The World in 1750 C.E.

15 Components
End of Unit Assessments
End of Unit Assessment- NEW Global II Exam Aligned End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials New York State Enduring Issues Essay Rubric Separated By Category
Unit Introduction and Vocabulary
Enduring Issues Tracker Vocabulary Tracker Vocabulary Opener Intro: Essential Question, Chronological Thinking, and Geographic Context Intro: Contextualize and Connect Cause and Effect 10.1 Vocabulary Study Set on Quizlet.com
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? SQ 2. How did leaders in the Tokugawa Shogunate gain, consolidate, and maintain power in Japan? 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?
Unit Synthesis Task
Closer: Vocabulary and Content Synthesis Closer: Contextualize and Connect Cause and Effect New Visions Global II Review Sheets and Concept Maps for the Full Course
Unit 10.1: The World in 1750 C.E.
Browse Components
End of Unit Assessments
End of Unit Assessment- NEW Global II Exam Aligned End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials New York State Enduring Issues Essay Rubric Separated By Category
Unit Introduction and Vocabulary
Enduring Issues Tracker Vocabulary Tracker Vocabulary Opener Intro: Essential Question, Chronological Thinking, and Geographic Context Intro: Contextualize and Connect Cause and Effect 10.1 Vocabulary Study Set on Quizlet.com
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? SQ 2. How did leaders in the Tokugawa Shogunate gain, consolidate, and maintain power in Japan? 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?
Unit Synthesis Task
Closer: Vocabulary and Content Synthesis Closer: Contextualize and Connect Cause and Effect New Visions Global II Review Sheets and Concept Maps for the Full Course
Unit Introduction and Vocabulary:

Vocabulary Tracker

Used by students to track vocabulary over the course of the unit

See Standards
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.

Resources:
  • 10.1 Vocabulary Tracker
    Used by students to track vocabulary over the course of the unit
    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

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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.

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