 18x24 inch chart showing population data per Cook 1998 + Mann 2005 + Crosby 1972: Pre-1492 Americas total ~60-112 million (with uncertainty bars); 1600 Americas total ~6-10 million; ~90% mortality 1492-1600. Regional breakdowns: Central Mexico 25M (1519) → 1M (1600); Inca region 12M (1525) → 1.5M (1600). Disease + violence + forced labor + ecological disruption named as compounding factors. Note clearly: this is ABOUT humans, with care and gravity; trauma-informed framing per MG-15 protocol.

MG-17 Map
INDIGENOUS RESISTANCE map 1521-1700 — 24x36 inch wall poster showing four major resistance centers: (1) Tupac Amaru I Vi

INDIGENOUS RESISTANCE map 1521-1700 — 24x36 inch wall poster showing four major resistance centers: (1) Tupac Amaru I Vilcabamba 1537-1572 + Tupac Amaru II 1780-1783 preview; (2) Yucatec + K'iche' + Itzá Maya resistance 1527-1697 with Nojpetén 1697 named; (3) PUEBLO REVOLT 17-PUEBLOS COORDINATION map August 10, 1680 — all 17 Pueblos named with runner-routes shown across 400 miles; (4) Mexica + Tlaxcalan + other Indigenous-Mexican continuity to present. Each labeled with named leaders + dates + outcomes.

MG-18 Diagram
ATLANTIC TRIANGULAR TRADE diagram — 24x36 inch wall poster showing three legs: (1) Europe → West Africa carrying manufac

ATLANTIC TRIANGULAR TRADE diagram — 24x36 inch wall poster showing three legs: (1) Europe → West Africa carrying manufactured goods (cloth + guns + alcohol + iron + cowries); (2) West Africa → Americas Middle Passage carrying enslaved Africans (12.5M embarked / 10.7M arrived / 1.8M died); (3) Americas → Europe carrying sugar + tobacco + rum + cotton + indigo + bullion. Period 1500-1850. Includes ENSLAVED-PERSON CENTERED design — Olaudah Equiano portrait at left + Ayuba Suleiman Diallo at right + Brookes 1788 slave-ship deck inset + Elmina Castle photograph; AVOIDS romanticized ship-trade aesthetics.

MG-19 Chart
SlaveVoyages.org volume bar chart 1500-1850 — 18x24 inch chart showing volume of trans-Atlantic slave trade per Eltis et

SlaveVoyages.org volume bar chart 1500-1850 — 18x24 inch chart showing volume of trans-Atlantic slave trade per Eltis et al. 2009 SlaveVoyages.org Trans-Atlantic Slave Trade Database — by decade from 1500-1510 (4,000) to 1830-1840 (peak ~600,000+ per decade). National-carrier breakdown: Portuguese ~5.8M + British ~3.1M + French ~1.4M + Spanish ~1.1M + Dutch ~0.5M + others ~0.6M = ~12.5M total embarked / ~10.7M arrived. AFRICAN region of origin breakdown: West Central Africa (Kongo/Angola) ~40% + Bight of Benin ~16% + Bight of Biafra ~14% + Gold Coast (Ghana) ~10% + Senegambia ~6% + Sierra Leone ~5% + Windward Coast ~3% + Mozambique/SE Africa ~5%. Note: bar chart designed with care, avoids reducing humans to numbers.

MG-20 Map
MUGHAL EMPIRE map 1526-1707 — 24x36 inch laminated showing Mughal territorial extent at peak under Aurangzeb 1690s (5.3

MUGHAL EMPIRE map 1526-1707 — 24x36 inch laminated showing Mughal territorial extent at peak under Aurangzeb 1690s (5.3 million km²) + four phases: Babur 1526-1530 + Akbar 1556-1605 + Shah Jahan 1628-1658 + Aurangzeb 1658-1707. Capitals labeled — Agra + Delhi + Fatehpur Sikri + Lahore + Aurangabad. Major monuments — Taj Mahal Agra + Red Fort Delhi + Humayun's Tomb + Fatehpur Sikri palace complex. Persianate cultural-administrative system zone shown. British East India Company trading-posts highlighted — Surat 1612 + Madras 1639 + Bombay 1668 + Calcutta 1690 — to set up G8-Fall Plassey 1757.

MG-21 Map
ZHENG HE VOYAGES MAP 1405-1433 — 24x36 inch wall poster showing all SEVEN voyages routes: 1st 1405-1407 to Calicut; 2nd

ZHENG HE VOYAGES MAP 1405-1433 — 24x36 inch wall poster showing all SEVEN voyages routes: 1st 1405-1407 to Calicut; 2nd 1407-1409 to Calicut; 3rd 1409-1411 to Sri Lanka; 4th 1413-1415 to Hormuz; 5th 1417-1419 to Africa east coast Malindi; 6th 1421-1422 to East Africa; 7th 1431-1433 to Hormuz + Mecca + Africa. Treasure ship 400-450 feet shown to SCALE next to Santa María 62 feet — visual scale contrast. Annotated with: Ming Yongle Emperor decree text + Zheng He stone tablet at Liujia Harbor + Sri Lanka trilingual inscription (Chinese-Tamil-Persian) Galle 1411. Refusal frame: 'Zheng He's voyages PRECEDE Columbus by 87 years.'

MG-22 Map
TOKUGAWA JAPAN 1603-1868 map — 18x24 inch laminated showing major castle towns (Edo + Osaka + Kyoto + Nagoya + Kanazawa

TOKUGAWA JAPAN 1603-1868 map — 18x24 inch laminated showing major castle towns (Edo + Osaka + Kyoto + Nagoya + Kanazawa + Sendai + Hiroshima + Kumamoto) + Dejima island Nagasaki diagram inset (artificial fan-shaped island c.120m x 75m built 1634 for Portuguese 1636-1639 then Dutch 1641-1854 — only foreign-trade contact during sakoku) + sankin-kotai daimyo-route arrows from major domains to Edo + Kabuki theaters of Edo + the 1700 Edo population ~1 million annotated as 'world's largest city' against London ~575,000 + Paris ~500,000 comparison bars.

MG-23 Diagram
I-STILL-WONDER chart G7-Spring — 18x24 inch wall chart for unit-wide student wonderings sticky-note collection — carries

I-STILL-WONDER chart G7-Spring — 18x24 inch wall chart for unit-wide student wonderings sticky-note collection — carries forward from G7-Fall MG-22 + collects new wonderings during G7-Spring; serves as bridge into G8-Fall (Civil War + industrialization). Includes sections labeled: 'Renaissance women I want to know more about' + 'Conquest perspectives I want to read' + 'African voices I want to read' + 'Global empires I want to compare' + 'Resistance leaders I want to research.'

MG-24 Diagram Physical / non-image

CAPSTONE 4-CRITERION RUBRIC diagram — 18x24 inch wall poster showing the capstone storybook + civic-action letter rubric: (1) MULTI-PERSPECTIVE — at least three civilizations + Indigenous voice + African voice named (0-3 stars); (2) PRESENT-TENSE LIVING-DESCENDANT VOICING — all living peoples referenced in present-tense per NMAI protocol (0-3 stars); (3) CLAIM-EVIDENCE-WARRANT ARGUMENT — at least one claim with at least 2 pieces of evidence + warrant connecting them (0-3 stars); (4) CIVIC-ACTION LETTER QUALITY — letter mailed to a named descendant-community institution with clear what-I-learned + what-I-will-do statements (0-3 stars). Plus 5th star: SELF-REFLECTION I-LEARNED/I-CAN/I-STILL-WONDER assessment-as-learning.

Lessons (22)

# Title Min Skills
1 Whose Renaissance? — Unit Launch and the RENAISSANCES-EVERYWHERE Atlas 50 1
2 Italian City-States 1300-1500 — Florence, Venice, Milan, Rome: Whose City-State Was It? 50 1
3 The Medici Family — Banking, Patronage, and Power 1389-1737 50 1
4 Did Women Have a Renaissance? — Anguissola, Fontana, Christine de Pizan, and the Kelly-Gadol Question 50 1
5 High Renaissance Art-and-Science — Leonardo, Michelangelo, Raphael, and Linear Perspective 50 1
6 The Scientific Revolution in Global Perspective — Copernicus, Galileo, Kepler, Vesalius + Jai Singh II + Piri Reis + Xu Guangqi-Ricci 50 1
7 Northern Renaissance and the Print Revolution — Erasmus, More, Dürer, Gutenberg c.1450 — but Bi Sheng 1040 and Korean Jikji 1377 came FIRST 50 1
8 Songhai West Africa 1493-1591 — Askia Muhammad I, Sankore University, and Timbuktu's 700,000+ Manuscripts 50 2
9 Ottoman Empire — Suleiman the Magnificent, the 1529 + 1683 Sieges of Vienna, Lepanto 1571, Sinan's Süleymaniye Mosque, and Piri Reis Cartography — Refusing the 'Decline Thesis' 50 1
10 Atlantic Exploration 1415-1522 — Portuguese (Henry the Navigator, Vasco da Gama) + Spanish (Columbus, Magellan), with ZHENG HE 1405-1433 PRECEDING by 87 Years 50 1
11 Encounter 1492+ and the Columbian Exchange — Biological, Demographic, Cultural Transformation; ~90% Indigenous Mortality 1492-1600 + Conquest of Mexica BEGINS (trauma-informed) 60 2
12 The Fall of Tenochtitlán August 13 1521 — Smallpox 1520, La Noche Triste 1520, Siege 1521; Refusing All SEVEN of Restall's Myths (trauma-informed continued) 60 1
13 The Cajamarca Encounter 16 November 1532 — Pizarro and Atahualpa, the Civil War Context, and the 35-Year Vilcabamba Neo-Inca Resistance (trauma-informed) 60 1
14 Vilcabamba 1537-1572 and Las Casas's Dissent — 35 Years of Neo-Inca Resistance, Tupac Amaru I's Execution, and the First European Critic of Conquest (trauma-informed continued) 60 2
15 Maya Resistance 1527-1697 — 170 Years to 'Conquer' Yucatán, Itzá Maya at Nojpetén 1697, and 6+ Million Maya Speakers Present-Tense 50 1
16 The Pueblo Revolt August 10, 1680 — Po'pay of Ohkay Owingeh and the Only Successful Indigenous Expulsion of European Colonizers in North America 50 1
17 The Transatlantic Slave Trade Origins 1441-1750 — African Voices Centered (Equiano + Ayuba Suleiman Diallo) + Teaching Hard History Framework + 12.5M Embarked / 10.7M Arrived (trauma-informed) 60 1
18 The Atlantic World-System — Mercantilism, Manila Galleon Silver-Flow, Wallerstein World-Systems, and the Quantitative Columbian Exchange Ledger 50 2
19 The Mughal Empire 1526-1707 — Babur to Akbar's Sulh-i-Kul to Shah Jahan's Taj Mahal to Aurangzeb (FORMALLY-CITED KS3 NON-EUROPEAN SOCIETY STUDY) 55 1
20 Ming/Qing China and Tokugawa Japan in Parity with Italian Renaissance — Zheng He 1405-1433 + Macartney 1793 + Sakoku 1633 + Edo as World's Largest City 55 2
21 Reformation + Counter-Reformation + Wars of Religion + Capstone Setup — Connecting All Six Formations + 30 Years War + Westphalia 1648 + Capstone Storybook Draft 55 3
22 CAPSTONE — Renaissance-to-1750 in Many Voices — Storybook Presentation + Civic-Action Letter Mailing + Foxfire 3-Copy Distribution + 5-Star Self-Reflection 90 1

Skills (18)

Strand · CHR
Strand · CUL
Strand · GEO
Strand · HIS

Assessments (2)

  • Summative Endterm week 18 90 min covers 10 skills
  • Formative Midterm week 9 60 min covers 8 skills

Standards alignment

Framework
C3 Framework for Social Studies State Standards — Grades 6-8 (NCSS 2013)
D1.1.6-8 — Explain how a question...D1.2.6-8 — Explain points of...D1.3.6-8 — Explain how questions are...D1.4.6-8 — Explain how the...D1.5.6-8 — Determine the kinds of...D2.His.1.6-8 — Analyze connections...D2.His.2.6-8 — Classify series of...D2.His.3.6-8 — Use questions...D2.His.4.6-8 — Analyze multiple...D2.His.5.6-8 — Explain how and why...D2.His.6.6-8 — Analyze how people's...D2.His.9.6-8 — Classify the kinds of... + 38 more
Framework
NCSS National Curriculum Standards for Social Studies (10 themes) — Middle Grades
Theme I — Culture (Renaissance...Theme II — Time, Continuity, and...Theme III — People, Places, and...Theme IV — Individual Development...Theme V — Individuals, Groups, and...Theme VI — Power, Authority, and...Theme VII — Production,...Theme VIII — Science, Technology,...Theme IX — Global Connections...Theme X — Civic Ideals and Practices...
Framework
English National Curriculum — History KS3 (statutory programme of study, 2014 reforms)
KS3 — 'the development of Church,...KS3 — 'ideas, political power,...KS3 — 'a study of an aspect of world...KS3 — 'a non-European society that...KS3 Aim 1 — know and understand the...KS3 Aim 2 — know and understand...KS3 Aim 3 — gain and deploy a...KS3 Aim 4 — understand historical...KS3 Aim 5 — understand the methods...KS3 Aim 6 — gain historical...
Framework
California History–Social Science Content Standards — Grade 7 (World History and Geography: Medieval and Early Modern Times) — spring portion 7.8-7.11 (full coverage of all required Renaissance/Reformation/Exploration clusters)
7.8.1 — Describe the way in which...7.8.2 — Explain the importance of...7.8.3 — Understand the effects of...7.8.4 — Describe the growth and...7.8.5 — Detail advances made in...7.9.1 — List the causes for the...7.9.2 — Describe the theological,...7.9.3 — Explain Protestants' new...7.9.4 — Identify and locate the...7.9.5 — Analyze how the...7.9.6 — Understand the institution...7.9.7 — Describe the Golden Age of... + 8 more
Framework
Texas Essential Knowledge and Skills — Social Studies §113.42 World History Studies (G7-Spring topics map to §113.42 Renaissance/Reformation/Exploration cluster)
§113.42(c)(2)(A) — identify the...§113.42(c)(2)(B) — explain the...§113.42(c)(4)(D) — describe the...§113.42(c)(5)(A) — explain the...§113.42(c)(5)(B) — explain the...§113.42(c)(6)(A) — explain how the...§113.42(c)(6)(B) — analyze the...§113.42(c)(7)(A) — explain the...§113.42(c)(7)(B) — explain the...§113.42(c)(7)(C) — explain the...§113.42(c)(13)(D) — identify the...§113.42(c)(14)(A) — identify the... + 2 more
Framework
New York State Grade 7 Social Studies Framework — History of the United States and New York State I (NYS context with G7-Spring world-history modules adapted) and New York State Global History and Geography Grade 9-10 framework adapted as G7-Spring stretch alignment
NYS Global History 9.7 —...NYS Global History 9.8 — Global...NYS Global History 9.9 —...NYS Global History 9.10 —...

Pedagogical anchors

  • C3 Framework Inquiry Arc Dimensions 1-4 (NCSS 2013)
    Compelling question 'Whose Renaissance? Whose Discovery? Whose Conquest?' drives all 22 lessons; supporting questions per lesson; D2 disciplinary tools (chronology + sourcing + spatial + economic); D3 evaluating sources via MG-7 SEVEN-Question Source Card carrying forward from G7-Fall; D4 communicating conclusions via capstone storybook + civic-action letter Lessons 21-22
  • Wineburg Historical Thinking — Reading Like a Historian (Sam Wineburg, Stanford SHEG) — full 4-question routine sourcing/contextualization/corroboration/close reading
    MG-7 SOURCE CARD continues from G7-Fall in expanded form; applied especially to Lessons 11-14 (Spanish conquest accounts — Cortés letters vs. Florentine Codex vs. Tlaxcalan annals vs. Indigenous Anonymous Mexica account); Lesson 7 (Luther 95 Theses + Tetzel sermon counterpoint); Lesson 18 (Columbian Exchange ledger sources)
  • Document-Based Learning (DBL) — extended to NAHUATL + QUECHUA + WEST AFRICAN ORAL + PERSIAN MUGHAL + CHINESE MING-QING + JAPANESE TOKUGAWA primary-source routines
    Florentine Codex Book 12 illustrated Indigenous testimony on conquest (Lessons 11-12); Felipe Guaman Poma de Ayala 'Nueva Corónica y Buen Gobierno' 1615 Quechua-Spanish bilingual illustrated chronicle (Lesson 14); Olaudah Equiano 1789 Interesting Narrative (Lesson 17); Akbar-nama by Abu'l-Fazl (Lesson 19); Zheng He stone tablets at Liujia Harbor (Lesson 20); Japanese Tokugawa sakoku edicts 1633-1639 (Lesson 20b)
  • AP World History: Modern thematic framework (College Board) — Unit 3 Land-Based Empires c. 1450-1750 + Unit 4 Transoceanic Interconnections c. 1450-1750 + Unit 5 Revolutions early-onset
    Unit thematic structure adapted as G7-Spring lens — AP WHM 3.1-3.4 land-based empires (Mughal/Ottoman/Ming-Qing/Safavid) + 4.1-4.7 transoceanic exploration/Columbian Exchange/Atlantic trade/slave trade/resistance applied as G7-Spring stretch alignment per §6.4
  • World History Association multi-perspective protocol (Marc Gilbert, Jerry Bentley) — REFUSES single-narrative chronology; teaches simultaneity and connection over civilizational silos
    MG-2 RENAISSANCES-EVERYWHERE Atlas refuses 'European Renaissance as unique miracle' framing absolutely; pairs Florentine humanism 1453 with Mughal Akbar 1556+ + Ming Hongwu 1368+ + Songhai Sonni Ali 1464+ + Ottoman Suleiman 1520+ + Tokugawa Ieyasu 1603+ as SIX SIMULTANEOUS early-modern formations
  • Decolonial historiography — Walter Mignolo 'The Darker Side of Western Modernity' (2011) + 'The Idea of Latin America' (2005) + Aníbal Quijano 'Coloniality of Power' (2000) + Boaventura de Sousa Santos 'Epistemologies of the South' (2014)
    MG-13 'DECOLONIAL TOOLKIT' poster names FOUR DECOLONIAL MOVES — (1) refuse single-modernity narrative; (2) name coloniality alongside modernity; (3) center suppressed epistemologies; (4) attend to ongoing afterlives. Applied at Lessons 10 (encounter), 11-12 (Mexica conquest), 13-14 (Inca + ongoing Indigenous resistance), 17 (slave trade)
  • NMAI National Museum of the American Indian Native Knowledge 360° — Native-Living-Descendant Protocol — present-tense convention for all living Indigenous peoples
    Lessons 11-12 (Mexica/Nahua present-tense — Mexico City Náhuatl-speaking communities cited including INAH and UNAM Indigenous-language program); Lessons 13-14 (Quechua + Aymara present-tense — Cuzco Quechua-speaking communities + ongoing Tupac Amaru lineage in Peruvian rural Quechua nationhood movement); Lesson 15 (Maya present-tense — ongoing Yucatec + K'iche' + Tzotzil Maya peoples 6+ million speakers across Mesoamerica); Lesson 16 (Pueblo Revolt 1680 living descendants — 19 Pueblos of New Mexico present-tense)
  • Teaching Hard History K-12 Framework (Southern Poverty Law Center / Learning for Justice, 2018, updated 2022) — applied with full middle-grades framing for transatlantic slave trade origins
    Lesson 17 (Atlantic slave trade origins) is anchored EXPLICITLY in THH 6-8 Key Concepts 1-10 + THH Summary Objectives — slavery is NOT a 'side topic' of exploration but a co-constitutive economic foundation of the early-modern Atlantic system; African voices centered (Equiano + Ayuba Suleiman Diallo + Mahommah Baquaqua + oral traditions of Wolof + Yoruba + Igbo + Akan + Kongo origins); refuses 'sad chapter' euphemism; uses 'enslaved people' not 'slaves'
  • 1619 Project K-12 Education Network materials (Pulitzer Center + Nikole Hannah-Jones 2019 New York Times Magazine + 2021 book + 2023 6-12 lesson collection)
    1619 Project pedagogical materials cited as supplementary source for Lesson 17 (slave trade) + Lesson 18 (Columbian Exchange — labor regime); refuses '1620 Mayflower as American origin' framing absolutely; '1619 Project: A New Origin Story' 2021 Hannah-Jones chapters on Origins + Capitalism + Self-Defense applied at G7-Spring stretch
  • Camilla Townsend 'Fifth Sun: A New History of the Aztecs' (2019) + 'Malintzin's Choices' (2006) + Matthew Restall 'Seven Myths of the Spanish Conquest' (2003) + 'When Montezuma Met Cortés' (2018) + Inga Clendinnen 'Aztecs: An Interpretation' (1991) + Miguel León-Portilla 'The Broken Spears' (1959) — refusal of 'conquest myth' framing absolutely
    Lessons 11-12 (Cortés vs. Moctezuma / Spanish conquest of Mexica) directly anchored. Restall's SEVEN MYTHS named in Lesson 12: (1) exceptional men; (2) the king's army; (3) the white conquistadors; (4) completion; (5) (mis)communication; (6) native desolation; (7) superiority; each refused with named evidence. La Malinche (Malintzin Tenepal) re-centered as STRATEGIC POLITICAL ACTOR (Townsend 2006) NOT as 'traitor.' Tlaxcalan allies named as 200,000+ Indigenous co-belligerents; smallpox 1520 named as decisive epidemic factor; Tenochtitlán 1500 named as 200,000-person city — among largest in world.
  • Indigenous Andean scholarship — Gary Urton 'Signs of the Inka Khipu' (2003) + Sabine Hyland 'Gods of the Andes' (2011) + Frank Salomon 'Cord Keepers' (2004) + Sinclair Thomson 'We Alone Will Rule' (2002) on 18th-century Inca resistance + Tom Zuidema + María Rostworowski 'History of the Inca Realm' (1999, Peruvian Inca-descendant scholar)
    Lessons 13-14 (Spanish conquest of Inca / Pizarro and Atahualpa / ongoing Andean resistance to 1572 Tupac Amaru I + 1780-1783 Tupac Amaru II revolt context) — Atahualpa civil war with Huáscar named as essential context; Cajamarca encounter 1532 sourced via competing Spanish accounts; quipu knot-records reframed as primary documents NOT as 'memory aids'; Vilcabamba neo-Inca state 1537-1572 named as 35-year armed resistance; Quechua-language present-tense protocol for ~8 million Quechua speakers in contemporary Peru/Bolivia/Ecuador
  • Maya scholarship and ongoing resistance — Linda Schele + David Freidel 'A Forest of Kings' (1990) + Inga Clendinnen 'Ambivalent Conquests: Maya and Spaniard in Yucatán' (1987) + Matthew Restall 'Maya Conquistador' (1998) + Stephen Lewis 'Rita Hayworth's Father' (re: 20th-century continuity) + Greg Grandin 'The Last Colonial Massacre' (2004)
    Lesson 15 (ongoing Maya resistance — Spanish in Yucatán 1527-1697 took 170 years to fully subjugate; Itzá Maya at Nojpetén held out until 1697; contemporary Maya peoples 6+ million speakers across 30 named languages including Yucatec/K'iche'/Q'eqchi'/Mam/Kaqchikel/Tzotzil/Tzeltal/Chol — Mexico/Guatemala/Belize/Honduras present-tense; Caste War of Yucatán 1847-1901 continuity arc; Zapatista 1994 explicitly cited as continuity per Indigenous Andean and Mesoamerican ongoing-resistance frame)
  • Pueblo scholarship and Pueblo Revolt 1680 — Joe Sando 'Pueblo Nations' (1991, Jemez Pueblo author) + Andrew Knaut 'Pueblo Revolt of 1680' (1995) + David J. Weber 'The Spanish Frontier in North America' (1992) + Edward Dozier 'The Pueblo Indians of North America' (1970, Santa Clara Pueblo author) + Robert Mirabal (Taos Pueblo, contemporary musician on Po'pay legacy)
    Lesson 16 (Pueblo Revolt 1680 — Po'pay/Popé of Ohkay Owingeh leads coordinated revolt of 17 Pueblos across 400 miles; 21 Spanish friars + 380 colonists killed; Spanish driven from New Mexico for 12 years 1680-1692; ONLY successful Indigenous expulsion of European colonizers in North America; 19 Pueblos of New Mexico present-tense — Acoma + Cochiti + Isleta + Jemez + Laguna + Nambé + Ohkay Owingeh + Picuris + Pojoaque + San Felipe + San Ildefonso + Sandia + Santa Ana + Santa Clara + Santo Domingo (Kewa) + Taos + Tesuque + Zia + Zuni — each with cultural-office citations preferred where teacher can localize)
  • African and Afro-Atlantic scholarship — Ira Berlin 'Many Thousands Gone' (1998) + Sylvia Frey + John Thornton 'Africa and Africans in the Making of the Atlantic World' (1998) + Linda Heywood + John Thornton 'Central Africans and Cultural Transformations' (2007) + Walter Hawthorne 'Planting Rice and Harvesting Slaves' (2003, Upper Guinea Coast) + Saidiya Hartman 'Lose Your Mother' (2007) + Henry Louis Gates Jr. + Marcus Rediker 'The Slave Ship: A Human History' (2007)
    Lesson 17 (Atlantic slave trade origins 1441-1750 with full African-perspective grounding) — Portuguese 1441 Lagos captives + 1444 first systematic raid + 1482 Elmina Castle built by Portuguese; Kongo conversion 1491 vs. enslavement contradiction; Asante + Dahomey + Oyo polities as African political actors in trade (refusing simplistic 'Africans sold Africans' AND simplistic 'Europeans acted alone' framings); Olaudah Equiano 1789 Interesting Narrative as primary source; Ayuba Suleiman Diallo (Job ben Solomon) 1734 + Phillis Wheatley 1773 as enslaved African voices; estimated 12.5 million Africans embarked + 10.7 million arrived per SlaveVoyages.org Trans-Atlantic Slave Trade Database 2009
  • Mughal scholarship — Richard Eaton 'India in the Persianate Age 1000-1765' (2019) + 'A Social History of the Deccan' (2005) + John F. Richards 'The Mughal Empire' (1993, New Cambridge History of India I.5) + Catherine Asher + Cynthia Talbot 'India before Europe' (2006) + Audrey Truschke 'Culture of Encounters: Sanskrit at the Mughal Court' (2016) + 'Aurangzeb: The Man and the Myth' (2017)
    Lesson 19 (Mughal Empire 1526-1707) — Babur 1526 Panipat to Akbar 1556-1605 to Shah Jahan 1628-1658 Taj Mahal commissioned 1632 to Aurangzeb 1658-1707; Din-i-Ilahi 1582 Akbar's syncretic court religion + sulh-i-kul 'universal peace/concord' policy; Hindu-Muslim-Sikh-Jain-Christian-Zoroastrian court representation; Persianate cultural-administrative system; Mughal painting + Mughal architecture + Mughal taxation Todar Mal zabt system; relationship with British East India Company 1600+ leading to 1757 Plassey (G8-Fall preview); Nur Jahan Mughal regent named as woman political actor
  • Ming and Qing scholarship — Timothy Brook 'The Confusions of Pleasure: Commerce and Culture in Ming China' (1998) + 'The Troubled Empire' (2010) + 'Vermeer's Hat' (2008 — Ming-Dutch silver connection) + Edward Dreyer 'Zheng He: China and the Oceans 1405-1433' (2007) + Jonathan Spence 'The Search for Modern China' (1990 + 1999 + 2013) + John E. Wills 'Mountain of Fame' (2012) on Macartney 1793
    Lesson 20 (Zheng He voyages 1405-1433 + Ming/Qing China + Macartney mission 1793) — Zheng He SEVEN voyages PRECEDE Columbus by 87 years; treasure ships 400-450 feet (vs. Santa María ~62 feet); voyages reached Hormuz/Mecca/East Africa Malindi/Mogadishu; 1433 Ming withdrawal NOT 'incapacity' — strategic Confucian-bureaucratic decision; 1644 Manchu Qing conquest; Kangxi (r.1661-1722) + Qianlong (r.1735-1796) reigns; 1793 Lord Macartney mission to Qianlong — Qianlong's edict to George III named as evidence of 18th-century Chinese self-confidence NOT 'isolationism' as Eurocentric framing claims
  • Tokugawa Japan scholarship — Marius Jansen 'The Making of Modern Japan' (2000) + Conrad Totman 'Early Modern Japan' (1993) + Mary Elizabeth Berry 'Japan in Print: Information and Nation in the Early Modern Period' (2006) + Ronald Toby 'State and Diplomacy in Early Modern Japan' (1984) on sakoku context
    Lesson 20 part 2 (Tokugawa Japan 1603-1868 unification + sakoku 'closed country' edicts 1633-1639) — Toyotomi Hideyoshi → Tokugawa Ieyasu 1600 Sekigahara → 1603 shogunate; sankin-kotai 'alternate attendance' system; FOUR-CLASS shi-no-ko-sho hierarchy with critical examination; Dutch and Chinese trade continuing through Nagasaki Dejima 1641-1854 — refusing 'total isolation' simplistic framing; 1597 26 Martyrs of Nagasaki + Christianity suppression context; flourishing Edo period 1700 city population ~1 million LARGEST in world; ukiyo-e + kabuki + haiku as Edo cultural production
  • Ottoman Empire scholarship — Suraiya Faroqhi 'The Ottoman Empire and the World Around It' (2004) + 'Subjects of the Sultan' (2000) + Caroline Finkel 'Osman's Dream' (2005) + Halil Inalcık 'The Ottoman Empire: The Classical Age 1300-1600' (1973)
    Lesson 9 (Ottoman continuity from G7-Fall + Suleiman the Magnificent r.1520-1566 + 1529 First Siege of Vienna + 1571 Lepanto + 1683 Second Siege of Vienna + millet system + janissary corps + Ottoman cultural achievements — Sinan's Süleymaniye Mosque 1557 + Piri Reis 1513 world map; refusal of 'Ottoman decline thesis' Eurocentric framing
  • Florentine Codex scholarship — Bernardino de Sahagún 1545-1590 General History of the Things of New Spain (Códice Florentino) — co-authored with Nahua scholars Antonio Valeriano, Alonso Vegerano, Martín Jacobita, Pedro de San Buenaventura, Andrés Leonardo at Colegio de Santa Cruz Tlatelolco; bilingual Nahuatl-Spanish illustrated manuscript at Biblioteca Medicea Laurenziana Florence; UNESCO Memory of the World registry 2015; English translation by Anderson + Dibble School of American Research + University of Utah Press 1950-1982 12 volumes; Diana Magaloni 'The Colors of the New World' 2014 art-historical analysis
    Lessons 11-12 (Spanish conquest of Mexica) primary source — Book 12 Conquest is the INDIGENOUS NAHUA-VOICED account of the conquest; the Tlatelolco Nahua scholars are named in the Codex preface and re-centered as co-authors not merely informants per Diana Magaloni 2014; specific passages cited including Book 12 Chapter 20 La Noche Triste from Mexica perspective + Book 12 Chapter 21 the smallpox epidemic 1520 + Book 12 Chapter 39 surrender at Tlatelolco August 13 1521
  • Bartolomé de las Casas + early dissent — 'Brevísima relación de la destrucción de las Indias' 1542/1552 + 'Historia de las Indias' (uncompleted, published 1875) + 1550-1551 Valladolid debate with Juan Ginés de Sepúlveda + 'Apologética Historia Sumaria' + 1542 New Laws abolishing Indigenous chattel slavery in Spanish empire (limited enforcement)
    Lesson 11 + Lesson 13 — Las Casas paired with Indigenous sources for CORROBORATION + DIVERGENCE analysis; Las Casas' 1550 Valladolid argument that Indigenous peoples are fully rational humans named as first formal European challenge to conquest's legal-theological justification; LIMITATIONS of Las Casas also taught — his early advocacy of African slavery as 'replacement labor' (which he later renounced); not a hero-narrative but a complex source
  • Renaissance women + reframing — Margaret L. King 'Women of the Renaissance' (1991) + Joan Kelly-Gadol 'Did Women Have a Renaissance?' (1977 — answered NO/qualified-no); reframing per Sofonisba Anguissola painter 1532-1625 + Lavinia Fontana painter 1552-1614 + Christine de Pizan 'Book of the City of Ladies' 1405 + Veronica Franco poet 1546-1591 + Vittoria Colonna poet 1490-1547 + Properzia de' Rossi sculptor c.1490-1530
    Lesson 4 (Italian Renaissance — humanism + women's experience) names Sofonisba Anguissola working at Spanish court of Philip II + Lavinia Fontana's altar commissions + Christine de Pizan's earlier 1405 'City of Ladies' as proto-feminist + critical engagement with Kelly-Gadol's 1977 question 'Did women have a Renaissance?' — answered with qualified-no per gendered restrictions on humanist education + guild membership + property/marriage law
  • Wallerstein World-Systems Analysis (Immanuel Wallerstein 1974+ 'The Modern World-System I' on origins of European world-economy 1450-1640) + Janet Abu-Lughod 'Before European Hegemony' 1989 (carryover from G7-Fall as comparative)
    Lesson 18 (Columbian Exchange + mercantilism) anchored in Wallerstein's argument that the early-modern Atlantic became a new world-economy with European core / American periphery — but Abu-Lughod's earlier system framed as continuity context. MG-20 carries forward as the 'before' picture; new MG-21 Wallerstein 1640 World-System map serves as the 'after' picture. Provides QUANTITATIVE Columbian Exchange data (Crosby 1972 + Mann 2005 '1493' + Earle 2012 'The Body of the Conquistador')
  • Foxfire 3-copy distribution capstone protocol (Eliot Wigginton 1972 + Foxfire Fund) + Generation Citizen civic-action protocol
    Capstone Lesson 22 (90 min): dual-strand Foxfire 3-copy storybook + civic-action letter mailed to descendant-community-institutions (mirroring G7-Fall capstone) — destinations include Museo Nacional de Antropología Mexico City + Museo Inka Cuzco + ASOMUGS Maya communities + Pueblo Council of Governors Albuquerque + International African American Museum Charleston + National Museum of African American History and Culture Smithsonian + International Slavery Museum Liverpool + Mughal Museum Agra/National Museum New Delhi + National Museum of China Beijing + Tokyo National Museum
  • Banks Multicultural Education Levels 3-4 (James Banks transformative + social-action approaches) — refuses Levels 1-2 'heroes-holidays' + 'additive' superficiality
    Unit-wide structural choice — the Renaissance is taught GLOBALLY (Italy + Mughal + Ming + Songhai + Ottoman + Tokugawa) at Banks Level 3 (TRANSFORMATIVE — restructured curriculum) rather than Level 2 (additive — 'and also Mughal art'); social-action component is the Lesson 22 civic-action letter at Banks Level 4 (SOCIAL ACTION)
  • Trauma-informed pedagogy (Bessel van der Kolk + NCTSN National Child Traumatic Stress Network + Learning for Justice — Teaching Hard History 'Stress, Trauma, and the History of Slavery in U.S. Classrooms' guide)
    Five trauma-informed lessons in G7-Spring with MG-15 protocol active: Lesson 11 (Cortés campaigns + La Noche Triste); Lesson 12 (smallpox + fall of Tenochtitlán); Lesson 13 (Cajamarca + Atahualpa execution); Lesson 14 (Vilcabamba + Tupac Amaru I 1572 execution); Lesson 17 (Atlantic slave trade origins) — all five with caregiver letters specified in parent_communications week 12 + week 15
  • UDL Universal Design for Learning Principles 1-3 (CAST 2018) + Responsive Classroom (NEFC) + Liljedahl Building Thinking Classrooms (Visibly Random Groups for source-analysis discussion) + Hammond 'Culturally Responsive Teaching and the Brain' (2014)
    UDL representation — MG-7 source cards available in audio, transcript, sketch + Nahuatl/Quechua/Persian/Arabic name-pronunciation guides; UDL action — claim-evidence-warrant in writing OR sketchbook OR podcast; UDL engagement — student-choice descendant-community for letters Lesson 22; Liljedahl VRG for Lessons 11, 13, 17, 19, 20; Hammond brain-friendly routines for trauma-informed lessons

Depth bar

Covers
C3 D1-D4 Grades 6-8 history/civics/economics/geography full strands; NCSS Themes I-X; English NC History KS3 ('the development of Church, state and society in Britain 1509-1745' + 'a study of an aspect of world history' + 'Mughal India 1526-1857 non-European society study' — FORMALLY-CITED KS3 non-European society option); California HSS Grade 7 World History and Geography: Medieval and Early Modern Times
7.8
Italian Renaissance
7.9
Reformation + Counter-Reformation
7.10
Scientific Revolution
7.11
Age of Exploration + Columbian Exchange + mercantilism, — full coverage of all required spring clusters per CA HSS Grade 7; Texas TEKS §113.42 World History Studies Renaissance/Reformation/Exploration cluster including Mughal Empire and regional empires; AP World History: Modern Course and Exam Description Units 3-4 (1.1-4.7 thematic learning objectives) as 'AP-equivalent extension' per §6.4
Exceeds
  1. 01
    REFUSES E

    urocentric 'Renaissance/Age of Discovery' framing absolutely via MG-2 RENAISSANCES-EVERYWHERE Atlas placing SIX simultaneous early-modern formations on equal footing — Italian + Mughal + Ming/Qing + Songhai + Ottoman + Tokugawa — typically reserved for AP/IB level;

  2. 02
    CONQUEST OF MEXICA AND INCA TAUGHT FROM INDIGENOUS PERSPECTIVES FIRST

    using Florentine Codex Book 12 (Sahagún + 5 named Nahua co-authors Valeriano/Vegerano/Jacobita/San Buenaventura/Leonardo from Tlatelolco — UNESCO Memory of the World 2015), Guaman Poma 1615 Nueva Corónica (Royal Library Copenhagen open-access), and Titu Cusi 1570 Instrucción — with MG-14 Restall 2003 SEVEN MYTHS refusal poster + Townsend 2006 Malintzin as strategic political actor + La Malinche refusal of 'traitor' framing — typically college-level scholarship at G7;

  3. 03
    ATLANTIC SLAVE TRADE ORIGINS CENTERED WITH AFRICAN VOICES

    Olaudah Equiano 1789 + Ayuba Suleiman Diallo 1734 + Phillis Wheatley 1773 + Wolof/Yoruba/Igbo/Akan/Kongo origin traditions + Teaching Hard History K-12 framework (Learning for Justice 2018/2022) + 1619 Project K-12 Education materials applied at full middle-grades depth + SlaveVoyages.org Trans-Atlantic Slave Trade Database 2009 statistics (12.5M embarked / 10.7M arrived / 1.8M Middle Passage deaths) — refuses 'sad chapter' euphemism + uses 'enslaved people' not 'slaves' per THH style;

  4. 04
    ONGOING INDIGENOUS RESISTANCE

    Pueblo Revolt 1680 (Po'pay of Ohkay Owingeh coordinating 17 Pueblos across 400 miles across 5 language families; 12-year Spanish absence 1680-1692 — the ONLY successful Indigenous expulsion of European colonizers in North America); Itzá Maya at Nojpetén held out until 13 March 1697 (170 YEARS after first Spanish contact); Tupac Amaru I executed Cuzco 24 September 1572 (35-year Vilcabamba neo-Inca state); 19 Pueblos of New Mexico present-tense roster + 6+ million Maya speakers present-tense + ~8M Quechua speakers present-tense + Zapatista 1994 EZLN continuity — refuses 'conquest complete' framing absolutely;

  5. 05
    MUGHAL EMPIRE TAUGHT AS FORMALLY-CITED KS3 NON-EUROPEAN SOCIETY STUDY

    at Banks Level 3 transformative placement on MG-2 — Akbar's sulh-i-kul 1582 Din-i-Ilahi + multi-religious court (Hindu + Muslim + Sikh + Jain + Christian + Zoroastrian) + Mughal women political actors (Nur Jahan + Jahanara Begum + Gulbadan Begum) + Persianate cultural-administrative system per Eaton 2019 + Truschke 2016/2017 refusing both hagiographic and demonological Aurangzeb framings + British EIC 1600+ building toward 1757 Plassey (G8-Fall preview);

  6. 06
    MING/QING CHINA + TOKUGAWA JAPAN TAUGHT IN PARITY

    with Italian Renaissance — Zheng He's SEVEN voyages 1405-1433 PRECEDE Columbus by 87 years (treasure ships 400-450 feet vs. Santa María 62 feet); Ming 1433 withdrawal as STRATEGIC Confucian-bureaucratic decision NOT incapacity per Brook 2010 + Dreyer 2007; Manila Galleon 1565-1815 Pacific silver-flow integration; Qianlong 1793 edict to George III refusing trade liberalization framed as 18th-century Chinese self-confidence NOT 'isolationist arrogance' per Spence 1990 + Wills 2012; Tokugawa sakoku 1633-1854 as SELECTIVE controlled exchange NOT total isolation per Jansen 2000 + Toby 1984 + Berry 2006 with Dejima + Tsushima + Ryukyu maintained; Edo as world's largest city 1700 (~1M);

  7. 07
    WALLERSTEIN 1974 WORLD-SYSTEM FRAMEWORK + ABU-LUGHOD 1989

    'BEFORE' PICTURE FROM G7-FALL — applied analytically with cross-disciplinary math (math.g7.s.rp proportional reasoning) for demographic-collapse calculations (central Mexico 25M→1M = 96%) + Manila Galleon silver-flow (~200 tons/year peak) + SlaveVoyages.org statistics — Wallerstein + Abu-Lughod typically reserved for G9-12;

  8. 08
    NEW MG-13a MULTI-PERSPECTIVE-ENCOUNTER PROMISE

    (5th PROMISE NEW for G7-Spring) — 'Every encounter is told from at least TWO perspectives, and Indigenous + African voices are NAMED FIRST' — extends G7-Fall four-perspective Crusades protocol (MG-8) to encounter scholarship; new MG-7 EIGHT-Question Source Card adds Q8 ENCOUNTER MULTI-PERSPECTIVE to G7-Fall seven questions