9th Grade

Subject: Global History and Geography I

Unit 7: The Ottoman Empire and the Ming Dynasty Pre-1600:
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 Mind Dynasty were two powerful states, each with a view of itself and its
place in the world. (Standards: 2,3,4,5; Themes: ID, MOV, GEO, SOC, GOV, EXCH)
Content Framework:
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.
Compelling Question:
How did the Ottoman Empire rise and fall?
Content Outline:
The Muslim Gunpowder Empires
(1450-1800)
Main Ideas:
The Ottomans created a strong empire through expansion, mastery of technology, religious toleration,
and artistic achievement.
After reaching its high point under Suleyman the Magnificent, the Ottoman Empire began to
disintegrate.
The Safavid Empire, unified as a Shia nation, fought with the Ottomans for control of territory and
religion.
The Moguls established a new dynasty and brought a new era of unity to the Indian subcontinent.
I.

Absolutism
a. The decline of feudalism, the spirit of the Renaissance, the European encounter with the
Americas, the changes of the Reformation, and the Commercial Revolution all served to increase
the power of the European monarchs while enriching European societies. Starting in the 1500s
and continuing through the 1700s, monarchs triumphed over nobles, built powerful central
governments through taxation, and established standing armies. Monarchs justified their absolute
power by claiming they ruled by divine right (king was Gods deputy on earth). While the
Europeans were creating a new global order affecting Africa and the Americas, large empires
continued to flourish east in Turkey, Persia, India, and China. Like the absolute monarchs of
Europe, the rulers of these empires used gunpowder and large armies to impose order on vast
territories. But in other ways, these empires did not advance as rapidly in scholarship, science,
and technology as the European states did. As a result, these regions later felt the impact of
European expansion.

II.

The Ottoman Empire (1300-1700)

a. The Ottoman Empire would be named after Osman, a Turkish sultan whose military victory in
1301 would establish the groups foundation in Northwest Anatolia (modern Turkey). Ultimately,
the Ottoman Empire would expand across vast area in the 1400s and 1500s from Southeast
Europe through the Middle East and North Africa; extend Muslim influence; make contributions
in the arts, architecture, and literature, and force the Europeans to begin seeking new routes for
trade with Asia
i. Rise of the Ottoman Turks
ii. Expansion of the Ottoman Empire
iii. Reasons for the Ottoman success
b. Life under Ottoman Rule
i. The Imperial Sultans
ii. A Diverse Society
c. Ottoman Achievements
i. The Byzantine Heritage
ii. Sultan Suleymans Golden Age (1520-1566)
d. The Decline of the Ottoman Empire
i. Internal Disorder
ii. European Advances
e. The Safavid Empire
i. Rise of the Safavid Dynasty
ii. Glory and Decline
iii. Life under the Safavids
f. The Mogul Dynasty (1526-1857)
i. Babur
1. Babur, a descendent of Tamerlane, established Indias Mogul Dyansty, which
ruled from 1526 to 1857 (when the British took over). Babur would inherit part of
Tamerlanes empire when he died; from there Babur would eventually cross into
India and capture Delhi. The Moguls were a mixture of Mongol and Turkish
people from Central Asia. They rose to power a little later than the Ottomans did.
Four emperors (Akbar, Jehangir, Shah Jahan, Aurangzeb) dominated most of the
subcontinent, ruling it from splendid capitals that they built in the north (each
emperor would build his own capital). Although the Mughals were Muslim in a
Hindu country, the dynasty would bring a sense of unity to the region, especially
under Sultan Akbar. Akbar, Baburs grandson, was only 14 when he became
sultan.
g. The Mogul Dynasty
i. Babur
ii. The Reign of Akbar the Great (1542-1605)
iii. Decline
iv. British East India Company
v. Sikhism
East Asia World
Main Ideas:
1. Strong rulers dominated East Asia between 1400 and 1800.
2. Under the Ming and Qing dynasties, China flourished politically, economically, and culturally. At the
end of the 1500s, powerful Japanese leaders reunified Japan and established the Tokugawa Shogunate.
Both Asia countries would choose isolation over global interaction.
3. The Yi Dynasty in Korean struggled to maintain its independence from China and Japan.
4. Throughout East Asia, the arrival of European missionaries and merchants represented a major social
and cultural challenge.

1. The Ming Dynasty (1368-1644)

a. The Ming Dynasty restored Chinese rule and reaffirmed belief in Chinese superirorty: ie the
Middle Kingdom. They would achieve great economic and cultural growth with highly
developed internal markets. After a brief period of exploration, they would seek to limit contact
with most outsiders. They would, however, continue to influence neighboring Asian countries
culturally and intellectually.
i. Zhu Yuanzhang: Ming Hong Wu Ming Martial Emperor
ii. Ming Government Reform
iii. Yong Le (1402-1424)
iv. European Arrival During the Ming Dynasty
2. The Qing Dynasty
a. The Manchus
b. Early Resistance and Acceptance
c. Qing Rule over China
d. Kangxi (1661-1722)
e. Qianlong (1736-1795)
f. The Canton System
3. Chinese Art and Literature Under the Mings and Qings
a. The ousting of a foreign dynasty rekindled a sense of cultural superiority among the Chinese. Art
and literature would flourish during the Ming and early Qing Dynasty due to the peace and
prosperity of the time. Artists developed new styles of landscape painting and created beautiful
porcelain jars and vases; the Ming era blue/white porcelain is considered to be the best quality of
porcelain. As always, Chinese silks were much admired by Europeans. Confucian scholars
produced classical poetry, while others wrote popular literature.
4. The Tokugawa Shogunate of Japan (1603-1868)
a. Reunification of Japan
b. European Arrival and Expulsion
c. The Tokugawa Era (Edo Period)
5. The United States Opens Japan
a. In 1853, the United States government sent a naval squadron to Japan under the command of
Commodore Matthew Perry. The US sought to develop new markets and to establish a port
where American ships could get supplies on their trips to China. Intimated, Japanese leaders
opened their doors to American trade. Within a few years, the British, Russians, and Dutch
negotiated similarly favorable treaties. The opening of Japanese ports had profound effect on
Japans development.
6. The Meiji Restoration (1868-1912)
a. The Japanese samurai and daimyos criticized the Shogun severely for opening Japan to the West.
Under the impact of this criticism, the Shogunate collapsed. The emperor, who ancestors had
been mere puppets for over a thousand years, was suddenly restored to power. However,
Emperor Meiji was convinced that Japan had to adopt Western ways if it was to escape European
domination. Under Emperor Meiji, Japan became the first non-western nation to successfully
adopt Western ways, including technology, education, and military tactics.
7. Korea: The Hermit Kingdom
a. The history of Korea has been marked by the presence of dominating neighbors (China, Russia,
Japan) and period of isolationism. For centuries it was known for being a land bridge, a
cultural connection between China and Japan. Beginning in 1392, the powerful Yi dynasty
created a stable state in Korea and it lasted over 500 years. The Yi adopted a Chinese style of
government and embraced Confucianism but maintained a distinct culture, including a separate
alphabet. After two failed foreign invasions (one by China, one by Japan), Korean rulers pursued
a policy of isolationism for 300 years. The country remained largely untouched by European
merchants and Christian missionaries. Korea came to be called the Hermit Kingdom.

Essential Questions:
How did the Ottoman Turks establish power and expand their empire?
What were society and culture like in the Ottoman Empire?
What led to the collapse of the Ottoman Empire?
What was life like under the Safavids?
How were the Moguls able to bring almost all of India under one rule?
What were the achievements of the Ming dynasty?
Student Objectives:
Students will be able to examine the rise and fall of the Ottoman Empire.
Students will be able to discuss the accomplishments of the Safavid Empire.
Students will be able to describe the Mogul rule.
Students will be able to analyze the impact of the Ming dynasty.
Process:
Students will develop historical thinking skills through the use of: students generate timelines, graphic
organizers, and the reading of primary and secondary sources.
Assessment:
Students will have formative and summative assessments based on the New York State Standards and
Common Core Standards.
Common Core Standards:
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative
analysis in print or digital text.
RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the authors claims.
WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.