CHAPTER 9 The NEW IMPERIALISM
You will be given the period to take your Chapter 9 Test. I have included a quizlet site with some practice questions that you can use to review
Tuesday, January 31, 2017
Sunday, January 29, 2017
Monday Jan 30th Day 8
CHAPTER 9 The NEW IMPERIALISM
Objective:
Students will be able to describe the rise of industrial economies and their link to imperialism and colonization ( e.g. the role played by national security and strategic advantage: moral issues raised by search for natural hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology)
Rationale:
The social and economic changes that affected the rest of the undeveloped world had their roots in many different motives. Students should be able to look at the various "reasons" and articulate their support of or disdain for, each reason.
Evidence:
Being able to argue for (either) the benefits of Imperialism on the host country vs the benefits for the colonizing country will provide evidence that students are looking at issues from both sides.
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British Imperialism In India DBQ Questions (answer the questions within the DBQ as they relate to India and Great Britain)
Chapter 9 Quizzes - Sec #2
Chapter 9 quizzes - Sec #3
Chapter 9 Quizzes - Sec #4
Chapter 9 Quizzes - Sec #5
Essential Question - Is resistance futile??
Africa wasn't the only area of Imperialism, India had its own issues to deal with. The pdf presentation below will provide some overview of their situation. Imperialism India -Presentation (pdf to be viewed outside of class for the test)
Journal Entry - What is the best (most effective in your opinion) form of resistance?
Sit-in
Strike
Marching
Stopping traffic
Rally (peaceful )
Shaming (exposing through social media)
Use of Violence (on people)
Destruction of property
Elections
Breaking the law in front of the authorities to get arrested
Other
Scramble for Africa/Berlin Conference
Summary article about the results of the meeting
Scramble for Africa Summary - ( here )
India
British Imperialism In India DBQ Questions (answer the questions within the DBQ as they relate to India and Great Britain)
Quizzes for Chapter 9
Chapter 9 quizzes - Sec #1Chapter 9 Quizzes - Sec #2
Chapter 9 quizzes - Sec #3
Chapter 9 Quizzes - Sec #4
Chapter 9 Quizzes - Sec #5
Imperialism
Thursday, January 26, 2017
Thursday Jan 26th Day 7
CHAPTER 9 The NEW IMPERIALISM
Objective:
Students will be able to describe the rise of industrial economies and their link to imperialism and colonization ( e.g. the role played by national security and strategic advantage: moral issues raised by search for natural hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology)
Rationale:
The social and economic changes that affected the rest of the undeveloped world had their roots in many different motives. Students should be able to look at the various "reasons" and articulate their support of or disdain for, each reason.
Evidence:
Being able to argue for (either) the benefits of Imperialism on the host country vs the benefits for the colonizing country will provide evidence that students are looking at issues from both sides.
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Journal Entry - Which of the following statements do you agree with and why?
(provide 3 reasons in your response)
1) - A stronger country has the right to take over a weaker country.
2) - A strong country should never interfere with weaker countries.
3) - A strong country should use its strength to help weaker countries
4) - A strong country should use its strength to gain the most economic advantages possible from weaker countries.
After the Journal, we will go over a short presentation about Imperialism (it is a revised version of yesterday (it will be available for viewing after I finish presenting it)
This link will get updated after the presentation
Imperialism Video and Questions - Here is the video
Questions for Video
Your last question which you can include at the end of the video questions is located in the textbook. First lines on page 295 - "we do not want to put anyone in the shade, but we also demand our place in the sun" Describe the mindset of the European powers as they saw Africa.
Imperialism DBQ
- answer the questions within the (2) DBQ's and submit them to separate Google Classroom folders
New Imperialism DBQ Questions
Essential Question - Can both sides benefit from this relationship?
(provide 3 reasons in your response)
1) - A stronger country has the right to take over a weaker country.
2) - A strong country should never interfere with weaker countries.
3) - A strong country should use its strength to help weaker countries
4) - A strong country should use its strength to gain the most economic advantages possible from weaker countries.
After the Journal, we will go over a short presentation about Imperialism (it is a revised version of yesterday (it will be available for viewing after I finish presenting it)
This link will get updated after the presentation
Imperialism Video and Questions - Here is the video
Questions for Video
Your last question which you can include at the end of the video questions is located in the textbook. First lines on page 295 - "we do not want to put anyone in the shade, but we also demand our place in the sun" Describe the mindset of the European powers as they saw Africa.
Imperialism DBQ
- answer the questions within the (2) DBQ's and submit them to separate Google Classroom folders
New Imperialism DBQ Questions
Tuesday, January 24, 2017
Tuesday Jan 24th Day 6
CHAPTER 9 The NEW IMPERIALISM
Objective:
Students will be able to describe the rise of industrial economies and their link to imperialism and colonization ( e.g. the role played by national security and strategic advantage: moral issues raised by search for natural hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology)
Rationale:
The social and economic changes that affected the rest of the undeveloped world had their roots in many different motives. Students should be able to look at the various "reasons" and articulate their support of or disdain for, each reason.
Evidence:
Being able to argue for (either) the benefits of Imperialism on the host country vs the benefits for the colonizing country will provide evidence that students are looking at issues from both sides.
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"Neither imperialism nor colonialism is a simple act of accumulation and acquisition…
Out of imperialism, notions about culture were classified, reinforced, criticized or rejected."
Edward W. Said.
Social Darwinism and Imperialism
Before we start the activity there is an assignment that will help understand the mindset of the Europeans at the time - Social Darwinism
Essential Question - Does the Turtle support the claim of endurance and perseverance always winning out??
Journal Entry - How would Imperialistic Europe have reacted to Hemingway's quote?
How do you react to it?
Do you prefer Gandhi's quote, or are they saying the same thing? Explain.
"Neither imperialism nor colonialism is a simple act of accumulation and acquisition…
Out of imperialism, notions about culture were classified, reinforced, criticized or rejected."
Edward W. Said.
Social Darwinism and Imperialism
Before we start the activity there is an assignment that will help understand the mindset of the Europeans at the time - Social Darwinism
Sunday, January 22, 2017
Monday Jan 23rd Day 5
CHAPTER 9 The NEW IMPERIALISM
Due this week -
Chapter 9 Section #1 (today)
Imperialism Introductory Video Questions (today)
Chapter 9 Section #2 (Tuesday)
Chapter 9 Section #3 (Thursday)
Due Next week -
Chapter 9 Section #4 (Monday)
Chapter 9 Section #5 (Tuesday)
Objective:
Chapter 9 Section #1 (today)
Imperialism Introductory Video Questions (today)
Chapter 9 Section #2 (Tuesday)
Chapter 9 Section #3 (Thursday)
Due Next week -
Chapter 9 Section #4 (Monday)
Chapter 9 Section #5 (Tuesday)
Chapter 9 Test scheduled for Tuesday Jan 31st
Objective:
Students will be able to describe the rise of industrial economies and their link to imperialism and colonization ( e.g. the role played by national security and strategic advantage: moral issues raised by search for natural hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology)
Rationale:
The social and economic changes that affected the rest of the undeveloped world had their roots in many different motives. Students should be able to look at the various "reasons" and articulate their support of or disdain for, each reason.
Evidence:
Being able to argue for (either) the benefits of Imperialism on the host country vs the benefits for the colonizing country will provide evidence that students are looking at issues from both sides.
___________________________________________________________________________________________
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Prior to the Journal Entry, you will watch and answer questions on an Imperialsim Introductory Video
Student Question chart for Imperialism Video
Imperialism Introductory Video
Journal Entry - Imperialism, can bring horror and tragedy, but can also bring rights and opportunities.
1. Is it the "responsibility" of the USA to bring democracy, rights, freedoms, etc, to countries that currently do not offer that to it's citizens?
2. When is it necessary for the USA to intervene in the affairs of other countries? (famine, genocide, natural disaster, etc, ??).
3. What if we (The USA) are receiving resources (that are vital to our national interests) from a country that is non-democratically run, treats it people in a very non-democratic way, even violating human rights? (Saudi Arabia) Should this affect our relationship with them?
After the journal entry, we will correct the Chapter 8 tests, then look at the Paragraphs from last week
Essential Question - " Where here to help you" Really?
Prior to the Journal Entry, you will watch and answer questions on an Imperialsim Introductory Video
Student Question chart for Imperialism Video
Imperialism Introductory Video
Journal Entry - Imperialism, can bring horror and tragedy, but can also bring rights and opportunities.
1. Is it the "responsibility" of the USA to bring democracy, rights, freedoms, etc, to countries that currently do not offer that to it's citizens?
2. When is it necessary for the USA to intervene in the affairs of other countries? (famine, genocide, natural disaster, etc, ??).
3. What if we (The USA) are receiving resources (that are vital to our national interests) from a country that is non-democratically run, treats it people in a very non-democratic way, even violating human rights? (Saudi Arabia) Should this affect our relationship with them?
After the journal entry, we will correct the Chapter 8 tests, then look at the Paragraphs from last week
Wednesday, January 18, 2017
Thursday Jan 19th Day 4
CHAPTER 8 GROWTH OF WESTERN DEMOCRACIES
Objective:
Social and Economic reform in Britain - students have learned about political reforms in Britain in the early 1800's, in today's lesson, students will be able to list and evaluate the country's social and economic reforms, including the abolition movement and labor unions.
Rationale:
The social and economic changes that began in the England had ripple effects all across the world when addressing traditional social and economic standards, students should understand the conditions which led to these movements creation.
Evidence:
Being able to identify and explain the role of suffrage and labor unions within society will demonstrate an understanding of why these movements had such a lasting impact.
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Journal Entry - Asylum - Immigration became an issue in Ireland with the potato famine, and many Irish Immigrants came to America as a result. Currently the subject of Immigration is a political "hot potato" (pun intended). Asylum is defined as...
the protection granted by a nation to someone who has left their native country as a political refugee.
In your journal today, give your opinion on what situations should qualify to grant an immigrant Asylum status (which would allow them to enter and stay in the USA legally) Make sure you list 3 reasons and support them with the "why?"
Take the quizzes below and upload into Classroom
Section #1 Quiz
Section #2 Quiz
Section #3 Quiz
Section #4 Quiz
Quizlet game review
Chapter 8 section #4 due today, put it in the classroom folder
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Essential Question - Does starvation = Asylum?
"she applied for asylum and was granted refugee status"
In your journal today, give your opinion on what situations should qualify to grant an immigrant Asylum status (which would allow them to enter and stay in the USA legally) Make sure you list 3 reasons and support them with the "why?"
Take the quizzes below and upload into Classroom
Section #1 Quiz
Section #2 Quiz
Section #3 Quiz
Section #4 Quiz
Quizlet game review
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CHAPTER 8 TEST Today
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Tuesday, January 17, 2017
Tuesday Jan 17th Day 3
CHAPTER 8 GROWTH OF WESTERN DEMOCRACIES
Objective:
Social and Economic reform in Britain - students have learned about political reforms in Britain in the early 1800's, in today's lesson, students will be able to list and evaluate the country's social and economic reforms, including the abolition movement and labor unions.
Rationale:
The social and economic changes that began in the England had ripple effects all across the world when addressing traditional social and economic standards, students should understand the conditions which led to these movements creation.
Evidence:
Being able to identify and explain the role of suffrage and labor unions within society will demonstrate a understanding of why these movements had such a lasting impact.
___________________________________________________________________________________________
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Journal Entry - Death Penalty - please list the types of crimes you feel would merit the death penalty, and how you would go about administering the death penalty, OR, provide an alternative to the death penalty, if you do not believe in capital punishment. What would your punishment be for Dylann Roof (the guy who shot and killed 9 people in a church in South Carolina)
Link to cartoon - Cartoon Cartoon Analysis guide - Here (after reviewing the cartoon, list the examples in the chart and answer the questions at the end and be ready to submit them to the classroom folder)
During the Victorian Age in England, the death penalty changed rather dramatically, what role did the "trend" that you have identified in the previous lesson have on this change (in your opinion)
Today's Agenda - "Human" rights and Trade
(Chapter 8 section #3 due today)
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Essential Question - Is Capital Punishment a deterrent?
Link to cartoon - Cartoon Cartoon Analysis guide - Here (after reviewing the cartoon, list the examples in the chart and answer the questions at the end and be ready to submit them to the classroom folder)
During the Victorian Age in England, the death penalty changed rather dramatically, what role did the "trend" that you have identified in the previous lesson have on this change (in your opinion)
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During the first 50 years in England from 1800-1850 many of the subjects addressing what "human rights" are were being challenged. Suffrage, crime and punishment (including what crimes merit capital punishment) slavery, ownership of property, working conditions, etc, were under scrutiny.
This was occurring at the same time society was instituting strict social behavior norms for its upper class members of society (The Downton Abby class)
There were several changes afoot during this time, this form lists a few of the "themes" that seemed to evolve during this period. Here - These are some of the themes
Theme Activity Sheet, review the chart, and list what you feel is the "theme" of this era (from the form above)
Your task will be to express what "theme" of this era was the most important. You will identify which change(s) you feel was the most impactful (even if at the time it was symbolic) to the future development of how society has evolved.
You will be given time in class Tuesday to develop your answer.
This will be expressed in a paragraph that lists 3 pieces of evidence that supports your opinion about why your "Theme" is correct.
If you finish your answer, you should use the time to continue your outline as Sect #4 is due Thursday...The same day as the Chapter 8 Test
Resources: Chapter 8 presentation -Chapter 8
There were several changes afoot during this time, this form lists a few of the "themes" that seemed to evolve during this period. Here - These are some of the themes
Theme Activity Sheet, review the chart, and list what you feel is the "theme" of this era (from the form above)
Your task will be to express what "theme" of this era was the most important. You will identify which change(s) you feel was the most impactful (even if at the time it was symbolic) to the future development of how society has evolved.
You will be given time in class Tuesday to develop your answer.
This will be expressed in a paragraph that lists 3 pieces of evidence that supports your opinion about why your "Theme" is correct.
If you finish your answer, you should use the time to continue your outline as Sect #4 is due Thursday...The same day as the Chapter 8 Test
Resources: Chapter 8 presentation -Chapter 8
If you haven't already done so, watch the short ( 10 min) video on
Victorian Age History (homework for viewing)
CHAPTER 8 TEST Thursday Jan 19th
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Wednesday, January 11, 2017
Thursday Jan 12th Day 2
CHAPTER 8 - Growth of Western Democracies
Assignments this week:
Chapter 8 Section #1 due Today - Upload to Google Classroom. Section #2 Due on Monday, Section #3 On Tuesday...yes, I know Monday is a holiday
Objective:
-Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
-Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining, and manufacturing, division of labor, and the union movement.
-You have learned about the changes and problems brought about by the Industrial
Revolution. Now you will focus on the ways in which Britain, France, and the United
States responded to these issues, including advances in political democracy and the emergence of capitalism.
-A series of political reforms during the 1800's and early 1900's transformed Great Britain from a monarchy and aristocracy into a democracy. While some British politicians opposed the reforms, most sided in favor of reforming Parliament to make it more representative of the nation’s growing industrial population.
Rationale:
The Industrial Revolution was the biggest social turning point in history, transforming the very way people lived their lives. Identifying the various social, political, and economic changes of the times is essential in understanding the period and the effects it had on the world. Emerging Democracies based on capitalism and individual rights transforms societies.
Evidence:
Being able to identify and explain the effects of the Industrial Revolution on the living experience of people all of over the world will assist in understanding the different paths societies took as they developed.
1st assignment today - Video (Noam Chomsky...defining what Real Democracy is)
Questions (to be answered while watching the video)
1st assignment today - Video (Noam Chomsky...defining what Real Democracy is)
Questions (to be answered while watching the video)
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Journal Entry - Veto Power - State level has Line-item veto power (veto portions of a bill, and can strip money out, which eliminates a portion) Fed (president) does not have line-item veto power (it's all or nothing). Should the president have the ability to only veto portions of a bill or should it remain all or nothing? Congress can override a Presidential veto, what do you think is the correct % of congressional votes that should be necessary for Congress to override the President? (write a paragraph providing 3 reasons that support your claim)
Link to article - Here Presidential Veto power - Here
During the Victorian Age in England, the Veto power resided with the House of Lords, but that gradually changed.
Today's Agenda - Political Change in England
(Chapter 8 section #1 due today)
1. Journal paragraph "Veto Power"
2. Review Etiquette Worksheet
3. Start presentation on Chapter 8
Victorian Age History (homework for viewing)
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Section #2 - Monday (Jan 16th), Section #3 for Tuesday (Jan 17th) Section #4 for Thursday (Jan 19th)
Chapter 8 Quizzes will be assigned. Jeopardy or Kahoot will be played on Thursday in preparation for the test.
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Essential Question - How did political reform gradually expand suffrage and make the British Parliament more democratic during the 1800's?
Journal Entry - Veto Power - State level has Line-item veto power (veto portions of a bill, and can strip money out, which eliminates a portion) Fed (president) does not have line-item veto power (it's all or nothing). Should the president have the ability to only veto portions of a bill or should it remain all or nothing? Congress can override a Presidential veto, what do you think is the correct % of congressional votes that should be necessary for Congress to override the President? (write a paragraph providing 3 reasons that support your claim)
Link to article - Here Presidential Veto power - Here
During the Victorian Age in England, the Veto power resided with the House of Lords, but that gradually changed.
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1. Journal paragraph "Veto Power"
2. Review Etiquette Worksheet
3. Start presentation on Chapter 8
Prior to Queen Victoria, England was going through a change that was a result of the revolutions within Europe (French Primarily). The change in politics slowly began eroding the social situations enjoyed by the wealthy...very slowly. Slavery in the USA was abolished in the 1860's but the civil rights movement didn't really make a social change until the 1950's, so things take time.
Democracy was on the move in Europe, and England played its part.
Democracy was on the move in Europe, and England played its part.
First, we will review the social structure within England activity from Tuesday.
Pro Con Chart of Etiquette - in this chart there are 10 social norms that were demanded of society.
Social classes were prescribed proper behaviors, and "doing things" outside your role was seen as socially disruptive, and therefore to "maintain protocol" was seen as a social good... for example today, cheating on your spouse is not illegal but is socially unacceptable, when it happens society frowns upon that person to send a message to other people to not do it. There are plenty of examples of where societies dictate behavior expectations to avoid social chaos.
Social classes were prescribed proper behaviors, and "doing things" outside your role was seen as socially disruptive, and therefore to "maintain protocol" was seen as a social good... for example today, cheating on your spouse is not illegal but is socially unacceptable, when it happens society frowns upon that person to send a message to other people to not do it. There are plenty of examples of where societies dictate behavior expectations to avoid social chaos.
Chapter 8 (sec #1) presentation will get us started down that road. - Chapter 8 Section #1
Theme Activity Sheet
Theme Activity Sheet
For tonight (if you haven't already done it), please watch this 10 min video on Victorian Age political change. You can follow the video's instructions and take the notes the presenter is suggesting.
Victorian Age History (homework for viewing)
Section #2 - Monday (Jan 16th), Section #3 for Tuesday (Jan 17th) Section #4 for Thursday (Jan 19th)
Chapter 8 Quizzes will be assigned. Jeopardy or Kahoot will be played on Thursday in preparation for the test.
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CHAPTER 8 TEST Thursday Jan 19th
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Monday, January 9, 2017
Tuesday Jan 10th Day 1
CHAPTER 8 - Growth of Western Democracies
How to write a good paragraph for History class - in response to the essay answers on the Final
How to write a paragraphAssignments this week:
Chapter 8 Section #1 due Thursday
Objective:
-Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
-Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining, and manufacturing, division of labor, and the union movement.
You have learned about the changes and problems brought about by the Industrial
Revolution. Now you will focus on the ways in which Britain, France, and the United
States responded to these issues, including advances in political democracy and the emergence of capitalism.
A series of political reforms during the 1800's and early 1900's transformed Great Britain from a monarchy and aristocracy into a democracy. While some British politicians opposed the reforms, most sided in favor of reforming Parliament to make it more representative of the nation’s growing industrial population.
“No doubt, at that very early period, the House of Commons did represent the people of England but . . . the House of Commons, as it presently subsists, does not represent the people of England . . . The people called loudly for reform, saying that whatever good existed in the constitution of this House—whatever confidence was placed in it by the people, was completely gone . . .”
—Lord John Russell, March 1, 1831
Rationale:
The Industrial Revolution was the biggest social turning point in history, transforming the very way people lived their lives. Identifying the various social, political, and economic changes of the times is essential in understanding the period and the effects it had on the world. Emerging Democracies based on capitalism and individual rights transforms societies.
Evidence:
Being able to identify and explain the effects of the Industrial Revolution on the living experience of people all of over the world will assist in understanding the different paths societies took as they developed.
___________________________________________________________________________________________
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Journal Entry - Which of the following statements do you most agree with and why? (please list 3 reasons for the issue you feel was most important)
1. In a Democracy, the government responds instantly to citizens wishes.
2. In a Democracy, citizens need only vote in elections to reform government.
3. In a Democracy, citizens must sometimes protest to win government reforms.
4. In a Democracy, the only real way to change the government is through a revolution.
Essential Question - How did political reform gradually expand suffrage and make the British Parliament more democratic during the 1800's?
Journal Entry - Which of the following statements do you most agree with and why? (please list 3 reasons for the issue you feel was most important)
1. In a Democracy, the government responds instantly to citizens wishes.
2. In a Democracy, citizens need only vote in elections to reform government.
3. In a Democracy, citizens must sometimes protest to win government reforms.
4. In a Democracy, the only real way to change the government is through a revolution.
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example of modifying "too much" democracy -
Assembly Bill 1100: "Existing law requires a fee of $200 to be paid by the proponents when a proposed ballot initiative or referendum is submitted to the Attorney General for preparation of a circulating title and summary. This bill increased the filing fee from $200 to $2,000."This proposal was a response to the “Sodomite Suppression” Initiative filed in 2015.
The measure, upon voter approval, would have mandated California to put to death any person who "willingly touches another person of the same gender for purposes of sexual gratification." The initiative classifies this group of people as "sodomites." (it's essentially a measure to kill gay people)
example of modifying "too little" democracy -
example of modifying democracy through Revolution -
Saturday night, armed men broke into the desolate headquarters of a federally owned wildlife refuge in Oregon and said they weren't going to leave until the government stops its "tyranny."
Though the group's goals have so far seemed hazy, Ammon Bundy has said that they essentially want two things:
1st, they want the federal government to relinquish control of the wildlife refuge so "people can reclaim their resources," he told CNN early Monday. And 2nd, they want an easier sentence for a pair of father and son ranchers convicted of committing arson on federal lands in Oregon.
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Today's Agenda - Victorian Etiquette
During queen Victoria's reign, society became incredibly stable. The leadership didn't change for 60 some years, and within that time the expectations of "how one acts in society, and knowing one's place in society" was cemented into the fabric of everyday life. This had both positive and negative effects. In today's activities we will look at the social change that occurred within this time period. Thursday we will look at the political change.
Victorian Age Etiquette (Video)
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Pro Con Chart of Etiquette - in this chart there are 10 social norms that were demanded of society. At your table, split-up the 10 and assign 2 to each person (with the remaining two to be done collectively or by whomever finishes their 2 articles first). Read each etiquette expectation, and think about how that expectations could be seen as a positive thing (what's good about it) and also how these actions could be perceived negatively.
* Your focus should be on the what society feels about the "place" or "role" that certain people play, not about the specific acts of etiquette themselves. It's not about how the people are acting, it's about the reason why people are treating in this way, and how that reasoning affects society's expectation of what role that person would play moving forward.
For tonight, please watch this 10 min video on Victorian Age (political change) in preparation for Thursday. You can follow the video's instructions and take the notes the presenter is suggesting.
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CHAPTER 8 TEST Thursday Jan 19th
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