Unit 7 Global

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Unit 9.7 Global

Leslee V. Stolarski

John Jay High School

Wappingers Central School District

Unit Plan

9.1 – 10 Days

9.2 – 20 Days

9.3 – 15 Days

9.4 – 10 Days

9.5 – 15 Days

9.6 – 15 Days

9.7 – 10 Days

9.8 – 20 Days

9.10 – 25 Days

New York State Content-

9.7 Ottoman’s and Ming Pre 1600 Christianity, Islam and Neo-Confucianism influenced the development of regions and shaped key centers of power in the world between 1368 – 1683. The Ottoman Empire and Ming Dynasty were two powerful states, each with a view of itself and its place in the world.

9.7a – Three belief systems influenced numerous powerful states and empires across the Eastern Hemisphere.

9.7b – The dominant belief system and the ethnic and religious composition of the Ottoman Empire and the Ming Dynasty affected their social, political, and economic structures and organization.

9.7c – The Ottoman Empire and 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 other outside their realm.

Days for Sub Units-

9.7a – 2 days

9.7b – 3 days

9.7c – 3 days

Eight out of ten days in unit calendar.

Two days for review and testing.

Ten Day Unit Calendar

9.7 Essential Question – Should the Ming Dynasty and the Ottoman Empire be included in the story of early Globalization?

9.7a How did Muslim, Neo-Confucianism, and Christianity Influence powerful empires in the Early Global Age?

9.7b What effected the social, political and economic structure of the Ming Dynasty and the Ottoman Empire?

9.7c How did Islam under the Ottoman and Neo Confucianism under the Ming effect their military, economic, and diplomatic interactions?

Day 1 - Introduction – Map Christian Muslim and Neo-Confucian Realms.

Day 2 – Map the Ottoman Empire and the Ming Dynasty.

Day 3 & 4 – Students will compare and contrast the ethnic and religious compositions of the Ottoman and Ming – Essay using all of the prior sources.

Day 5 – Students will map settlement and economic activities and social structure of the Ming and Ottoman Empires.

Day 6 & 7 - Students will examine the connections of the Ming with the Manila Galleons. That trade travelled to Latin America and through Havana to Europe and to the Ottoman Empire.

Day 7 & 8 - Working in pairs, students will look at the essential question; Should the Ming Dynasty and the Ottoman Empire be included in the story of early Globalization? Seven groups will focus on aspects of the Ottoman and eight will focus on aspects of the Ming. Each group will present their findings.

Lesson Day One 9.7a

Do Now (10 Minutes)– You have 4 minutes to write everything you know about Confucianism, Buddhism and Daoism.

Confucianism Buddhism Daoism


Latin America

South East Asia


North America

Western Europe

Eastern Europe

Middle East

Central Asia

East Asia
Activity – 20 Minutes - Draw an Abstract Map of the World:

1500 – 1800


Students will engage in a listening activity that deals with the location of Buddhism, Islam and Christianity and Neo-Confucianism. As the teacher reads the 6-7 minute passage, students will locate each religion on the map. When they are done, their map should look like this:


Western Europe

North America

Eastern Europe

East Asia



Central Asia




Latin America


Middle East

South East Asia

Once the map is complete, students should open their text book to check the validity of the information the teacher has given. They should also search for evidence of TWO things

  1. How long has each of these religions been in existence?

  2. What Empires/Dynasties are connected to these religions during the time period 1500 -1800?

Religion How Long Has it Existed? What Empires Are Connected with it?

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