Day 9

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

Journal question will be for Friday

CHAPTER 10 The NEW GLOBAL PATTERNS

Objective:

Students will be able to analyze the patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, South Asia, China, India, Latin America, and the Philippines

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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Essential Question - Do we control the air over our country?

Journal Entry - 

Japan attacked and controlled Korea in (Chapter 10 page 325) 1894. In 1910 it annexed Korea outright absorbing the land into the Japanese empire. By 1919 an uprising occurred but Japan crushed it killing many Koreans. Korea has never forgot these events and there exists today a clear level of animosity between North Korea and Japan. Last Year North Korea had a nuclear test and a satellite launch. (the satellite flew over Levi stadium just after the Super Bowl last year)

Here is how the world reacted...

"China is more cautious than some of the rest of us, for reasons that we do understand," Obama said. "What we will be doing, the United States and Japan will be doing, is seeking to persuade the Chinese that it is in the interests of all of the international community now to apply some more direct economic pressure on North Korea at this point." Great Britain called North Korea's actions "extremely destabilizing" for the region and said Britain would be summoning Pyongyang's ambassador in response.

If you were president, how would you respond? (remember Japan is an ally, South Korea is an ally, China is a trading partner, and North Korea still blames the USA for their country's split, and wants to kill/destroy America)

Chapter Outlines Schedule

Section #1 - Friday Feb 2nd 

Section #2 - Monday Feb 5th

Section #3 - Wednesday Feb 7th

Section #4  - Friday Feb 9th

We will begin the movie on Ghandi and Imperialism after we correct the test and write the journals.

Wednesday

Japan Colonization/Destruction of Korea - Japan Vs Korea

Read the short article and do the Cartoon Analysis (place analysis doc into google classroom)

Friday

Traveler's Tale activity - ( here )

Read the short article, answer question 1-4 (answer question #4 from your own perspective as well as a typical America at the time)

For next week

Jose Rizal Biography - ( here )

Read the short biography about Jose Rizal and answer the questions at the end

King Monket of Siam Biography - ( here )

Read the short biography about Jose Rizal and answer the questions at the end

John Grant's Journals and Letters - ( here )

Read the short biography about John Grant and answer the questions at the end. (the #4 question "essay" only needs to be a short paragraph)

Jose Marti Primary Source -( here )

Read the short biography about Cuban patriots and answer the questions at the end. (You should use Google Slides for this assignment as making a short timeline will be much easier on this app)

Chapter 10 Sectional Presentation

The Sectional Summaries are to be used as resources to assist with understanding the material

Section #1 summary presentation

Section #2 summary presentation

Section #3 summary presentation

Section #4 summary presentation

Chapter 10 Practice Quizzes

The Sectional Quizzes will be due/turned-in on Thursday the day of the test

Chapter 10 Test

Friday Feb 9th

Day 8

CHAPTER 9 The NEW IMPERIALISM

Due this week - 

Chapter 9 Section #4 (Tonight)

Scramble for Africa Summary (2 questions at the end)
British Imperialism in India DBQ (select a role answer the questions)

Chapter 9 Section #5 (Tuesday Night)

Chapter 9 Quizzes (Tuesday Night)

Chapter 9 Test scheduled for Wednesday, 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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Essential Question - Is resistance futile??

Journal Entry - What is the best (most effective in your opinion) form of resistance...and why?

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

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)

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 #1
Chapter 9 Quizzes - Sec #2
Chapter 9 quizzes - Sec #3
Chapter 9 Quizzes - Sec #4
Chapter 9 Quizzes - Sec #5

Imperialism

Crash Course on Imperialism (overview including non-european countries) - ( here)

Day 7

CHAPTER 9 The NEW IMPERIALISM

Due this week - 
Chapter 9 Section #3 (Tonight)

Due Next week - 
Chapter 9 Section #4 (Monday)
Chapter 9 Section #5 (Tuesday Night)
Chapter 9 Quizzes (Tuesday Night)

Chapter 9 Test scheduled for Wednesday, 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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Essential Question - Can both sides benefit from this relationship?

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.

Imperialism Video and Questions

Here is the video
Questions for Video

Imperialism DBQ

- answer the questions within the (2) DBQ's and submit them to separate Google Classroom folders
New Imperialism DBQ Questions (there are 9 separate documents to address, split them up at your table and assign 2 documents to each person...have each person answer their questions and then share them with the table)

Africa and Imperialism (this DBQ has 22 separate questions, this document need to be done individually)

Day 6

CHAPTER 9 The NEW IMPERIALISM

Due this week - 
Chapter 9 Section #2 (tonight)
Social Darwinism Article Questions

Chapter 9 Section #3 (Friday)

Due Next week - 
Chapter 9 Section #4 (Monday)
Chapter 9 Section #5 (Tuesday Night)
Chapter 9 Quizzes (Tuesday Night)

Chapter 9 Test scheduled for Wednesday, 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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Essential Question - Does the Turtle support the claim of endurance  and perseverance always winning out??

Journal Entry - 1. Where did King Leopold II establish relationships in Africa, and what did he do in this Nation (what were his stated goals vs his actual motivations?)

2. How did Leopold's actions lead to further colonization and a scramble for African resources?

We will go over the "Intro to Imperialism" presentation. When finished you will work on the Social Darwinism assignment below.
Intro to imperialism presentation from today

Danger of a single story (video of African woman and the influences and lasting impacts  of Imperialism )

Social Darwinism and Imperialism
This is an assignment that will help understand the mindset of the Europeans at this time - Social Darwinism

Day 5

CHAPTER 9 The NEW IMPERIALISM

Due this week - 
Chapter 9 Section #1 (today)
Imperialism Introductory Video Questions (today)

Chapter 9 Section #2 (Wednesday)
Chapter 9 Section #3 (Friday)

Due Next week - 
Chapter 9 Section #4 (Monday)
Chapter 9 Section #5 (Tuesday Night)
Chapter 9 Quizzes (Tuesday Night)

Chapter 9 Test scheduled for Wednesday, 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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Essential Question - " Where here to help you"   Really?

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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 its 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

Paragraph Scaffold

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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Essential Question - Does starvation = Asylum?

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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.

"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


Quizlet game review

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CHAPTER 8 TEST Today  

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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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Essential Question - Is Capital Punishment a deterrent?

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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)

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)
 Cartoon Option #1      Cartoon Option #2 

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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Today's Agenda - "Human" rights and Trade

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.

This will be expressed in a paragraph that lists 3 pieces of evidence that support your opinion about why your "Theme" is correct.
* What condition(s) lead to the act (this is where you describe what the social conditions were that created the "need" to make a change... why did the Chartist Act come about?
* Describe the Act itself...What changed as a result of the Chartist Act being implemented
* Describe the details of the Act...how would you explain the Chartist Act to someone who didn't know what it was...this is where you include a few "such as..." or "for example..."

 If you finish your answer, you should use the time to continue your outline as Sect #4 is due Friday...The same day as the Chapter 8 Test

Resources: Chapter 8 presentation -Chapter 8 


Section #1 Quiz
Section #2 Quiz
Section #3 Quiz
Section #4 Quiz

If you haven't already done so, watch the short ( 10 min) video on 

Victorian Age History (homework for viewing)

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CHAPTER 8 TEST Friday Jan 19th 

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Reform Act of 1832

Chartist Movement

Day 2

CHAPTER 8  - Growth of Western Democracies

Assignments this week:
 Section #2 Due tonight, Section #3 On Monday Night & Noam Chomsky What is Democracy"...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.

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Essential Question - How did political reform gradually expand suffrage and make the British Parliament more democratic during the 1800's?

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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.

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Today's Agenda - Political Change in England

1. Journal paragraph "Veto Power"
2. Review Etiquette Worksheet (we'll do this next week)
3. Queen Victoria Presentation...this is what I would have presented today - Victorian Age Presentation

1st assignment today - Video (Noam Chomsky...defining what Real Democracy is)
Questions (to be answered while watching the video)

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)

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CHAPTER 8 TEST Friday Jan 19th 

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