The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.

UNIT PLANNING RESOURCESSee 2 resources

These documents include a unit plan and may also include recommended primary sources; the unit plan is designed to be copied and modified by teachers for their own use.

10.1 Unit Plan
Guide and planning document for Unit 10.1
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10.1 Unit Plan
Guide and planning document for Unit 10.1
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.1, 10.1a, 10.1a1, 10.1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.1
KEY IDEA: THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.
10.1a
CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.
10.1a1
CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.
10.1a2
CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.
10.1a3
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.
10.1b
CONCEPTUAL UNDERSTANDING: Perceptions of outsiders and interactions with them varied across Eurasia.
10.1b1
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.
10.1b2
Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750.
10.1b3
Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.
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New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Resource:
New Visions Global II Review Sheets and Concept Maps for the Full Course
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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Unit Outline

15 Components

End of Unit Assessments See 3 itemsHide 3 items

Our units are developed through a backwards design process in which we start with the summative assessments and then create resources and formative assessments based on the content and skills students will need to be successful (See Understanding by Designby Grant Wiggins and Jay McTighe). We encourage teachers to start their planning by looking first at the end of unit assessments and then at specific resources.

End of Unit Assessment- NEW Global II Exam Aligned
Resource:
10.1 End of Unit Assessment- NEW Global II Exam Aligned
Global History II
Unit 10.1: The World in 1750 C.E.
End of Unit Assessment: End of Unit Assessment- NEW Global II Exam Aligned
We have restricted access to assessments to EDUCATORS ONLY.
If you click on the "Open in Google Docs" button below and can view the document, then you already have access.
If you do not have access to the assessments,
please fill out the form linked here.
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
Preview Resource Add a Copy of Resource to my Google Drive
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Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.1, 10.1a, 10.1a1, 10.1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.1
KEY IDEA: THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.
10.1a
CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.
10.1a1
CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.
10.1a2
CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.
10.1a3
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.
10.1b
CONCEPTUAL UNDERSTANDING: Perceptions of outsiders and interactions with them varied across Eurasia.
10.1b1
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.
10.1b2
Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750.
10.1b3
Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
Aligned to the Global History and Geography II exam, administered June 2019 onwards.
End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Resource:
10.1 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Global History II
Unit 10.1: The World in 1750 C.E.
End of Unit Assessment: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
We have restricted access to assessments to EDUCATORS ONLY.
If you click on the "Open in Google Docs" button below and can view the document, then you already have access.
If you do not have access to the assessments,
please fill out the form linked here.
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
Preview Resource Add a Copy of Resource to my Google Drive
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.1, 10.1a, 10.1a1, 10.1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.1
KEY IDEA: THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.
10.1a
CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.
10.1a1
CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.
10.1a2
CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.
10.1a3
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.
10.1b
CONCEPTUAL UNDERSTANDING: Perceptions of outsiders and interactions with them varied across Eurasia.
10.1b1
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.
10.1b2
Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750.
10.1b3
Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
Aligned to the Global History and Geography II exam, administered June 2019 onwards.
New York State Enduring Issues Essay Rubric Separated By Category
Resource:
New York State Enduring Issues Essay Rubric Separated By Category
Global History I
Unit 9.3: Classical Civilizations
End of Unit Assessment: New York State Enduring Issues Essay Rubric Separated By Category
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Unit Introduction and Vocabulary See 6 itemsHide 6 items

These resources introduce students to the concepts and vocabulary they will encounter in the unit.

Enduring Issues Tracker
Resource:
Enduring Issues Tracker
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Introduction and Vocabulary: Enduring Issues Tracker
Used by students to track enduring issues over the course of the unit
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Used by students to track enduring issues over the course of the unit
Vocabulary Tracker
Resource:
10.1 Vocabulary Tracker
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Introduction and Vocabulary: Vocabulary Tracker
Used by students to track vocabulary over the course of the unit
Preview Resource Add a Copy of Resource to my Google Drive
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.1, 10.1a, 10.1a1, 10.1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.1
KEY IDEA: THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.
10.1a
CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.
10.1a1
CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.
10.1a2
CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.
10.1a3
CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
Unit 10.1
The World in 1750 C.E.
Used by students to track vocabulary over the course of the unit
Vocabulary Opener
Resource:
10.1 Vocabulary Introduction
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Introduction and Vocabulary: Vocabulary Opener
Students will recall prior knowledge of, define, and use key vocabulary words in the unit.
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Tags
vocabulary
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Unit 10.1
The World in 1750 C.E.
Intro: Essential Question, Chronological Thinking, and Geographic Context
Resource:
10.1 Unit Introduction: Essential Question, Chronological Thinking, and Geographic Context
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Introduction and Vocabulary: Intro: Essential Question, Chronological Thinking, and Geographic Context
Introduces unit EQ, timeline, and maps
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Unit 10.1
The World in 1750 C.E.
Introduces unit EQ, timeline, and maps
Intro: Contextualize and Connect Cause and Effect
Resource:
10.1 Unit Introduction: Contextualize and Connect Cause and Effect
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Introduction and Vocabulary: Intro: Contextualize and Connect Cause and Effect
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Unit 10.1
The World in 1750 C.E.
10.1 Vocabulary Study Set on Quizlet.com
Resource:
10.1 Vocabulary Study Set on Quizlet.com
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Introduction and Vocabulary: 10.1 Vocabulary Study Set on Quizlet.com
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External Link
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All Resources From:
Unit 10.1
The World in 1750 C.E.

Mughal, Ottoman, and Tokugawa Empires See 3 itemsHide 3 items

Through these resources, students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity, explore the methods used by the Tokugawa Shogunate to gain, consolidate, and maintain power, and examine the reactions of the Mughal Empire and Tokugawa Shogunate to European "outsiders."

Note: This information will not be tested on the New York State TRANSITION Regents Exam in Global History and Geography.

SQ 1. What were the similarities and differences between how the Ottoman Empire (1299-1922) and Mughal Empire (1526-1857) governed their diverse societies?
Resource:
10.1 What were the similarities and differences between how the Ottoman Empire (1299-1922) and Mughal Empire (1526-1857) governed their diverse societies?
Global History II
Unit 10.1: The World in 1750 C.E.
Mughal, Ottoman, and Tokugawa Empires: SQ 1. What were the similarities and differences between how the Ottoman Empire (1299-1922) and Mughal Empire (1526-1857) governed their diverse societies?
Students will describe the actions taken by leaders of the Mughal Empire to address issues related to political organization and governing a religiously and ethnically diverse empire.
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Tags
mughal empire, ottoman empire
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Unit 10.1
The World in 1750 C.E.
SQ 2. How did leaders in the Tokugawa Shogunate gain, consolidate, and maintain power in Japan?
Resource:
10.1 How did leaders in the Tokugawa Shogunate gain, consolidate, and maintain power in Japan?
Global History II
Unit 10.1: The World in 1750 C.E.
Mughal, Ottoman, and Tokugawa Empires: SQ 2. How did leaders in the Tokugawa Shogunate gain, consolidate, and maintain power in Japan?
Students will describe and analyze the impact of Japan's geography on its relationships with other societies.
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Unit 10.1
The World in 1750 C.E.
SQ 3. What were the differences between how the Tokugawa Shogunate (1600-1868) and Mughal Empire (1526-1857) responded to “outsiders” in the 16th and early 17th centuries?
Resource:
10.1 What were the differences between how the Tokugawa Shogunate (1600-1868) and Mughal Empire (1526-1857) responded to “outsiders” in the 16th and early 17th centuries?
Global History II
Unit 10.1: The World in 1750 C.E.
Mughal, Ottoman, and Tokugawa Empires: SQ 3. What were the differences between how the Tokugawa Shogunate (1600-1868) and Mughal Empire (1526-1857) responded to “outsiders” in the 16th and early 17th centuries?
Students will describe Tokugawa and Mughal responses to outsiders and the impacts of those decisions.
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All Resources From:
Unit 10.1
The World in 1750 C.E.

Unit Synthesis Task See 3 itemsHide 3 items

These resources provide students with an opportunity to synthesize what they learned in the unit before completing the End of Unit Assessment.

Closer: Vocabulary and Content Synthesis
Resource:
10.1 Unit Closer: Vocabulary and Content Synthesis
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: Closer: Vocabulary and Content Synthesis
Students will complete cloze paragraphs and mind maps to review the unit's content.
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Tags
closer,synthesis
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Unit 10.1
The World in 1750 C.E.
Closer: Contextualize and Connect Cause and Effect
Resource:
10.1 Unit Closer: Contextualize and Connect Cause and Effect
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: Closer: Contextualize and Connect Cause and Effect
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Unit 10.1
The World in 1750 C.E.
New Visions Global II Review Sheets and Concept Maps for the Full Course
Resource:
New Visions Global II Review Sheets and Concept Maps for the Full Course
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Preview Resource Add a Copy of Resource to my Google Drive
File
Google Doc
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Ongoing