What did the world look like in 1750, and how did powerful states, empires, and trade networks shape it?
Describe the world in 1750: the powerful Eurasian land-based empires, coastal African kingdoms, and growing European maritime empires, and explain how their interactions reshaped global trade networks (Framework Key Idea 10.1).
A Framework-level answer on the world in 1750 for the NY Global History and Geography II Regents: the Eurasian land-based empires, coastal African kingdoms, growing European maritime empires, and how their interactions reshaped global trade, with worked stimulus and CRQ questions.
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What this topic is asking
Framework Key Idea 10.1 opens the Global II course by describing the world in 1750, the starting point for the modern era. It asks you to picture a world dominated by large land-based empires in Eurasia, coastal kingdoms in Africa, and growing European maritime empires, and to explain how their interactions reshaped global trade networks. This sets the stage: the revolutions, industrialization, and imperialism of the rest of the course all grow out of this 1750 world.
The land-based empires of Eurasia
These empires were gunpowder empires: they had used cannon and firearms to conquer and hold large territories. They taxed agriculture and trade, supported great cities, and produced goods, such as Indian cotton cloth, Chinese tea, silk, and porcelain, that the rest of the world wanted.
African kingdoms and the coast
West Africa had powerful states such as the Ashanti (Asante) and Oyo empires, while the Swahili city-states on the East African coast traded across the Indian Ocean. African kingdoms traded gold, salt, ivory, and increasingly enslaved people to European merchants on the coast. The transatlantic slave trade was already a central, brutal feature of the Atlantic world, with European demand driving the capture and sale of millions of Africans into slavery in the Americas.
The European maritime empires
European states were strong at sea, not on land in Asia.
The Atlantic empires of Spain and Portugal still held large colonies in the Americas, while Britain, France, and the Netherlands had Atlantic colonies and a growing share of seaborne trade. In Asia and Africa, however, Europeans mostly held coastal trading posts, forts, and a few footholds, because the land empires were far too strong to conquer. Trade was run through chartered joint-stock companies, above all the British East India Company and the Dutch East India Company (VOC), which were given monopolies by their governments to trade in spices, textiles, and tea.
How interactions reshaped global trade
By 1750 several developments had woven the world together more tightly than ever before:
- The Columbian Exchange (the transfer of crops, animals, people, and diseases between the Americas, Europe, and Africa after 1492) had reshaped diets and populations on every continent. American crops such as the potato and maize spread to Eurasia and Africa; Old World diseases had devastated the Americas.
- The transatlantic slave trade connected Africa, the Americas, and Europe in a triangular system, supplying forced labor for the plantations that produced sugar, tobacco, and other cash crops.
- Silver from the Americas, mined in places like Potosi, flowed across the Pacific and the Atlantic and into China, oiling global commerce.
- European chartered companies pushed into the Indian Ocean and Asian trade, competing with and depending on the great land empires.
The pattern to remember is that Europeans did not yet rule Asia or inland Africa, but they increasingly controlled the sea lanes and the long-distance trade, setting up the imbalance that the next century would deepen.
Try this
Q1. Name the four major land-based empires of Eurasia in 1750. [Recall]
- Cue. The Ottoman, Safavid, Mughal, and Qing empires.
Q2. Explain why Europeans held mainly coastal trading posts in Asia in 1750 rather than large inland territories. [Short explanation]
- Cue. The Asian land empires were far too strong and populous to conquer, so Europeans traded from coastal posts and forts to access valuable Asian goods rather than ruling territory.
Exam-style practice questions
Practice questions written in the style of NYSED exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Regents GHG II (stimulus, 2023)1 marksA map of the world in 1750 shows the Ottoman, Safavid, Mughal, and Qing empires stretching across Asia, with European trading posts dotted along the coasts of Africa and India. The map best supports the conclusion that in 1750 (1) Europe already controlled the interior of Asia and Africa; (2) large land-based empires dominated much of Eurasia while Europeans held mainly coastal footholds; (3) global trade had collapsed; (4) the Americas were the center of world power.Show worked answer →
A stimulus-based multiple-choice item assessing geographic reasoning (Practice D).
The correct answer is (2). In 1750 the Ottoman, Safavid (recently fallen), Mughal, and Qing empires were large, powerful land-based states controlling most of Eurasia, while Europeans held coastal trading posts and forts rather than vast inland territory.
Why the others are wrong: (1) reverses the situation, since Europeans did not yet control the interiors; (3) is contradicted by the busy trade routes; (4) ignores the Eurasian empires shown.
Markers reward reading the map for who holds territory versus who holds coastal posts.
Regents GHG II (CRQ context, 2024)2 marksDocument 1 is a 1700s account of the wealth of Mughal India and the European trading companies seeking access to its textiles and spices. Explain the historical circumstances that led European powers to establish trading posts in Asia in this period.Show worked answer →
A 2-point CRQ historical-context question (Practice A and B).
A complete answer explains the circumstances: Asian empires such as Mughal India and Qing China produced highly valued goods (cotton textiles, spices, tea, porcelain) that Europeans could not make as cheaply. European states and their chartered companies (the British and Dutch East India Companies) had the ships and navigation to reach Asia by sea after the earlier age of exploration, so they set up coastal trading posts to buy these goods and profit from the long-distance trade.
Markers reward naming the demand for Asian goods and the European drive to access that trade, not just describing the document.
Related dot points
- Explain how the Enlightenment applied reason and natural law to society and government: natural rights, the social contract, popular sovereignty, and separation of powers, and how these ideas challenged absolutism and inspired revolution and reform (Framework Key Idea 10.2).
A Framework-level answer on the Enlightenment for the NY Global History and Geography II Regents: how reason and natural law produced natural rights, the social contract, popular sovereignty, and separation of powers, how the ideas spread, and how they challenged absolutism, with worked exam questions.
- Explain the causes, key ideas, and consequences of the American and French Revolutions: how Enlightenment ideas, grievances, and demands for rights produced revolution, and the political and social changes that followed (Framework Key Idea 10.2).
A Framework-level answer on the American and French Revolutions for the NY Global History and Geography II Regents: Enlightenment causes, the Declaration of Independence and the Declaration of the Rights of Man, the radical phase and Napoleon, and lasting consequences, with worked exam questions.
- Explain the causes and consequences of the Haitian Revolution and the Latin American independence movements: how enslaved and colonized peoples used Enlightenment ideas and grievances to overthrow colonial and slave systems (Framework Key Idea 10.2).
A Framework-level answer on the Haitian and Latin American revolutions for the NY Global History and Geography II Regents: the only successful large slave revolt, the role of Toussaint Louverture, Bolivar and San Martin, the colonial grievances, and the lasting consequences, with worked exam questions.
- Explain why the Industrial Revolution began in Britain and how new energy sources, machines, factories, and transport transformed production and society (Framework Key Idea 10.3).
A Framework-level answer on the Industrial Revolution for the NY Global History and Geography II Regents: why it began in Britain, the role of resources, capital, labor and markets, the shift to factories, steam power, and improved transport, with worked exam questions.
- Apply the document skills the Global II exam rewards: reading a source line for author, date, and purpose, identifying point of view and reliability, interpreting maps, charts, and cartoons, and recognizing an enduring issue (Social Studies Practices A, C, D).
An exam-skills answer for the NY Global History and Geography II Regents: how to read a stimulus document for author, date, purpose, point of view, and reliability, how to interpret maps, charts, and political cartoons, and what an enduring issue is, with worked exam questions.
Sources & how we know this
- New York State K-12 Social Studies Framework (Grades 9 to 12) — New York State Education Department (2016)
- Global History and Geography II Framework — New York State Education Department (2025)