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Lesson Plans
World Civilizations: The Global Experience ©2001
by Stearns, Adas, Schwartz, and Gilbert
Focus Lesson 13
Chapter 26: "The Muslim Empires"
AP* Course Description
1450–1750
Major Developments
- Knowledge of major empires and other political units and social systems
- Mughal
- Territorial and commercial aspects of the above
Key Components
- Instructor's Manual:
Chapter 26, pp. 192–198 - Study Guide, Vol. II:
Chapter 26, pp. 42–51 - Test Bank:
Chapter 26, pp. 334–348
Key Web Sites Listed in the Student Text
Given the changing nature of the Internet, you may wish to preview these sites.
- Chapter 26: p. 635
Key Words and Terms
- Ottomans
- Red Heads
- Isfahan
- Din-i-Ilahi
- Mehmed II
- Ismâ'il
- Nadir Khan Afshar
- Taj Mahal
- Janissaries
- Chaldiran
- Mughal dynasty
- Nur Jahan
- viziers
- Shah Abbas the Great
- Babur
- Aurangzeb
- Safavid dynasty
- imams
- Humayan
- Jahangir
- Sail al-Din
- mullahs
- Akbar
- Shah Jahan
Suggested Pacing
Allow one week to teach Chapter 26. Note that the Acorn book indicates that while students should know the Ottoman conquest of Constantinople and Muhammad Ali, they do not need to know the Safavid Empire and Ismâ'il. The course designers appear to be interested in having students understand the "big picture" of world history.
Test Strategy
A paragraph is a group of sentences that share a common topic or purpose. Each paragraph is a unit of expression focused on a single idea. The main idea of many paragraphs is stated in a topic sentence, although sometimes it is implied. The other sentences in the paragraph develop, support, and explain the main idea through facts, details, and explanations. The use of transitional words such as although, however, first, second, on the one hand, on the other hand, and so on help to make an essay flow from paragraph to paragraph.
Key Concepts
- Three Muslim empires
Chapter 26 describes the rise and fall of the Ottoman, Safavid, and Mughal Empires. All were characterized by military power based on gunpowder ("gunpowder empires"), political absolutism, and a cultural renaissance. The map on text p. 611 will help students locate the three empires geographically, while the time line on p. 610 will locate them in time. - The rise of a competitive Europe
The final blow for each of the three Islamic empires came from within, but they were also unable to recognize the threat that European nations posed to their futures. As the European nations increased their trading presence in Asia, Muslim merchants lost their dominance—and their revenue.
Summing Up Student Understanding
To help students prepare for the DBQ, have them use the time line on p. 610, the map on p. 611, and the features on pp. 621 and 629 to answer the following question.
What long-term problems can you identify regarding the survival of the Ottoman, Safavid, or Mughal Empires in the changing global world of the early modern era?
ADDITIONAL RESOURCES
You might also find these additional readings useful to develop students' background knowledge or for DBQ activities:
- Documents in World History, Vol. II, edited by Stearns, Gosch, and Grieshaber—Section One