World History 1, Quarter 4, Unit 2 of 3 Gunpowder Empires, Overview

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1 World History 1, Quarter 4, Unit 2 of 3 Gunpowder Empires, Overall days: 14 (1 day = minutes) Purpose Overview In this unit, students probe the global significance of the rise of several centralized states. By taking advantage of gunpowder weaponry and new governing methods, these states were able to control extensive territories and regulate their own populations more efficiently than ever before. Most of these states were giant land empires, including Russia, China, and three great Muslim monarchies. Altogether, these states produced bigger, more powerful governments than the world had seen up to that point. They also stimulated a rapid acceleration of trade and cultural exchange around the globe. Content to be learned Analyze the relationship between the development of gunpowder technology and the rise of giant states in the late 15th and 16th centuries. Compare and contrast the major imperial systems in the world in the 16th century in terms of location, size, and type of government. Assess the power of the Ming Dynasty in China and the continuing role of China in the global economy. Compare the origins and development of the Ottoman and Mughal states in the 16th and 17th centuries. Analyze political and military factors contributing to Russian imperial expansion between the 16th and 18th centuries, evaluating the modernizing advances made by Peter the Great. Processes to be used Assess the importance of firearms technology in world history. Draw upon data in historical maps to illustrate the configuration of political power in Afroeurasia in the 16th and 17th centuries. Examine the importance of the Chinese economy in the 16th century compared to its importance today. Analyze the development of the Ottoman and Mughal empires in the 16th and 17th centuries. Evaluate the transformation of Russia into a Eurasian empire between the 16th and 18th centuries. Essential questions students should be able to answer by end of unit How did the new and developing gunpowder technology of the 16th and 17th centuries contribute to transformations in both war and government power? How would you compare Western European empires with those of other parts of Afroeurasia in the 16th and 17th centuries? Providence Public Schools, in collaboration with the D-85

2 World History 1, Quarter 4, Unit 2 Gunpowder Empires, (14 days) Written Curriculum Grade Span Expectations HP 1: History is an account of human activities that is interpretive in nature. HP 1 (9-12) 2 Students interpret history as a series of connected events with multiple cause-effect relationships, by a. explaining cause and effect relationships in order to sequence and summarize events, make connections between a series of events, or compare/contrast events National Standards for History (World History, Grades 5 12) Era 6: The Emergence of the First Global Age, Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, C The student understands the rising military and bureaucratic power of European states between the 16th and 18th centuries. Therefore, the student is able to Account for the growth of bureaucratic monarchy in Russia and analyze the significance of Peter the Great s westernizing reforms. [Interrogate historical data] Trace Russian expansion in the Caucasus, Central Asia, and Siberia and explain the success of the tsars in transforming the Duchy of Moscow in a Eurasian empire. [Draw comparisons across regions.] Standard 3: How large territorial empires dominated much of Eurasia between the 16th and 18th centuries. 3A The student understands the extent and limits of Chinese regional power under the Ming dynasty. Therefore, the student is able to Analyze the power and limits of imperial absolutism under the Ming dynasty. [Analyze cause-and-effect relationships] Explain China s self-concept as the middle kingdom and the character of its political, commercial, and cultural relations with Korea, Vietnam, and other societies of East and Southeast Asia. [Interrogate historical data] Analyze China s changing attitudes toward external political and commercial relations following the Zheng He voyages from 1405 to [Formulate historical questions] 3B The student understands how Southeast Europe and Southwest Asia became unified under the Ottoman Empire. Therefore, the student is able to Analyze how the capture of Constantinople and the destruction of the Byzantine empire contributed to the expansion of Ottoman power. [Hypothesize the influence of the past] Analyze reasons for Ottoman military successes against Persia, Egypt, North African states, and Christian European kingdoms. [Analyze cause-and-effect relationships] Analyze the political, institutional, and economic development of the empire in the context of its religious and ethnic diversity. [Analyze multiple causation] 3C The student understands the rise of the Safavid and Mughal empire. Therefore, the student is able to Explain the Mughal conquest of India and the success of the Turkic warrior class in uniting the diverse peoples of the Indian subcontinent. [Formulate a position or course of action on an issue] D-86 Providence Public Schools, in collaboration with the

3 Gunpowder Empires, (14 days) World History 1, Quarter 4, Unit 2 Analyze the relationship between Muslims and Hindus in the empire and compare Akbar s governing methods and religious ideas with those of other Mughal emperors. [Examine the influence of ideas, human interests, and beliefs] Standard 6: Major global trends from A The student understands major global trends from 1450 to Therefore, the student is able to Assess the impact of gunpowder weaponry and other innovations in military technology on empire-building and the world balance of naval power. [Analyze cause-and-effect relationships] Explain major changes in world political boundaries between 1450 and 1770 and assess the extent and limitations of European political and military power in Africa, Asia, and the Americas as of the mid-18th century. [Clarify information on the geographic setting] Common Core State Standards for Literacy in History/Social Studies Reading Craft and Structure RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Writing Text Types and Purposes WHST Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. Notes, Clarifications, and Prerequisites New to the grade span is for students to summarize information or compare/contrast information or make connections. Instruction should connect the pieces of information in this unit as a way of modeling the standard. Providence Public Schools, in collaboration with the D-87

4 World History 1, Quarter 4, Unit 2 Gunpowder Empires, (14 days) Taught Curriculum Learning Objectives Students will be able to: Compare the technology of firearms to previous weaponry to show the advantages and significance of firearms. (2 days) Map the spread of the major states and empires in the world from the 16th century to the 18th century. (2 days) Analyze Ming China s relationship with the rest of the world. (3 days) Compare and contrast basic features of the Ottoman and Mughal empires in the 16th and 17th centuries. (4 days) Analyze how Russia evolved from the Duchy of Moscow to a Eurasian empire, and explain the main modernizing reforms of Peter the Great. (3 days) Resources World History, Pearson, 2011 (pp , , ) World History for Us All, Big Era 6, Panorama Teaching Unit Big Era 6, PowerPoint Overview Presentation Big Era 6, Landscape Teaching Unit 6.2 Big Era 6, Landscape Teaching Unit 6.3 Hermitage Amsterdam: Peter the Great in Holland, Instructional Considerations Key Vocabulary artillery autocratic evolve modernization reform sovereign transformations westernization Planning and Instructional Delivery Considerations In this unit, students will examine the origins and expansion of some of the early modern gunpowder empires. Students will examine the relationship between military technologies and state formation and expansion. In this unit, comparative forms of historical analysis are emphasized. Select from the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives. The strategies listed represent a menu of choices and possibilities to support each learning objective. To ensure that students will be able to compare the technology of firearms to previous weaponry to show the advantages and significance of firearms (2 days): Teach strategies and activities in Lessons 1-3 in World History for Us All, Big Era 6, Landscape Teaching Unit 6.3 (Rulers with Guns: The Rise of Powerful States, ). D-88 Providence Public Schools, in collaboration with the

5 Gunpowder Empires, (14 days) World History 1, Quarter 4, Unit 2 Then have small groups of students create graphic organizers comparing weapons used by armies and navies before and after gunpowder. Standard 3: Historical Analysis and Interpretation To ensure that students will be able to map the spread of the major states and empires in the world from the 16th century to the 18th century (2 days): View with students the World History for Us All, Big Era 6, PowerPoint Overview Presentation (The Great Global Convergence, ), slides Lead a class discussion around the question: How did the global map of major states and empires change between the 16th and 18th centuries? Describe the role of firearms in the spread of these states. Using information in the textbook and other resources, identify the following empires on a world map: Ming, Spanish, British, Portuguese, Mughal, Russian, Ottoman, and Safavid. To ensure that students will be able to analyze Ming China s relationship with the rest of the world (3 days): Students will construct a graphic organizer comparing and contrasting the basic features of Ming China with those of Russia, Mughal India, and Ottoman Turkey. In groups of three, have students create posters that demonstrate China s achievements under the Ming, as well as China s connections with Korea, Europe, and the Indian Ocean. This is a good opportunity to implement reading standard for literacy in history/social studies RH To ensure that students will be able to compare and contrast basic features of the Ottoman and Mughal empires in the 16th and 17th centuries (2 days): Begin a graphic organizer that compares the origins and character of the Ottoman and Mughal empires. Using evidence from the textbook, have students in groups complete the graphic organizer. Take the opportunity to implement writing standard for literacy in history/social studies WHST To ensure that students will be able to analyze how Russia evolved from the Duchy of Moscow to a Eurasian empire, and explain the main modernizing reforms of Peter the Great (3 days): Small groups of students will use the passages and maps in the textbook, as well as any other resources you choose to provide, to create a timeline that charts the territorial expansion of Russia in the early modern period. (Teachers with access to the Internet may want to provide excerpts or access to Hermitage Amsterdam s Peter the Great in Holland web page at Lead a class discussion about the role of the reforms of Peter the Great. The discussion should focus on the contributions of these reforms to expansion and also to what extent they were modern. Standard 1: Chronological Thinking Additional Teaching Strategies For a comparative approach to early modern empires of Afroeurasia, teach strategies and activities in World History for Us All, Big Era 6, Panorama Teaching Unit (The Great Global Convergence, ), Lesson 7: The Military Revolution. Have students use evidence from the textbook and possibly other readings and materials to write a brief essay that points to both China s isolation and global connection in the later 15th and 16th centuries. Have students report out and make claims, substantiated by evidence, for and against characterizing China as being isolated in this period. Providence Public Schools, in collaboration with the D-89

6 World History 1, Quarter 4, Unit 2 Gunpowder Empires, (14 days) Assessed Curriculum Formative Assessments Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the cultural, naval, scientific, and architectural knowledge Peter the Great introduced to Russia, ask students to respond to the following question: When Peter the Great returned to Russia from the Netherlands, what was one advancement he brought back with him? To assess the progress of understanding: how to compare the technology of firearms to previous weaponry to show the advantages and significance of firearms, have students write a journal entry explaining why an army with firearms would require additional resources and how it would promote a larger government. how to map the spread of the major states and empires in the world from the 16th century to the 18th century, have students use their maps and other resources to answer the following question: What roles did firearms have in the expansion of the Ming, Ottoman, Mughal, and Russian empires? how to analyze Ming China s relationship with the rest of the world, have students use their posters and additional resources to help them debate whether China was or was not isolated. how to compare and contrast basic features of the Ottoman and Mughal empires in the 16th and 17th centuries, have each student write a short journal entry comparing and contrasting the two empires. Invite volunteers to share their entries. how to analyze how Russia evolved from the Duchy of Moscow to a Eurasian empire, and explain the main modernizing reforms of Peter the Great, have students write a short persuasive argument to convince a skeptical friend that Peter the Great was a modern ruler. Additional Formative Assessments Students should answer the four questions on page 8 of World History for Us All, Landscape Teaching Unit 6.2. They can use Student Handout 1 (pp. 5-8) to answer the questions. Have students complete the table given in the Note Taking activity in the textbook (Pearson, p. 329). Fill in the characteristics of the Ottoman Empire. Summative Assessment For this assessment, students will refer to their notes and graphic organizers to compare and contrast the basic features of the following empires: Russia, Ming China, Mughal India, and Ottoman Turkey. In a writing assignment, students will identify at least one similarity and at least one difference between these four empires. Provide the following guidance to help students structure their responses. How Russia was alike and different from Ming China: How Russia was alike and different from Mughal India: How Russia was alike and different from Ottoman Turkey: D-90 Providence Public Schools, in collaboration with the

7 Gunpowder Empires, (14 days) World History 1, Quarter 4, Unit 2 How Ming China was alike and different from Mughal India: How Ming China was alike and different from Ottoman Turkey: How Mughal India was alike and different from Ottoman Turkey: Provide the following rubric to students. Inform them that their grades will be determined by adding the individual scores together and dividing by 12. Use the same rubric to assess Number of empires addressed: Number of empires for which at least two basic features are described: Number of accurate and relevant similarities and differences (of a possible total of 12): All four. Three. Two. One. All four. Three. Two. One. 10, 11, or 12. 7, 8, or 9. 4, 5, or 6. 1, 2, or 3. Providence Public Schools, in collaboration with the D-91

8 World History 1, Quarter 4, Unit 2 Gunpowder Empires, (14 days) Notes D-92 Providence Public Schools, in collaboration with the