1. Gunpowder Empires AP World History Bell Ringer: Pick up the readings. Read through the readings and underline/annotate key details. Pictures similar to what the author is talking about are located to the right. Respond: How is this painting a good example of the complexity of the Dar al-Islam world that existed in the 1600s?

2. Objectives  4.3.II.B Land empires expanded dramatically in size. (Required examples: Mughals, Ottomans)  4.3.III Competition over trade routes, state rivalries, and local resistance all provided significant challenges to state consolidation and expansion (ex. Ottoman-Safavid conflict)  4.3.I. A and B Rulers used a variety of methods to legitimize and consolidate their power (ex. monumental architecture – Mughal, Safavid use of Shiism)  4.3.I.C States treated different ethnic and religious groups in ways that utilized their economic contributions while limiting their ability to challenge the authority of the state (ex. Ottoman treatment of non-Muslim subjects)  4.3.I.D Recruitment and use of bureaucratic elites, as well as the development of military professionals, became more common among rulers who wanted to maintain centralized control over their populations and resources (ex. Ottoman devshirme)  4.3.I.E Rulers used tax farming to generate revenue for territorital expansion.

3. Land Based Sea Based  Self-defense extremely important  Ottoman, Safavid, Mughal, Russian, Manchu  Relatively large  Expensive  Focused on agriculture and not industry  Many were located in arid & uninhabitable area  Involved in forced labor  no longer in WE  Power was centralized  Collected taxes through tax farming system  Between 1500 and 1800 had the largest administrative and economic systems because they were more of a threat to each other  Few strategic concerns – defending empire could be costly  Spanish, Portuguese, Dutch, French, British  Relatively small  Widely spread out territory from mother country  Self-sufficient -- mercantilism  Settled in in profitable areas  Involved in forced labor  Increasingly brutal  Power “divided” amongst lands  Benefited from private investors or joint-stock companies

4. Islamic Empires  1500-1800  Nomadism decreases on the steppes  Urbanization moving in  Switch to gunpowder technology away from mounted warriors  Not left behind, but greater than Europe

5. Devshirme System  Read the excerpt on the devshirme system.  Think about these questions:  What was it?  Why would the Ottomans develop this system?  How did people feel about it?  What determined how people felt about it?

6. Women and the Mughal Empire  Count off in 1 and 2s.  If you are a 1, read and complete the reading questions for Mughal women at court.  If you are a 2, turn the paper over and read the other two selections.  Share your annotated conclusions in the margins with your partner. Read to them one quote or share one example from your reading which best supports your conclusions and explain why.  Ex. The role of Mughal women in the court was to... A good example is/This is showcased by “quote/example from reading”. This shows...

7. The Taj MahalThe Taj Mahal: The Ultimate expression of love, faith, trade, and power (39:27 to 44:30) The Taj Mahal

8. Greatest Gunpowder Empires  Commonalities  Last a relatively long time (300-400 years)  Stable boundaries  Impact on religious composition in their territory  See this webpage for more information: http://www.nipissingu.ca/department/histor y/muhlberger/2805/gunpow.htm http://www.nipissingu.ca/department/histor y/muhlberger/2805/gunpow.htm

9. Where are we going next?  Next Tuesday and Wednesday, we will complete an Autopsy of an Empire activity where we will further dissect the Ottoman, Mughal, and Safavid Empires.

10. Autopsy of the Gunpowder Empires  The Anatomy Lesson of Dr. Nicolaes Tulp, by Rembrandt, depicts an autopsy

11. You will create an autoposy picture of your empire:  Trace ONE of your group members on the poster sheet (use the shortest please )  Use your completed notes to create a picture which includes:  Nature of the individual during healthier times  External causes of the demise  Internal causes of the demise  Objective: Your picture will be viewed by other groups tomorrow. They will fill out an autopsy report based upon your picture. You will have to do the same with the pictures from the other groups so make sure yours is good.  You will have today and HALF of the period tomorrow to create your body poster.

12. Examples - Be creative!

13. Bell Ringer: Find your picture and get your group together.  Make sure your picture includes:  Nature of the individual during healthier times  External causes of the demise  Internal causes of the demise  Name, location (AP Geographic Location AND modern countries), and dates of the empire  You will have ten minutes to add anything that you might need to add.

14. Autopsy Reports  You will fill out autopsy reports for the two corpses you did not construct.  Victim’s Name = Empire  Location of Death = AP Geographic Location  Age = Dates of the Empire  Description = Things that the empire did well AND items from your investigation (aka notes) that are not included on the body diagram.  Internal injuries = number on diagram and then list  External injuries = number on diagram then list  Medical Diagnosis = Key reason that you think that this empire declined and why you believe that this was the “cause of death”

15. Discussion  Rotate back to your original picture. Remain with your group.  What are the key similarities that you see between the three corpses?  What are the unique characteristics of each empire that we should be aware of?

16. Extension: Crash Course 2.0  https://www.youtube.com/watch?v=nbuM 0aJjVgE&index=17&list=PL8dPuuaLjXtNj asccl-WajpONGX3zoY4M https://www.youtube.com/watch?v=nbuM 0aJjVgE&index=17&list=PL8dPuuaLjXtNj asccl-WajpONGX3zoY4M https://www.youtube.com/watch?v=nbuM 0aJjVgE&index=17&list=PL8dPuuaLjXtNj asccl-WajpONGX3zoY4M  Key concept question:  How do we construct our views of history?  Why might multiple views of the same person exist?  Why might our view of history change over time? (AP Skill #4: Historical Interpretation and Synthesis)