Agenda: Week of Feb. 24 - Feb. 28, 2014

Advanced Placement World History with Mr. Duez
Unit 6: Most Recent Century, 1900 - 2013
Chapter 21: Collapse & Recovery of Europe, 1914 - 1979
Part I: pg. 977-996; First World War; Great Depression; Rise of Dictators & Authoritarian Rule
WEEK AT A GLANCE:
MON - Quiz Ch 21 - Part 1; Documentary & Discussion.
TUE - Intro to Ch 21 & WWI: Causes, Impact, & Course of the War
WED/THU - Trench Warfare - the nature of WWI; Conclusion, Aftermath, & Consequences.
FRI -  Great Depression; Schama's Power of Art: Guernica
Picasso's Guernica, 1937.
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From Strayer's introduction to Chapter 21, an excellent summary of a very complicated chapter:
THE “GREAT WAR,” WHICH CAME TO BE CALLED THE FIRST WORLD WAR (1914–1918), effectively launched the twentieth century, considered as a new phase of world history. That bitter conflict—essentially a European civil war with a global reach—was followed by the economic meltdown of the Great Depression, by the rise of Nazi Germany and the horror of the Holocaust, and by an even bloodier and more destructive World War II. During those three decades, Western Europe, for more than a century the dominant and dominating center of the modern “world system,” largely self-destructed, in a process with profound and long-term implications far beyond Europe itself. By 1945, an outside observer might well have thought that Western civilization, which for several centuries was in the ascendancy on the global stage, had damaged itself beyond repair.

In the second half of the century, however, that civilization proved quite resilient. Its Western European heartland recovered remarkably from the devastation of war, rebuilt its industrial economy, and set aside its war-prone nationalist passions in a loose European Union. But as Europe revived after 1945, it lost both its overseas colonial possessions and its position as the political, economic, and military core of Western civilization. That role now passed across the Atlantic to the United States, marking a major change in the historical development of the West. The offspring now overshadowed its parent.

Learning Targets for Chapter 21—The Collapse and Recovery of Europe, 1914–1970s
 •  To examine the history of Europe between 1914 and the 1970s as an organic whole made up of closely interconnected parts
 •  To consider the repercussions of nationalism and colonialism in Europe and Japan
 •  To increase student awareness of the effects of the two world wars
 •  To help students imagine the appeal of totalitarian movements in the twentieth century 

BIG PICTURE QUESTIONS:
      1.   What explains the disasters that befell Europe in the first half of the twentieth century?
      2.   In what ways were the world wars a motor for change in the history of the twentieth century?
      3.   To what extent were the two world wars distinct and different conflicts, and in what ways were they related to each other? In particular, how did the First World War and its aftermath lay the foundations for World War II?
      4.   In what ways did Europe’s internal conflicts between 1914 and 1945 have global implications?

Margin Review Questions:
      1.   What aspects of Europe’s nineteenth-century history contributed to the First World War?
      2.   In what ways did World War I mark new departures in the history of the twentieth century?
      3.   In what ways was the Great Depression a global phenomenon?
      4.   In what ways did fascism challenge the ideas and practices of European liberalism and democracy?
      5.   What was distinctive about the German expression of fascism? What was the basis of popular support for the Nazis?
      6.   How did Japan’s experience during the 1920s and 1930s resemble that of Germany, and how did it differ?
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Monday, Feb. 24, 2014
Quote"History is a myth that men agree to believe." - Napoleon

Agenda:
1. Reading Check Quiz - CH 21, part I. Part I: Pages 977-996; First World War; Great Depression; Rise of Dictators & Authoritarian Rule
2. Notes, Video, Discussion: First World War: European Civilization in Crisis. Causes, development, and historic difference from wars past.
The remake scheduled for release in late 2014.
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Tuesday, Feb. 25, 2014
Quote“There are no secrets to success. It is the result of preparation, hard work learning from failure.” - General Colin Powell

Agenda:
1. DO NOW QUESTION: What aspects of Europe's 19th century history contributed to the development of the First World War.
2. Notes, Video & Discussion: Outbreak & course of the War.
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Wednesday, Feb. 26, 2014 & Thursday, Feb. 27, 2014
QuoteQuote: "It was a rum job going over the top, without any rum." - Harry Lamin on the Western Front during Trench Warfare 

Agenda:
1. DO NOW QUESTION: What was trench warfare like on the Western Front? Describe the sight, sounds, and feel of how it must have been.
2. Trench Warfare Simulation.
3. Notes, Video, Discussion: End of the War; Aftermath; Repercussions of a failed peace.
Video clip from Andrew Marr's Making of Modern Britain: The Great War
Andrew Marr's A History of the World: Industry, minute 47:11 to End
In Flander's Fields.
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Friday, Feb. 28, 2014
Quote"The war has ruined us for everything." - Remarque, All Quiet on the Western Front 

Agenda:
1. DO NOW QUESTION: In what ways was the Great Depression a global phenomenon?
2. Notes, Video, Discussion: The Great Depression: Capitalism Unraveling

NO QUIZ ON MONDAY. :)

Notes - Chapter 21 - Rise of Dictators & Authoritarian Leadership

YouTube - Chapter 21 - Rise of Dictators & Authoritarian Leadership
Notes - Chapter 21 - Rise of Dictators & Authoritarian Leadership
German economic collapse opens the door for the rise of Adolf Hitler and the Nazis.

Notes - Chapter 21 - The Great Depression

YouTube - Chapter 21 - The Great Depression
Notes - Chapter 21 - The Great Depression
The Great Depression - a true world wide economic downturn.

Notes - Chapter 21 - WWI - Part 5 - The End of the War

YouTube - Chapter 21 - WWI - Part 5 - The End of the War
Notes - Chapter 21 - WWI - Part 5 - The End of the War
Where poppies grow... In Flander's Field.

Notes - WWI - Part 4 - Eastern Front & U.S. Entry

YouTube - WWI - Part 4 - Eastern Front & U.S. Entry
Notes - WWI - Part 4 - Eastern Front & U.S. Entry

Notes - World War I - Part 3 - Trench Warfare

YouTube - World War I - Part 3 - Trench Warfare
Notes - World War I - Part 3 - Trench Warfare
Not the nicest place on earth.

Notes - WWI - Part 2 - The Road to War

YouTube - WWI - Part 2 - The Road to War
Notes - WWI - Part 2 - The Road to War

Alliances in Europe seemed like a defensive measure to prevent war. In reality, it helped create it.

Notes - World War One - Part 1 - Introduction

YouTube - World War One - Part 1 - Introduction
Notes - World War One - Part 1 - Introduction
MAIN Reason for War: Militarism, Alliances, Imperialism, & Nationalism.

Halbert!!!

Argh! 
Canada
United States 0
--------------------------------
That was tough for me.
However, I am trying to recover.
And trying to justify it somehow by saying to myself, Sidney Crosby & Chris Kunitz (2 Penguin players) helped Canada to the win by playing a great game.

And (like a mantra)...
 "The Pens will be back next week... "
        "The Pens will be back next week... "
                    "The Pens will be back next week... "

OK, maybe I will make it? Tough one though.

Thanks for posing Halbert. It was fun. And I guess memorable. (Mostly for you.)
Mr. Duez - living large. I probably could use to drop a few EL Bees.
Selfie... kinda. I'm not skilled in the dark arts of selfie-tography.
Yeah, that was my reaction when the US didn't score... at all. :( 

Agenda: Feb 17 - 21, 2014

Advanced Placement World History with Mr. Duez
Unit 5 - European Moment, 1750-1914
Chapter 19 - China, Ottomans, Japan: Internal Trouble, External Threats
Chapter 20 - Colonial Encounters (Africa, India, Asia)
WEEK AT A GLANCE:
MON - Quiz CH 20; Review CH 19 & 20 Quiz; Discuss African Scramble.
TUE - Impact of Imperialism: Education, Religion, Race/Tribe
WED/THU - TEST CH 19, 20; Intro to Chapter 21, part I
FRI - Article Due - WWI; Ferguson's The War of the World, Episode I
A Quiet Little Game. Caption: "CHORUS: I wonder what card Uncle Sam has in his hand?"
The nations of the world played the colonies and territories they 'possessed' as chips in a card game.
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LEARNING TARGETS:
Chapter 19 Targets:
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

Chapter 20 Targets:
•  To examine the ways in which Europeans created their nineteenth-century empires
•  To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
•  To consider the extent to which the colonial experience transformed the lives of Asians and Africans
•  To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

ESSENTIAL QUESTIONS:
Chapter 19 Essential Questions:
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

Chapter 20 Essential Questions:
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
"English Methods of Colonizing Africa," a German view of the British Empire, 19th c. A British imperialist pours alcohol into the mouth of an African, an Anglican priest drugs him with religion, and a soldier squeezes gold (profits) out of him. German, Belgian and French methods were similar.
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Monday, Feb. 17, 2014
Quote: "I don't know if it's good or bad that a Google search on "Big Bang Theory" lists the sitcom before the origin of the Universe." - Neil deGrasse Tyson @neiltyson

Agenda:
1. QUIZ Chapter 20. 
...after the quiz... DO NOW: In what different ways did the colonial takeover of Asia and Africa occur?
2. Review CH 19 & 20 quizzes.
3. The Scramble for Africa & The Education of India: Social Darwinism & The White Man's Burden. Introduction.

"Whatever happens, we have got the Maxim Gun and you have not."
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Tuesday, Feb. 18, 2014
Quote: “Take up one idea. Make that one idea your life – think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to success.”Swami Vivekananda

Agenda:
1. DO NOW: How did the power of colonial states transform the economic lives of colonial subjects?
What is Ferguson's thesis? 
Do you agree?
3. Notes, Video, Discussion: Education, Religion, Race/Tribe
What impact did Western education have on colonial societies?
What were the attractions of Christianity within some colonial societies?
How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
In what way were “race” and “tribe” new identities in colonial Africa?
4. (if time permits) Review CH 19 & 20

Watch the YouTube Video lectures over Chapter 19 & 20. Study those notes. Read Strayer. Go to the Companion Site. This CH 19 & 20 test is super important as far as the AP Test goes. It is a favorite topic of the College Board.
From the Cape to Cairo', Puck, 1902. Britannia leads civilising soldiers and colonists against Africans as Civilisation conquers Barbarism. (I guess... ) - Library of Congress
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Wednesday, Feb. 19 & Thursday, Feb. 20, 2014
Quote:  ”A successful man is one who can lay a firm foundation with the bricks others have thrown at him.” David Brinkley

Agenda
1. DO NOW: Prep For Ch. 19 & 20 Test.
2. CH. 19 & 20 Test.
3. Article: World War One: 10 interpretations of who started WWI
Read the article and follow the directions at the top. This article will be due on Friday, we will discuss it and turn it in for a grade.
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Friday, Feb. 21, 2014
Quote: “Equipped with his five senses, man explores the universe around him and calls the adventure Science.” - Edwin Hubble

Agenda:
1. DO NOW: Prep the WWI article to turn in after quick discussion. Which of the 10 interpretations do you agree with the most? Why?
2. Video Study: Niall Ferguson's The War of the World
The series begins with how the first World War ignited fires of racial animosity in people, exploited by new and more terrible nation-states that were far more preoccupied with national and racial purity. It was the beginning of an age of genocide.
Video Questions & Viewing Guide. Will collect answers at the end of the period.
Discussion and introduction of World War I. 
Are these wars (really beginning with the Russo-Japanese War) just a long and continuous Wars of the 20th Century? Do you agree with Ferguson that racial animosity was exploited by nations for gain and profit? 

WHAP THE DBQ - Point of View

WHAP THE DBQ - Point of View
Aidan's point of view was that Galveston was one of the coolest things ever!
(Ours, Mehhh... until we realized what his was!)

Agenda: Week Feb 10 - 14, 2014

Advanced Placement World History with Mr. Duez
Unit 5: THE EUROPEAN MOMENT IN WORLD HISTORY 1750-1914
CH 19 Internal Troubles, External Threats: China, the Ottoman Empire, & Japan 
& CH 20 Colonial Encounters
Week at a Glance:
MON - Quiz CH 19; Discuss Colonialism
TUE - DBQ - group analysis of document grouping, point of view, & thesis.
WED/TH - Colonial Encounters & Imperialism; DBQ Prep for Friday's Timed Writing
FRI - Timed-Writing DBQ - Flip a coin 2 choices: I.R. & Imperialism.
What will your WHAP T-Shirt be? It is time to start planning.
-----------------------------------------
LEARNING TARGETS:
Chapter 19 Targets:
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

Chapter 20 Targets:
•  To examine the ways in which Europeans created their nineteenth-century empires
•  To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
•  To consider the extent to which the colonial experience transformed the lives of Asians and Africans
•  To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

ESSENTIAL QUESTIONS:

Chapter 19 Essential Questions:
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

Chapter 20 Essential Questions:
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
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Monday, February 10, 2014
The British Empire Rises
Quote: "Be who you are and say what you feel because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Agenda:
1. Do Now - Prep for the Quiz. Then Quiz Ch 19.
2. Discuss Colonial Encounters as we review the quiz. Chapter 19 and 20 can really be seen as one big group.
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Tuesday, February 11, 2014
Quote"Advice is what we ask for when we already know the answer but wish we didn't." - Erica Jong

Agenda:
1. Do Now - Pick up DBQ Handouts on the way into the room.
2. Student Groups: 
A. Students will work in cooperative groups to analyze the DBQ prompt, create groupings of documents, & emphasize Point of View. 
B. Groups will present their document groupings, Point of View and thesis.
C. Class will determine one document grouping, Point of View set and thesis... TO RULE THEM ALL!
Carving Up the Pie of China: In this French cartoon from the late 1890s, the Great Powers of the day (from left to right: Great Britain’s Queen Victoria, Germany’s Kaiser Wilhelm, Russia’s Tsar Nicholas II, a female figure representing France, and the Meiji emperor of Japan) participate in dividing China, while a Chinese figure behind them tries helplessly to stop the partition of his country. (Gianni Dagli Orti/The Art Archive)
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Wednesday, February 12 & Thursday, February 13, 2014
Quote"When the power of love overcomes the love of power, the world will know peace." - Jimi Hendrix

Agenda:
1. DO NOW: “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
2. Notes, Video, Discussion: Colonial Impact on the world. Did Britain "Make" the Modern World? Was colonialism a 'good' in the end? Or should we view it from the obvious evils that were perpetrated on the colonized peoples of that time? 
3. Student Groups to represent "Point of View" from the perspectives of nations during Imperialism. Each group will present a quick skit or silent depiction of their attitudes towards Imperialism. Visual sources will be used to help guide understanding (from Strayer 19 & 20).
4. Document Based Question Study. Students will work in groups to break down the two questions for Friday's DBQ:
A. African reactions to Scramble for AfricaUsing the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.
B. Mechanization of Japanese & Indian Cotton Industry. Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry.
Europeans Grab. But why? What prompted this mentality and colonial/imperial focus?
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Friday, March 14, 2013
Quote: "You have enemies? Good. That means you've stood up for something, sometime in your life." - Winston Churchill

Agenda:
1. DBQ - Timed Writing.
2. Mr. Duez will flip a coin to determine which DBQ will be used for the timed writing:
A. African reactions to Scramble for AfricaUsing the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.
B. Mechanization of Japanese & Indian Cotton Industry. Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry.
What will your WHAP T-Shirt be? It is time to start planning.

AP Test Signup Reminder

Not saying that this was my face as I stared into the computer screen and saw the very short list of students signed up for the AP Test. But, it was close.


Please get on this. 
Do you really want to put all of this work into a class and not cap it off with the AP Test? 

Here is the link to get you all signed up:

If you have ANY questions, don't hesitate to ask. 
The deadline is coming. 
AP Exam registration fee is $90 per exam. 
Deadline to register at this price is April 10, 2014
A late registration option is available from April 11-15, 2014 with an additional fee of $55 per exam added to the registration cost. 
All exams must be pre-ordered and pre-paid.
SERIOUSLY...
You can do it! I believe in you. You are made of awesome. 
What else can I do or say to convince you of this?

INSPIRATION: Terry Fox 30 for 30 (3 minutes). Terry is one of my absolute heroes. He attempted to run a marathon across the country of Canada. Oh, and he wanted to do it to raise money for cancer. Oh, yeah... and he only had one leg. This clip is just the preview to the 30 for 30 special documentary that ESPN did on his life. However, if you want to see the full story, this 8 minute clip is amazing: