Agenda: Week of Feb. 13-17, 2017

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 - Duez is out - You will watch Why take AP Psych video & Andrew Marr's History of the World: Industry (which also goes into colonialism & imperialism a great deal)
TUE - Quiz CH 19; Quiz Review
WED/TH - Imperialism: The British Empire & the world's reaction; Crash Course WH: Imperialism; DBQ Skills Practice: The African Scramble
FRI - Notes, Video, Discussion: Colonial Conquests & Imperialism; The British Empire; Ottoman Empire: Sick Man of Europe; Chinese Self-Strengthening (not); Japanese Meiji Restoration.
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Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
DBQ FLIP:



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 

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?

LEARNING TARGETS:
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 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 13, 2017
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:
Mr. Duez is out today. Substitute will do... 
1. Video Preview: Why take AP Psych video 
Students should write any questions they have down for Mr. Duez regarding scheduling classes for next year, or AP Psych. They can also email him directly.

 2. Andrew Marr's History of the World: Industry (which also goes into colonialism & imperialism a great deal) 
Students will take notes over the video. Keep the notes for use with your quiz tomorrow over CH 19. 

Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
'The Sick Man of Europe' - The Ottoman Empire's final days.
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Tuesday, February 14, 2017
Quote: "Advice is what we ask for when we already know the answer but wish we didn't." - Erica Jong

 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 

 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?

Agenda:
1. Reading Check Quiz - CH 19: Internal Trouble & External Threats 

2. Review Quiz Ch 19 - Internal Struggles; External Threats

 Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
Carving Up the Pie of China: French cartoon from the late 1890s
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Wednesday, February 15 & Thursday, February 16, 2017
Quote: "When the power of love overcomes the love of power, the world will know peace." - Jimi Hendrix

 Agenda:
1. DO NOW: Why did China have a favorable balance of trade with Britain until the Taiping Rebellion?

Answer these questions:
A. Why did China have a favorable balance of trade with Britain until the Taiping Rebellion?
B. What 2 factors drove imperialism? 
C. What prevented the Europeans from colonizing Africa before the 19th century?
D. What technologies facilitated Europe’s domination of Africa?
E. Why did most European powers use indirect rule to control their colonies?
F. How did business imperialism compare to political imperialism? 
Discuss.

3. Compare Chinese, Ottoman, & Japanese responses to Colonization & later Imperialism:
4. Document Based Question Study. Students will work in groups to break down the question for  Friday's DBQ Posters:
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.

Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
The Berlin Conference: The Carving Up of Africa, 1884
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Friday, February 17, 2017
Quote: "You have enemies? Good. That means you've stood up for something, sometime in your life." - Winston Churchill

Agenda:
1. DO NOW: How would you group the Scramble for Africa documents? Why? 

 2. DBQ Posters - Scramble for Africa: In groups, create DBQ Posters for the Scramble for Africa. 

 3. If time, present posters to class.

 Assignments:
No School on Monday for Students
No quiz next week
DBQ during 1st half of class on Wed/Thu Feb 22nd & Feb 23rd
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