Teacher Overview Objectives: The World ca. 1750

NYS Social Studies Framework Alignment:

Key Idea Conceptual Understanding Content Specification

10.1 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. (Standards: 2, 3, 5; Themes: ID, GEO, GOV, EXCH)

10.1b Perceptions of outsiders and interactions with them varied across Eurasia.

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.

Objective Guiding Question and Activity Description

1. Identify worldwide changes between 1450 and 1750. What was the world like around 1750? ● Map comparison and inference

2. Describe the events that led to worldwide change between 1450 and 1750 and explain how they caused it.

Why did the world change so much 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.

What was the world like around 1750? Objective: Identify worldwide changes between 1450 and 1750.

 

Introduction Directions: Examine the map below, then complete the table and questions that follow.

Modern Day World Languages

Source: https://commons.wikimedia.org/wiki/File:World_languages.PNG

Observe (3) List three things you notice about this map that interest you.

Question (2) Write two questions about this map and/or the information it presents.

Claim (1) Based on your observations, make a claim about major world languages.

Think about other types of maps (i.e.-political, topographical, road maps) you have seen. What can you learn from maps?

Directions: Complete the table that follows each of the maps below.

Map A: Major World Trade Routes in the 15th Century

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Source: Philippe Beaujard in “The Indian Ocean in Eurasian and African World-Systems before the Sixteenth Century,” Journal of World History (adapted) from the NYS Global History and

Geography Regents Examination, August 2012.

Observe (3) List three things you notice about this map that interest you.

Question (2) Write two questions about this map and/or the information it presents.

Claim (1) Based on your observations, make a claim about major world trade routes in the 15th century.

Map B: Major World Trade Routes in the 18th Century

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Source: http://www.wwnorton.com/college/history/worlds-together-worlds-apart3/imaps/ch13/13_01/print.htm

Observe (3) List three things you notice about this map that interest you.

Question (2) Write two questions about this map and/or the information it presents.

Claim (1) Based on your observations, make a claim about major world trade routes in the 18th century.

Map C: Political Map of the World in 1453

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Source: Adapted from “1453:” http://www.timemaps.com/history

Observe (3) List three things you notice about this map that interest you.

Question (2) Write two questions about this map and/or the information it presents.

Claim (1) Based on your observations, make a claim about the political map of the world in 1453.

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Map D: Political Map of the World around 1750

Source:Adapted from “1789:” http://www.timemaps.com/history

Observe (3) List three things you notice about this map that interest you.

Question (2) Write two questions about this map and/or the information it presents.

Claim (1) Based on your observations, make a claim about the political map of the world around 1750.

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A Change in Trade Routes Directions: Re-examine the maps mentioned in the following tasks and respond to the questions below. 1. Based on maps A and B, how were the major world trade routes in the 15th century and 18th century similar?

2. Based on maps A and B, how were the major world trade routes in the 15th and 18th different?

Political Changes 3. Based on maps C and D, what was similar about the political map of the world between 1453 and around 1750?

4. Based on maps C and D, what was different about the political map of the world between 1453 and around 1750?

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Why did the world change so much between 1450 and 1750? Objective: Describe the events that led to worldwide change between 1450 and 1750 and explain how they caused it.

Directions: For each event, write down what you remember from last year’s class, then ask a classmate and write down anything they added to your details, and finally record any other details that your class recalls . Once you have recorded your notes, explain how that event contributed to changes in trade routes and/or political power between 1450 and 1750.

Events Details How the event contributed to the

change in major world trade routes between 1450 and 1750

How the event contributed to political change between 1450 and 1750

Fall of Constantinople

in 1453 and Ottoman

Control of Middle Eastern

Trade

what you remember

what your classmate remembers

what your class remembers

The Spread of Technology from China,

India, and the Middle East to

Europe

what you remember

what your classmate remembers

what your class remembers

European Interest in Spices and

other Goods from Asia

what you remember

what your classmate remembers

what your class remembers

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Age of Exploration: Christopher Columbus’s

Voyage to the Americas for the Spanish

(1492)

what you remember

what your classmate remembers

what your class remembers

Age of Exploration:

Vasco da Gama’s

Voyage Around Africa to India for Portugal (1497-1499)

what you remember

what your classmate remembers

what your class remembers

The Encounter and the

Columbian Exchange

(beginning in 1492)

what you remember

what your classmate remembers

what your class remembers

The Colonization of the Americas

by Spain, Portugal,

France, and England

what you remember

what your classmate remembers

what your class remembers

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