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World History II – Mr. Zika
Unit 2: Early World Empires – Study Guide
Test on
Remember: You will be leaving your binders with me to be
graded. Also, you will be asked to grade your own
performance concerning class participation and citizenship.
Essential Questions: How has the nature of globalization changed throughout
world history? What has been the nature of those changes?
Guiding Question: Did each of the following contribute to the process of globalization? If
yes, how and why? If no, why not?
 Ottoman Empire
 Ming Dynasty
 Zheng He’s expeditions in the Indian Ocean and Africa
 Portuguese empire building in Africa and India
 Portuguese empire building in South America
 Spanish empire building in the Americas
 The sugar trade and slave trade (Columbian Exchange video online)
 The Incan empire (Textbook reading)
Major concepts: The Means and Motivations of empire building for all of the above (or
lack thereof)
Major Skills: Sourcing - The who, what, when, where, and why of the source. The WHY?
Consider the intended audience and purpose of the source’s creation.
How can the answers to these questions inform us on the reliability of the source? That is: Is
the source or evidence useful for our purposes? What are its strengths and limitations?
Key vocabulary and concepts:
Geography of the empires
Ottoman Empire:
Suleiman the Magnificent
Ming Dynasty:
Zheng He
Tribute System
Gunboat diplomacy
Portuguese Empire:
Vasco da Gama
Trading-post empire
Treaty of Tordesillas
Spanish Empire:
Christopher Columbus
Columbian Exchange
Incan Empire
REVIEW: All of the history that was presented in your DBQ’s. Reviewing your text would not
hurt either.
Map Labeling
Multiple Choice
Short Answer (maybe a paragraph)
Document Analysis (Historical Thinking)
 Student clearly explains how the evidence may be useful
 Student clearly explains how the evidence might not be useful; clearly
describes the limitations
 Student explains how the evidence may be useful, but makes
assumptions that goes beyond the warrants of the evidence, or does not
fully explain how the evidence could be useful
 Student notes how the evidence has limitations, but does not fully
explain why its usefulness is limited
 Student does not provide a relevant explanation for how the evidence is
 Student does not identify or explain the limitations of the evidence