Post on 10-Feb-2020
The World in 1750FO C U S Q U ESTIO N : H OW D I D T H E WO R L D C H A N G E F RO M 1 4 5 0 TO 1 7 5 0 ?
D O - N OW : TA K E O U T YO U R H O M E WO R K .
H O M E WO R K :
• N O N E ☺
• S O P H O M O R E C L A S S M E E T I N G TO DAY A F T E R S C H O O L I N RO O M D 2 0 9 .
What is culture?
Take a dry erase marker and come write on the board!
Culture
Reba and Ambler
You are going to have an opportunity to experience living in a different culture for a short time. You will either be members of the Reba culture or the Ambler culture. First you will learn about your own culture, then you will meet the other culture.
Meet for 5 minutes with your group and discuss the following questions:
• What does your culture like to do?
• How do you interact or relate to yourselves? To others?
• How do you speak? What is your body language like?
• If you had a cultural motto, what would it be?
3rd Period
Rebas Amblers
JoshuaErin
ShannonAlyssaOliviaAspenHarleyJohn
AdamLukeKrstoAlexAbby
KellyAnthonyEmmilyMorganAmeliaJordi
TJGiannaChrisLiam
ElainaDaniela
Sam
7th Period
Rebas Amblers
NikoPeterDevinTreyJoe
KamilaAmandaDaniellaJessica LSabrina
MahnoorBellaCiara
DylanMiguel
ZachNick
MichaelAnthony
Jess ACassie
LisaAliciaCarlyGia
Nicolette
Meeting Reba and Ambler
•You are going to have the opportunity to meet people from another culture for 5 minutes. You must mingle and get to know each other. As you mingle, remember to stick to the characteristics of your culture while trying to understand the culture you are meeting for the first time.
Reflecting on your Experience
•Now that you’ve mingled, return to your area of the room and describe the other culture.
• Pick a person as the recorder to write down how your culture is describing the other culture.
• Pick another person to share the list with the class. (I will let you know when it is time to share.)
Rebas Amblers
Discussing Reba and Ambler
•What did you notice about how the cultures saw each other, and how they were described on the handouts? (e.g. the handouts were positive or neutral in tone, the other culture described them in negative terms)
•What assumptions did each culture make about the other?
•How could they have learned about each other and avoided misunderstandings?
•What things do you need to think about when you are talking to someone from a different culture?
•How does this activity mimic historical encounters?
•What enduring issues were present throughout this activity?
Trade Routes 1450
KeyTerritory that was not controlled by a large government
Mediterranean Sea Complex
Trans-Saharan Trade Routes
Indian Ocean Complex
Silk Roads
Mesoamerican Trade Routes
Andean Trade Routes
Gulf of
Mexico
Caribbean Sea
Ottoman Empire
Japan
KoreaMughal
EmpirePortugal
The Netherlands
England
France
Trade Routes 1750
KeyTerritory that was not controlled by a large government
British (England) Trade Routes
Dutch (The Netherlands) Trade Routes
French Trade Routes
Portuguese Trade Routes
Spanish Trade Routes
Spain
Comparing Trade
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?
1450 1750
Inca Empire (1438-1533)
Aztec Empire (1428-1521)
Portugal
Spain (Kingdom of
Castile)
EnglandOttoman Empire (1299-
1923)
France
Various regional
kingdoms in India
Japan Ashikaga
Shogunate (1336-1573)
The Netherlands
(The Dutch)
Key
- Territory that
was not controlled
by a large
government
Italian States
China: Ming Dynasty
(1368-1644)
The World in 1450
Portugal
Spain
England
(Britain)
Ottoman Empire (1299-
1923)
Italian States
France
Mughal Empire
(1526-1857)
Japan Tokugawa
Shogunate (1603-1868)
British Colonies
The Netherlands
(The Dutch)
Dutch Colonies
Spanish Colonies
China: Qing
Dynasty
(1644-1912)
Spanish Colonies
British Colonies
USABritish Colonies until Independence in
1776
Russian Empire
HaitiFrench Colony
Brazil
Portuguese Colony
Ashanti Empire(1701-1957)
Kingdom
of Dahomey
(1740-1823)
Benin Empire(1180-1897)
Key
- Territory that
was not controlled
by a large
governmentThe World in 1750
Comparing Trade
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?
1450 1750
What enduring issues do you think are most present across these maps?
Power, Conflict, Interconnectedness
What was the historical context of these major changes?
•Prior to the Crusades, Africa and Asia developed extensive trading contacts.
•After the Crusades, goods from Africa and Asia were in high demand by Europeans.
•These goods were expensive and difficult to obtain due to the Ottoman Empire which controlled the trading routes.
•To meet European demands, Western Europe began exploring and establishing colonies around the world to gain access and control of the trading routes and resources.
The Ottoman Empire, Mughal Empire, and Tokugawa Shogunate
Ottoman Empire Mughal Empire Tokugawa Shogunate
Location Parts of Europe, Asia, and Africa India Japan
Capital City Istanbul Delhi, Agra, Lahore Edo
Years in Power 1299-1922 1526-1857 1600-1868
The Ottoman Empire and Mughal Empires are often referred to as the Gunpowder Empires.
These three empires all gained, maintained, and consolidated power and dealt with interconnectedness in different ways.
The World from 1450-1750
•Identify a cause and effect relationship that you notice in the timeline.
•Identify two enduring issues in the timeline. Explain your reasoning.
•Write two questions you have about the timeline.
Learning Target Question
Thursday, September 12th
LTQ: How did the world change from 1450 to 1750?
Think about the events and enduring issues that arose in the world as a result of the changes. You may use your notes and the activity we did to help you answer the LTQ.
When you are done, please neatly place your Learning Target Notebooks in the center of your tables. Thank you!