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
& 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.
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| What will your WHAP T-Shirt be? It is time to start planning. |
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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?
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
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| The British Empire Rises |
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.
3. If extra time: Crash Course: Crash Course World History Nationalism: Samurai, Daimyo, & Matthew Perry
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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!
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!
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| 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 Africa. Using 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.
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 Africa. Using 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.
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| 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 Africa. Using 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.
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| What will your WHAP T-Shirt be? It is time to start planning. |
