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Lesson Plans
World Civilizations: The Global Experience ©2001
by Stearns, Adas, Schwartz, and Gilbert
Focus Lesson 15
Chapter 28: "Asian Transitions in an Age of Global Change"
AP* Course Description
1450–1750
Major Developments
- Knowledge of major empires and other political units and social systems
Key Components
- Instructor's Manual:
Chapter 28, pp. 207–214 - Study Guide, Vol. II:
Chapter 28, pp. 62–71 - Test Bank:
Chapter 28, pp. 363–376
Key Web Sites Listed in the Student Text
Given the changing nature of the Internet, you may wish to preview these sites.
- Chapter 28: pp. 688–689
Key Words and Terms
- Asian sea trading network
- Dutch trading empire
- Hongwu
- Chongzhen
- Deshima
- Malacca
- Francis Xavier
- Matteo Ricci
- Tokugawa Ieyasu
- Goa
- Luzon
- Canton
- Nobunaga
- Ormuz
- Mindanao
- Zhenghe expedition
- Toyotomi Hideyoshi
- caravels
- Treaty of Gijanti
- Macao
- Manchus
- school of National Learning
- Batavia
- Robert Di Nobili
- Adam Schall
- Edo
Suggested Pacing
Allow one week to teach Chapter 28.
Test Strategy
In writing the conclusion to their essays, students should remember to restate their theses and to make strong closing statements. They should not introduce any new ideas or solutions that were not presented in the body of their papers, but they should wrap up their arguments.
Key Concepts
European in-roads into Asia
The Europeans opened a trade offensive in Asia. While they were not strong enough to take over Asian civilizations, they were able to ingratiate themselves into the trading networks in Asia. When western influences became a problem, the Japanese closed themselves to the West and the Chinese isolated foreigners. As a consequence, what internal changes occurred resulted from internal forces.
Summing Up Student Understanding
As part of their continuing map work, have students create a map by combining the maps on text pp. 666 and 671. Then have students write two generalizations about what each of the maps shows. Have students share their statements as the basis for a class discussion. Point out that analyzing maps is an important skill that students may be called upon to use during the AP* World History test.
ADDITIONAL RESOURCES
You might also find these additional readings useful to develop students' background knowledge or for DBQ activities:
- The Global Experience, Vol. II, edited by Schwartz, Wimmer, and Wolfe—Chapters 16, 17, and 18
- Documents in World History, Vol. II, edited by Stearns, Gosch, and Grieshaber—Section One