Ottoman and Ming Pre-1600

23 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
Unit Introduction and Vocabulary
Unit Introduction: Enduring Issues and Questions Unit Introduction: Contextualize and Connect Cause and Effect Vocabulary Opener
Ottoman Empire Pre-1600
SQ 1. Where was the Ottoman Empire? How interconnected was it to other regions? SQ 2 What was the historical context for the founding of the Ottoman Empire? SQ 3. What was the ethnic and religious composition of the Ottoman Empire? SQ 4 What was the Ottoman conquest of Constantinople? Why was the Ottoman conquest of Constantinople a turning point? SQ 5. How did the Ottoman Empire, as led by Suleiman the Magnificent, gain, consolidate, and maintain power? SQ 6. What do the Turkish Letters (1589) reveal about how outsiders viewed the Ottomans? SQ 7 What are the strengths and limitations of the Turkish Letters as a reliable source for understanding how outsiders viewed the Ottoman Empire?
Ming Dynasty Pre-1600
SQ 8. Where did the Ming Dynasty rule? SQ 9. What were the historical circumstances for the founding of the Ming Dynasty? SQ 10. How did the Ming Dynasty gain, consolidate, and maintain power? SQ 11. What impact did Neo-Confucianism have on Ming and Qing China? SQ 12. Who was Zheng He? What impact did his travels have on China and other regions? SQ 13. How did the Ming Dynasty interact with European traders and Christian missionaries? 9.6 Enduring Issue Check-In
Unit Synthesis Tasks
Closer: Contextualize and Connect Cause and Effect Closer: Enduring Issues and Questions New Visions Global I Review Sheets and Concept Maps for the Full Course Synthesis Carousel: Global - Enduring Issues
Unit 9.6: Ottoman and Ming Pre-1600
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
Unit Introduction and Vocabulary
Unit Introduction: Enduring Issues and Questions Unit Introduction: Contextualize and Connect Cause and Effect Vocabulary Opener
Ottoman Empire Pre-1600
SQ 1. Where was the Ottoman Empire? How interconnected was it to other regions? SQ 2 What was the historical context for the founding of the Ottoman Empire? SQ 3. What was the ethnic and religious composition of the Ottoman Empire? SQ 4 What was the Ottoman conquest of Constantinople? Why was the Ottoman conquest of Constantinople a turning point? SQ 5. How did the Ottoman Empire, as led by Suleiman the Magnificent, gain, consolidate, and maintain power? SQ 6. What do the Turkish Letters (1589) reveal about how outsiders viewed the Ottomans? SQ 7 What are the strengths and limitations of the Turkish Letters as a reliable source for understanding how outsiders viewed the Ottoman Empire?
Ming Dynasty Pre-1600
SQ 8. Where did the Ming Dynasty rule? SQ 9. What were the historical circumstances for the founding of the Ming Dynasty? SQ 10. How did the Ming Dynasty gain, consolidate, and maintain power? SQ 11. What impact did Neo-Confucianism have on Ming and Qing China? SQ 12. Who was Zheng He? What impact did his travels have on China and other regions? SQ 13. How did the Ming Dynasty interact with European traders and Christian missionaries? 9.6 Enduring Issue Check-In
Unit Synthesis Tasks
Closer: Contextualize and Connect Cause and Effect Closer: Enduring Issues and Questions New Visions Global I Review Sheets and Concept Maps for the Full Course Synthesis Carousel: Global - Enduring Issues
Unit Synthesis Task:

Synthesis Carousel: Global - Enduring Issues

TASK: Given a set of sources, identify possible enduring issues and analyze the main idea and determine their best use.

1 day
See Standards
New York State Grades 9-12 Social Studies Framework:
9.6

KEY IDEA: SOCIAL AND CULTURAL GROWTH AND CONFLICT: 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 affected demographic development.

Resources: