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  • New York State Grades 9-12 Social Studies Framework
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10.1 End of Unit Assessment- NEW Global II Exam Aligned
Global History II
Unit 10.1: The World in 1750 C.E.
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. 

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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.

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.
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 ResourceAdd 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.

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.
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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10.1 Unit Closer: Contextualize and Connect Cause and Effect
Global History II
Unit 10.1: The World in 1750 C.E.
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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10.1 Unit Closer: Vocabulary and Content Synthesis
Global History II
Unit 10.1: The World in 1750 C.E.
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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closer,synthesis
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10.1 Unit Introduction: Contextualize and Connect Cause and Effect
Global History II
Unit 10.1: The World in 1750 C.E.
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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10.1 Unit Introduction: Essential Question, Chronological Thinking, and Geographic Context
Global History II
Unit 10.1: The World in 1750 C.E.
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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10.1 Vocabulary Introduction
Global History II
Unit 10.1: The World in 1750 C.E.
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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vocabulary
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10.1 Vocabulary Study Set on Quizlet.com
Global History II
Unit 10.1: The World in 1750 C.E.
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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10.1 Vocabulary Tracker
Global History II
Unit 10.1: The World in 1750 C.E.
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.

All Resources From:
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.
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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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.
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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mughal empire, ottoman empire
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