During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross-cultural interactions also led to conflict and demographic impacts.

Unit Essential Question:

How did the Ottoman Empire and Ming Dynasty gain, consolidate, and maintain their power?

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.

9.6 Unit Plan
Guide and planning document for Unit 9.6
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9.6 Unit Plan
Guide and planning document for Unit 9.6
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Standards
New York State Grades 9-12 Social Studies Framework ( 9.4, 9.4a, 9.4a1, 9.4b, 9…
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New York State Grades 9-12 Social Studies Framework:
9.4
KEY IDEA: RISE OF TRANSREGIONAL TRADE NETWORKS: During the classical and postclassical eras, transregional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
9.4a
CONCEPTUAL UNDERSTANDING: Afro-Eurasian transregional trade networks grew across land and bodies of water.
9.4a1
CONTENT SPECIFICATION: Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.
9.4b
CONCEPTUAL UNDERSTANDING: New technologies facilitated and improved interregional travel during this era by allowing people to traverse previously prohibitive physical landscapes and waterways.
9.4b1
CONTENT SPECIFICATION: Students will examine the technologies that facilitated and improved interregional travel along the Indian Ocean and Trans-Saharan networks of exchange.
9.4c
CONCEPTUAL UNDERSTANDING: Interregional travelers, traders, missionaries, and nomads carried products and natural resources, and brought with them enslaved people and ideas that led to cultural diffusion.
9.4c1
CONTENT SPECIFICATION: Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.
9.4c2
CONTENT SPECIFICATION: Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.
9.4c3
CONTENT SPECIFICATION: Students will examine the diffusion of religious ideas along the Indian Ocean complex, Silk Roads, and Trans-Saharan routes.
9.4c4
CONTENT SPECIFICATION: Students will examine the travels of Zheng He, Ibn Battuta, and Marco Polo and the influence of their journeys.
9.4d
CONCEPTUAL UNDERSTANDING: Control of transregional trade and economic growth contributed to the emergence and expansion of political states.
9.4d1
CONTENT SPECIFICATION: Students will examine the emergence and expansion of political states along the Mediterranean Sea complex (the Byzantine Empire and rise of the Ottoman Empire) and Trans-Saharan routes (Ghana and Mali).
9.7
KEY IDEA: THE OTTOMAN EMPIRE AND THE MING DYNASTY PRE-1600: Islam, Neo-Confucianism, and Christianity each influenced the development of regions and shaped key centers of power in the world between 1368 and 1683. The Ottoman Empire and the Ming Dynasty were two powerful states, each with a view of itself and its place in the world.
9.7a
CONCEPTUAL UNDERSTANDING: Three belief systems influenced numerous, powerful states and empires across the Eastern Hemisphere.
9.7a1
CONTENT SPECIFICATION: Students will map the extent of the Muslim, Neo-Confucian, and Christian realms and compare the relative size and power of these realms ca. 1400.
9.7a2
CONTENT SPECIFICATION: Students will map the extent of the Ottoman Empire and the Ming Dynasty at the height of their power.
9.7b
CONCEPTUAL UNDERSTANDING: The dominant belief systems and the ethnic and religious compositions of the Ottoman Empire and the Ming Dynasty affected their social, political, and economic structures and organizations.
9.7b1
CONTENT SPECIFICATION: Students will analyze how the ethnic and religious compositions of the Ottoman Empire and the Ming Dynasty were reflected in their political and societal organizations.
9.7c
CONCEPTUAL UNDERSTANDING: The Ottoman Empire and the Ming Dynasty had different views of the world and their place in it. Islam under the Ottoman Empire and Neo-Confucianism under the Ming Dynasty influenced the political, economic, military, and diplomatic interactions with others outside of their realm.
9.7c1
CONTENT SPECIFICATION: Students will examine Ming interactions with European traders and Christian missionaries.
9.7c2
CONTENT SPECIFICATION: Students will examine how the Ottomans interacted with Europeans noting the role of Suleiman the Magnificent.
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New Visions Global I Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global I 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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New Visions Global I Review Sheets and Concept Maps for the Full Course
Global History I
Unit 9.4: Political Powers and Achievements
Unit Synthesis Task: New Visions Global I Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global I 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

22 Components

End of Unit Assessments See 2 itemsHide 2 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
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9.6 End of Unit Assessment- NEW Global II Exam Aligned
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
End of Unit Assessment: End of Unit Assessment- NEW Global II Exam Aligned
Assessment Security and Access
We have restricted access to assessments to EDUCATORS ONLY.
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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.
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Aligned to the Global History and Geography II exam, administered June 2019 onwards.
End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
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9.6 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
End of Unit Assessment: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Assessment Security and Access
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.
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Aligned to the Global History and Geography II exam, administered June 2019 onwards.

Unit Introduction and Vocabulary See 3 itemsHide 3 items

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

Unit Introduction: Enduring Issues and Questions
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9.6 Unit Introduction: Enduring Issues and Questions
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Unit Introduction and Vocabulary: Unit Introduction: Enduring Issues and Questions
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Ottoman and Ming Pre-1600
Unit Introduction: Contextualize and Connect Cause and Effect
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9.6 Unit Introduction: Contextualize and Connect Cause and Effect
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Unit Introduction and Vocabulary: Unit Introduction: Contextualize and Connect Cause and Effect
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Ottoman and Ming Pre-1600
Vocabulary Opener
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9.6 Vocabulary Opener
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Unit Introduction and Vocabulary: Vocabulary Opener
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Ottoman and Ming Pre-1600

Ottoman Empire Pre-1600 See 7 itemsHide 7 items

Through these resources, students will will map the extent of the Ottoman Empire, analyze how the ethnic and religious compositions of the Ottoman Empire were reflected in their political and societal organizations, and examine how the Ottomans interacted with Europeans noting the role of Suleiman the Magnificent.

SQ 1. Where was the Ottoman Empire? How interconnected was it to other regions?
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9.6 SQ 1 Where was the Ottoman Empire? How interconnected was it to other regions?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 1. Where was the Ottoman Empire? How interconnected was it to other regions?
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Ottoman and Ming Pre-1600
SQ 2 What was the historical context for the founding of the Ottoman Empire?
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9.6 SQ 2 What was the historical context for the founding of the Ottoman Empire?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 2 What was the historical context for the founding of the Ottoman Empire?
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Ottoman and Ming Pre-1600
SQ 3. What was the ethnic and religious composition of the Ottoman Empire?
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9.6 SQ 3 What was the ethnic and religious composition of the Ottoman Empire?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 3. What was the ethnic and religious composition of the Ottoman Empire?
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Ottoman and Ming Pre-1600
SQ 4 What was the Ottoman conquest of Constantinople? Why was the Ottoman conquest of Constantinople a turning point?
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9.6 SQ 4 What was the Ottoman conquest of Constantinople? Why was the Ottoman conquest of Constantinople a turning point?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 4 What was the Ottoman conquest of Constantinople? Why was the Ottoman conquest of Constantinople a turning point?
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Ottoman and Ming Pre-1600
SQ 5. How did the Ottoman Empire, as led by Suleiman the Magnificent, gain, consolidate, and maintain power?
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9.6 SQ 5 How did the Ottoman Empire, as led by Suleiman the Magnificent, gain, consolidate, and maintain power?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 5. How did the Ottoman Empire, as led by Suleiman the Magnificent, gain, consolidate, and maintain power?
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Ottoman and Ming Pre-1600
SQ 6. What do the Turkish Letters (1589) reveal about how outsiders viewed the Ottomans?
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9.6 SQ 6 What do the Turkish Letters (1589) reveal about how outsiders viewed the Ottomans?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 6. What do the Turkish Letters (1589) reveal about how outsiders viewed the Ottomans?
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Ottoman and Ming Pre-1600
SQ 7 What are the strengths and limitations of the Turkish Letters as a reliable source for understanding how outsiders viewed the Ottoman Empire?
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9.6 SQ 7 What are the strengths and limitations of the Turkish Letters as a reliable source for understanding how outsiders viewed the Ottoman Empire?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ottoman Empire Pre-1600: SQ 7 What are the strengths and limitations of the Turkish Letters as a reliable source for understanding how outsiders viewed the Ottoman Empire?
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Ottoman and Ming Pre-1600

Ming Dynasty Pre-1600 See 7 itemsHide 7 items

Through these resources, students will map the extent of the Ming Dynasty, examine the methods used by the Ming to gain, consolidate, and maintain power, and examine the travels of Zheng He and Ming interactions with European traders and Christian missionaries.

SQ 8. Where did the Ming Dynasty rule?
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9.6 SQ 8. Where did the Ming Dynasty rule?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ming Dynasty Pre-1600: SQ 8. Where did the Ming Dynasty rule?
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Ottoman and Ming Pre-1600
SQ 9. What were the historical circumstances for the founding of the Ming Dynasty?
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9.6 SQ 9 What were the historical circumstances for the founding of the Ming Dynasty?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ming Dynasty Pre-1600: SQ 9. What were the historical circumstances for the founding of the Ming Dynasty?
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Ottoman and Ming Pre-1600
SQ 10. How did the Ming Dynasty gain, consolidate, and maintain power?
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9.6 SQ 10 How did the Ming Dynasty gain, consolidate, and maintain power?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ming Dynasty Pre-1600: SQ 10. How did the Ming Dynasty gain, consolidate, and maintain power?
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Ottoman and Ming Pre-1600
SQ 11. What impact did Neo-Confucianism have on Ming and Qing China?
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9.6 SQ 11 What impact did Neo-Confucianism have on Ming and Qing China?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ming Dynasty Pre-1600: SQ 11. What impact did Neo-Confucianism have on Ming and Qing China?
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Ottoman and Ming Pre-1600
SQ 12. Who was Zheng He? What impact did his travels have on China and other regions?
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9.6 SQ 12 Who was Zheng He? What impact did his travels have on China and other regions?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ming Dynasty Pre-1600: SQ 12. Who was Zheng He? What impact did his travels have on China and other regions?
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Ottoman and Ming Pre-1600
SQ 13. How did the Ming Dynasty interact with European traders and Christian missionaries?
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9.6 SQ 13 How did the Ming Dynasty interact with European traders and Christian missionaries?
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Ming Dynasty Pre-1600: SQ 13. How did the Ming Dynasty interact with European traders and Christian missionaries?
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Ottoman and Ming Pre-1600
9.6 Enduring Issue Check-In
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9.6 Enduring Issue Check-In
Getting Started
Getting Started: Instructional Routines
Enduring Issues Check-In: Enduring Issues Check-Ins
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Unit Synthesis Tasks 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: Contextualize and Connect Cause and Effect
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9.6 Unit Closer: Contextualize and Connect Cause and Effect
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Unit Synthesis Task: Closer: Contextualize and Connect Cause and Effect
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Ottoman and Ming Pre-1600
Closer: Enduring Issues and Questions
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9.6 Closer: Enduring Issues and Questions
Global History I
Unit 9.6: Ottoman and Ming Pre-1600
Unit Synthesis Task: Closer: Enduring Issues and Questions
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Ottoman and Ming Pre-1600
New Visions Global I Review Sheets and Concept Maps for the Full Course
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New Visions Global I Review Sheets and Concept Maps for the Full Course
Global History I
Unit 9.4: Political Powers and Achievements
Unit Synthesis Task: New Visions Global I Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global I 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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Review sheets for ALL of the topics in the Global I curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Ongoing