Unit Description: Unit 1 examines the interactions of Eurasian states and empires, and the development of a new global trade network.
Stage 1- Desired Results
Essential Questions
How did the Mughal Empire, Ottoman Empire, and Tokugawa Shogunate attempt to stabilize and centralize control?
How did globalization impact the Tokugawa Shogunate and Mughal Empire?
Enduring Understandings
Students understand that...
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.
Common Core Standards and Performance Indicators:
Unifying Themes:
Individual Development and Cultural Identity
Geography, Humans, and the Environment
Power, Authority, and Governance
Global Connections and Exchange
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that...
10.1a Powerful Eurasian states and empires faced and responded to challenges ca. 1750.
10.1b Perceptions of outsiders and interactions with them varied across Eurasia.
Skills
Students will be able to...
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.
Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.
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.
Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.
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.
Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.
Key Terms:
Shogun
Daimyo
Nobles
Lords
Bureaucracy
Shah
Feudalism
Sultanate
Stage 2- Assessment Evidence
Formative Tasks
Empires and Societies of Eurasia
Student Background page 39
Map Exercise page 42 (Map on page xi)
Cause & Effect: Empires Decline: Cause is given, students provide effects (page 45)
Map Activity: What was the world like around 1750?
Identify worldwide changes between 1450 and 1750 using map comparison and inference
Think-Pair-Share Activity: Events that led to worldwide change between 1450 and 1750
Chart to activate prior knowledge and analyze the connection between events covered in 9th grade and the state of the world in 1750.
Map Comparing the Mughal Empire and Ottoman Empire
Map - Mughal Empire and Expansion
Identify cultural influences China had on Japan
Stage 3- Related Lessons
Lessons and Content
Mughal Empire: The student will be able to explain the importance of Mughal rule in India, includes Mughal family tree and inference activity.
Lesson: Compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty
Lesson: Compare and contrast the Mughal Empire and Ottoman Empire
Reading with questions: How did different Mughal emperors govern the Mughal empire?
Reading with questions: How did different Ottoman emperors govern the Ottoman empire?
Chart: Compare and contrast the Mughal Empire and Ottoman Empire's views on religious and ethnic tolerance and political organization
Lesson: Compare and contrast the Tokugawa and Mughal responses to outsiders