Unit 7: The Ottoman Empire and the Ming Dynasty Pre-1600
Unit Description: 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.
Stage 1- Desired Results
Essential Questions
Enduring Understandings
Students understand that...
How did belief systems help to shape the political, social, and economic structures of the Middle East, China and Europe?
In what ways did the Ottoman and Ming Empires view their place and position in the world, and how did this affect their relations with other regions?
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.
Common Core Standards and Performance Indicators:
Unifying Themes:
Development, Movement, and Interaction of Cultures
Geography, Humans, and the Environment
Development and Transformation of Social Structures
Power, Authority, and Governance
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...
9.7a Three belief systems influenced numerous, powerful states and empires across the Eastern Hemisphere.
9.7b 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.
9.7c 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.
Skills
Students will be able to...
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.
Students will map the extent of the Ottoman Empire and the Ming Dynasty at the height of their power.
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.
Students will examine Ming interactions with European traders and Christian missionaries.
Students will examine how the Ottomans interacted with Europeans noting the role of Suleiman the Magnificent.
Key Vocabulary
Millet System
Janissaries
Zheng-He
Junk
Sultan
Tributary system
Stage 2- Assessment Evidence
Summative Tasks
End of Unit Assessment: 40 question cumulative assessment followed by Ottoman/Ming thematic essay and Mongol/Ottoman DBQ
Formative Tasks
Portrait of an Ottoman Sultan CRQ (Honors)
A Ming View on Christianity CRQ
Empress Wu's Advice to Women on Marriage CRQ
Comparing the Ottoman and Ming Empires Activity : organizer compares the geography, demography, political systems, economy, and social structures.
Article: What the collapse of the Ming Dynasty can tell us about American decline
Create a Graphic Organizer Comparing the impact of Islam, Neo-Confucianism, and Christianity on Political, Economic, and Social Institutions in their respective Realms
Label the Ottoman Empire, Ming Empire, Spain, and Portugal on World Map to compare size and extent.
Impact of Neo-Confucianism on Ming : close read using primary sources
Stage 3- Related Lessons
Lesson Plans and Content
Videos, Documents, and Resources
Includes: an intro, a sourcing activity on the Turkish letters, and a close read comparing Christian soldiers and Janissaries. Culminates in students determining how outsiders viewed the Ottomans
Intro, video link with annotated close read on impact of Zheng He.
What Kind of a Conqueror was Mehmed the Conqueror? Source Analysis Lesson
Inquiry Unit: How magnificent was Suleiman?
What was the ethnic and religious composition of the Ottoman Empire?: use "see, think, and wonder" method for numerous photographs
Suggestions for Diverse Learners
Students draw the extent of the Ottoman Empire and use their maps to prove the statement "The Ottoman Empire was a crossroads of trade and culture between Europe and Asia."
Create an Ottoman Empire newspaper and/or a Turkish rug
Map activity: includes photos and videos