GLOBAL HISTORY III CHATMAN. ENLIGHTENMENT AIM: WHO SHOULD RULE? DO NOW (5 mins.) –Is government a...

GLOBAL HISTORY III

CHATMAN

ENLIGHTENMENT

AIM: WHO SHOULD RULE?

• DO NOW (5 mins.)– Is government a natural development?– How did government develop?– Where did the Enlightenment Philosophies

look to understand the development?

• Government – Enlightenment/ Age of Reason

Key Thinkers:

a. Thomas Hobbes – people bad

b. John Locke – people good

c. Voltaire – meritocracy/equality before the law

d. Rousseau- rejects reason, society corrupts people.

Key Ideas:

a. divine right

b. force theory

c. evolutionary theory

d. social contract theory

Prior to the French RevolutionHomework: Chapter 19 section 2

AIM: What challenges did France face before the Revolution?

Do Now: Have you ever disobeyed your parents? What led you to challenge their authority?

• What happened? What was France like in the 18th Century?-

AIM: Why did the Ancient Regime fail?

Do Now: What special privileges do seniors have that sophomores don’t? Is this fair?

LA: Handout [French Peasants]

• France – 18th Century– General

• France– Mosaic - Divided by language, geography, climate,

custom – 1/7 – 1/5 of pop was homeless

(NYC – 8 mil – 1.6 mil)– 20% lived in cities – Paris (600,000) ctr power not

gov’t – need control – Economy - pre-industrial

Social Order – Feudal System• First Estate - Church

a. 0.5% of population - 10% of land– Exempt from taxes– Corruption/Noble dominated

• Second Estate - Nobility– 1.5% of population - 20% of land– Exempt from many taxes– Reserved positions in gov’t

- Venal offices (bought and inherit king can’t fire) esp. crts

• Third Estate– 98% of population - 70% of land– Pay all taxes– Denied many offices– Not a unified body

- Bourgeoisie (middle class) often gov’t officials- Shop keepers- Wealthy Peasants- Urban poor and peasants

• Adam Smith – Wealth of Nations - 1776 – Good Taxation

• Fair – proportion to income• Clarity and certainty• Simple and efficient• flexible

• Who?

• What ?

• When

• Where?

• Why?

“Two Peasants Repairing a Cart"

This image of peasants repairing a cart demonstrates both the hard work done by cultivators and their fragile economic situation, which could easily be imperiled by a broken cart.

Under such circumstances, poor people constantly repaired durable and personal goods, such as carts or clothing, because they could not afford to replace them with new ones.

Reading Art History

• Who

• What

• When

• Where

• Why

“People under the Old Regime“

This image shows "the people" as a chained and blindfolded man being crushed under the weight of the rich, including both clergy and nobility. Such a perspective on the period before 1789 purposely exaggerates social divisions and would have found few proponents before the Revolution, but the image does reveal the social clash felt so intensely by the revolutionaries.

National Assembly

• AIM: How did the National Assembly try to change France?

• Do Now: If you could change anything about Bronx Science, what would it be? What problems would you face in making these changes?

• Key Ideas: National Assembly brings about reform and a new government to France.

Early Reforms: Estates General – May 1789– The Cahiers

• Lists of grievances from each Estate– Exposed vast problems– No easy solutions

– Voting Power• Each Estate given one vote

– Third Estate has more people but less power– Impossible to compromise– Social order already breaking down– National Assembly and Tennis Court Oath– Seek a constitution

– Reforms – August 4• Declaration of the Rights of Man

– Equality before law– Freedom of Speech– Freedom of Religion– Right to property– Participation in government

Rights of Man vs Declaration of Independence

• Do the French and US view rights the same? Are some more important?

• How many rights are acknowledged?• What other provisions are included?• Which philosophies are represented in the

document?• Which document guarantees more rights?• Which document would you rather have as

the basis of your government?

- Who?

- What?

- When?

- Why?

- Where?

National Assembly - 2

AIM: How did the National Assembly try to change France?

DO NOW: Handout: Painting

Key Ideas: National Assembly brings about reform and a new government to France.

9/22/09

HW: Chapter 19 section 4 DO NOW: Why is there so much violence on television?

AIM: How does the radical phase of the revolution lead to the downfall of the monarchy?

Pivotal Questions: (15 mins)1. Why did radicals abolish the monarchy?2. How did the excesses of the Convention lead to the Directory?3. What impact did the Revolution have on women and daily life?

Learning Activity: (15 mins)Read Robespierre: 1. What does Robespierre means when he argues that terror flows

from virtue?2. How does the use of terror relates to the essence of the revolution?3. How this speech might be interpreted as an Enlightenment attack on

the Ancien Regime carried to its logical conclusion?

9/23/09HW: Chapter 19 section 5DO NOW (5 mins): Do good military leaders make good political

leaders? Explain.

AIM: How did Napoleon rise to power and build a vast empire that included much of Europe?

Pivotal Questions: (15 mins)1. How did Napoleon rise to power?2. How were revolutionary reforms changed under Napoleon?3. How did Napoleon build an empire in Europe?

Learning Activity: (15 mins)Read Robespierre: 1.What does Robespierre means when he argues that terror flows from

virtue?2. How does the use of terror relates to the essence of the revolution?3. How this speech might be interpreted as an Enlightenment attack

on the Ancien Regime carried to its logical conclusion?

9/24/09HW: Chapter 20 section 1 due Tuesday (TEST WEDNESDAY)

DO NOW (3 mins): What are the characteristics of a dictator? Examples.

AIM: How did Napoleon dominate Europe?

Pivotal Questions: (15 mins)1. What were the social, political and economic conditions that allowed

for Napoleon to rise to power?2. What is nationalism? What were the causes and effects?3. Compare and Contrast France’s geography before and after the

Napoleonic war?

Learning Activity: (15 mins)Read Napoleon’s Memoir: • Why was Napoleon appealing to the French? What means did

Napoleon use to secure his power? • Is it reasonable for Napoleon to have Fouche’ carry out these

activities?

9/24/09HW: Chapter 21 section 1-2 due NEXT THURSDAY (TEST

WEDNESDAY)

DO NOW (3 mins): What words are associated with a “hero”? What people are considered to be heroes?

AIM: Napoleon Hero or Villain?

Pivotal Questions: (10 mins)1. What are some examples of Napoleon’s strong leadership?2. What are some examples of Napoleon’s weak leadership?3. Did he betray the revolution or did he solidify the transformation of

France?

Learning Activity: (15 mins)Group Discussion: • Read Handout: Should Napoleon be viewed as a hero or villain?

(handout)

September 25, 2009

HW: Chapter 21 section 1-2 due NEXT THURSDAY (TEST WEDNESDAY)

DO NOW (3 mins): WHO? WHAT? WHEN? WHERE? WHY?

A contemporary rendering of the proceedings of the Congress. ﾊ Is that Metternich on the floor?

AIM: How did the Congress of Vienna restore the balance of power?

Pivotal Questions: (10 mins)1. What was the historical context which led to the Congress of

Vienna?2. What were the goals of the major powers at the Congress of

Vienna?3. How realistic were the goals and did they meet them?

Learning Activity: (15 mins)1. Examine the map:

1. Locate: a. German Confederation, b. Netherlands, c. Vienna

2. Name three states that were in the German Confederation.

3. Why did Congress enlarge some of the countries around France?

September 29, 2009 AIM: How do we write a document-based essay regarding the French

Revolution?

DN: Examine the graph of the French Revolution. Who, What, When, Where, And Why?

PQ: 1. How to write an essay based on the social, political, and economic

conditions that led to the French Revolutions?2. How does the outcome of the French Revolution effect future

societies?

LA: 1. Handout of DBQ essay on the French Revolution and Ms Chatman’s 3

on 3 essay. 2. Complete the chart.

Liberalism vs Conservatism October 1, 2009

HW: Complete Chapter 21 Section 2-3

DN: Quiz

DN2: What limits should there be on freedom of speech?

AIM: Why did nationalism develop in Europe?

Pivotal Questions: 1. How did conservative success in the Congress of Vienna effect

nationalist and liberal movements throughout Europe?2. What were the perspectives of liberals and nationalists and how did

they emerge?

Learning Activity: 1. What ideologies are described in Chapter 21 section 1?2. How did the competing ideologies contributed to unrest in Europe

after 1815?

Revolutions of 1830-1848 October 2, 2009

HW: Chapter 21 section 1-3 due Monday; TEST on Monday ; & due Wednesday Chapter 20 Sections 1-4

DN: Quiz

DN2: “We are sleeping on a volcano” Alexis de Tocqueville

AIM: Why did Europe experience revolutions after the Congress of Vienna?

Pivotal Questions: 1. What were the conditions in Europe after the Congress of Vienna?2. What type of people led these revolutions and why?3. Should European rulers had granted more autonomy to their

citizens?

Learning Activity: Read Les Miserables and answer questionsWatch video of Les Miserables

October 6, 2009

HW: Begin Chapter 20 sections 1-4

AIM: Why did revolution in Haiti occur?

Pivotal Questions: 1. Why did Haiti seek independence from France?2. Who led the Haitian Revolution and what were their

goals?3. What were the outcomes of the revolution in Haiti?

Learning Activity: Read Toussaint L’Overtures

Application: Restavak Foundation - CNN Video

October 8, 2009

Latin American Revolutions

HW: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. Complete the handout: “Why Latin America Wanted Independence”

AIM: What were the problems with Latin American’s Social Hierarchy?

Pivotal Questions: 1. What events and conditions kept the social hierarchy in Latin America

in place?2. Which economic and political forces motivated revolt in Latin America?3. How did the ideas and events in Europe effect the independence

movements in Latin America?

Learning Activity: 1. Map Skills - Color and Identify Locations in Latin America 2. Complete handout

Applications:

http://worldbirds.awardspace.com/_vti_bin/shtml.exe/map_of_south_america.htm/map

Latin American Revolutions October 8, 2009

HW: Complete Chapter 20 section 1 due Friday; Complete Chapter 20 section 2-4 due Tuesday Due Tuesday: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America.

AIM: What were the problems with Latin American’s Social Hierarchy?

Pivotal Questions: 1. What caused discontent in Latin America?2. How did Mexicans and people in Central America win independence?3. How did the nations of South America win independence?

Learning Activity: Read Miguel Hidalgo’s “Decree of Hidalgo” and Simon Bolivar: Address

to the Congress of Venezuela Applications:

Dawn of the Industrial Age October 9, 2009

HW: Complete Chapter 20 section 2-4 due Tuesday Due Tuesday: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America.

DN: What have you recalled about what we have learned about the French & Latin American Revolutions? How do these revolutions effect society and politics? Write 3 descriptions of how the revolutions affected society and politics?

AIM: How did the Agricultural Revolution change European Life?

Pivotal Questions: 1. What were the causes of the Agricultural Revolution?2. How did new technology trigger a new industrial revolution?3. How did improvements in agriculture affect population?

Learning Activity: Handout: James WattApplications:

October 13, 2009 Chapter 20 Section 2: Britain Leads the Way

HW: Turn in homework

DO NOW (3 mins): QUIZ

AIM: Why was there an Industrial Revolution in England?

Pivotal Questions: (10 mins)1. Why did the Industrial Revolution begin in England?2. How did technology change the textile industry?3. How did transportation advance the Industrial Revolution?

Learning Activity: (15 mins)Urban Game Primary Source Activity: Riding the Liverpool-Manchester Line

October 14, 2009Chapter 20 Section 3: Hardships of Early Industrial Life

HW: Notebook Check on Friday and Participation Grade TEST Monday!!!


AIM: How did the Industrial Revolution affect society?

Pivotal Questions: (10 mins)1. Why were people drawn to the city?2. How did living conditions in cities differ from those in the countryside?3. How did the factory system effect the working class?

Learning Activity: (15 mins)Urban Game Primary Source Activity: The Sadler Committee Parliamentary Investigation, 1832

Application: Writing About Child Labor

October 15, 2009

Chapter 20 Section 4: New Ways of Thinking

HW: Chapter 20 Test on Monday and Notebook and Participation due on Friday


AIM: How did the Industrial Revolution change economic thought?

Pivotal Questions: (10 mins)1. How did people conduct business before the use of money?

2. How did economic systems change during the Industrial

Revolution?

3. Evaluate the changes in the Industrial Revolution?

Learning Activity: (15 mins)Urban Game Primary Source Activity:

October 16, 2009

Chapter 20: Understanding Socialism

HW: Read and Outline Chapter 22 sections 1-4: Life in the Industrial Age/ Test on Monday

DO NOW (3 mins): Turn-in Notebooks

AIM: How did socialism address the evils of industrialism?

Pivotal Questions: (10 mins)1. What were the characteristics of life during the Industrial Revolution?

2. How did different (Utopia, Karl Marx,) groups deal with the evils of industrialization?

Learning Activity: (15 mins)

Chapter 20: Section 4 New Ways of Thinking

HW: Chapter 22 section 1 due Friday 10/23 / due Monday 10/26 Essay and Chapter 22 section 2, then Tuesday 10/27 sections 3 & 4 DN: What is classicism?

AIM: How did Marx’s theories of class struggle change the peoples’ perspective?

Pivotal Questions : 1. Who is Karl Marx?2. Who is Engels?3. How did industrialization motivate the political and economic ideas presented in the work of Marx and Engels? 4. What is class? What is class struggle and what are the implications thereof? 5. How has this changed your ideas about the differences between capitalism and communism?

Learning Activity: (15 minutes)Read Karl Marx and answer the pivotal questions

APPLICATION: (5 minutes)Compare and Contrast

Chapter 22: Section 1 The Industrial Revolution Spreads

HW: Due Monday 10/26 Essay and Chapter 22 section 2, then Tuesday 10/27 sections 3 & 4 DN: Quiz

AIM: Why did capitalism and industrialization spread?

Mini-Lesson: How to take notes for Global History Course on the spread of the Second Industrial Revolution?

Pivotal Questions : 1. Why did certain industrial powers emerge in the 1800s?2. How did new technology affect industry, transportation and communication?3. How did big business emerge in the late 1800s?

Learning Activity: (15 minutes)Ford Model T - VideoEconomics and Technology: Based on the video, what words would you use to describe working on an assembly line?Charlie Chaplin - “Modern Times”

APPLICATION: (5 minutes)Examine the political cartoon: Do you think this cartoonist favored or opposed government regulation of business? Explain.

Chapter 22: Section 2 The World of Cities

HW: DN: Quiz

AIM: How does the second Industrial Revolution increase urbanization?

Pivotal Questions : 1. What was the medical impact of medical advances in the 1800s?2. How had cities change by 1900s?3. How did working class struggles lead to improved conditions for workers?

Learning Activity: (15 minutes)Examine video about Florence Nightingale: How did Nightingale achieve reforms in British Army hospitals? How did these changes affect the urbanization in urban centers?

APPLICATION: (5 minutes)Complete the Cause and Effect Chart about the 2nd Industrialization. Utilize your notes…

Theme: Economics and Technology: Do you think this cartoonist favored or opposed government regulation of business? Explain.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

November 2, 2009 HW: Complete Chapter 23 section 1 and 2

AIM: How did Germany unify between 1865-1871?

DN: Quiz

Pivotal Questions1.What is the location of Prussia, Silesia, Vaaria, and Schlesig on the map?2.What area did Prussia annex to its territory?3.Why do you think Austrian influence was greater among the southern German states than among the northern ones?

Learning Activity: Students will decorate the map of Europe.

Application: Create an illustrated map and time line of the unification of Germany.

November 4, 2009 HW: Complete Chapter 23 section 2

AIM: How did Otto von Bismarck, the chancellor of Prussia, lead the drive for Germany unity?

DN: Quiz

Pivotal Questions1. What early changes promoted Germany unity?2. How did Bismarck unify Germany?3. What was the basic political organization of the new German empire?

Learning Activity: Read: Alphonse Daudet “The Last Lesson” then answer the questions

Application: What does this story reveal about the times and characters of people during the building of a German nation?

Otto von Bismarck

• Prussia’s Junker class

• 1st served as a dimplomat

• United German states under Prussia rule

• “blood” and “iron” speech


AIM: How did Germany increase its power by building up its industry and armed forces?

DN: Quiz : Explain the meaning the following of Bismarck’s aphorisms*:

“When you want to fool the world, tell the truth” “Universal suffrage is the government of a house by its nursery”“People never lie so much as after a hunt, during a war, or before an election”

Pivotal Questions1. What marked Germany as an industrial giant?2. Why was Bismarck called the Iron Chancellor?3. What policies did Kaiser William I follow?

Learning Activity: ACTIVELY READ: “Speeches on Pragmatism and State Socialism” by Otto von Bismarck

Application: • How does Bismarck justify his support of “socialist” policies?• Why would Bismarck support such policies?


AIM: How did influential leaders help create a unified Italy?

DN: Quiz

Pivotal Questions1. How do the circumstances in Italy differ from Germany?2. What roles did Count Camilo Cavour and Giuseppe Garibaldi play in the struggle for Italy?3. Should Italy be unified?

Learning Activity: ACTIVELY READ: “The Duties of Man” by Giusepe Mazzini

Application: • Why does Mazzini’s nationalistic ideas appeal to the Italian

working class?• Why might Bismarck approve or disapprove of these ideals?

Giuseppe Mazzini (

nationalist leader Founder of Young Italy “to constitute Italy, one,

free, independent, republican nation”

Spent most of his life in exile

Planted the seed for revolution and Italian unity

Unite for common language and history

United Italy would end trade barriers and stimulate trade

Victor Emmanuel II

November 9, 2009

HW: Complete Chapter 23 section 5

AIM: Can empires survive in a modern world?

DN: Quiz

Pivotal Questions1. How did Balkan nationalism contribute to the decline of the Ottoman Empire?2. How did Francis Joseph maintain power in Austria-Hungary?3. Could the Hapsburgs or the Ottoman Turks could have built a modern, unified nation

from their multinational empires?

Learning Activity: 1. Divide into two groups Austrian and Ottoman Empire2. In each group, outline the conditions that existed in their assigned empire during the mid-1800s3. Then compare the Austrian and Ottoman empires

Application: • Which of the two empires faced the greatest difficulties and why?


p. 586-589AIM: Why did modernization come to Russian more slowly?

DN: Quiz Why do some people resist change?

Explain the meaning of the following quote: “It is better to abolish serfdom from above than to wait until it will be abolished by a movement from

below.” Alexander II

Pivotal Questions1. What were the social issues in Russia that led to modernization?2. What were the economic issues in Russia that led to modernization?3. What were the political changes in Russia?

Learning Activity: ACTIVELY READ: “A Report for Tsar Nicholas II”

1. What is the author’s argument (thesis)?2. What evidence support’s the author’s thesis? 3. Were you able to make any CONNECTIONS?4. What information did you TRACK that was important in the reading?

Application: • What assessment did Sergei Witte make of the economic position of Russia in relation to the

major states of western Europe and to the United States?• What, according to Witte, did Russia lack in comparison with the economically developed

countries?• What measures did Witte propose in order to create a Russian “national industry”?

November 10, 2009 HW: Begin Chapter 24 section 1-4 (scaffold- see website) and Test on 11/18

AIM: How does Russia react?

DN: Quiz What is the difference between reacting and responding to a situation?

Pivotal Questions1. Who was George Gapon?2. How did the desire for change influence Russians to revolt?3. Did Alexander II react or respond to the “Bloody Sunday” Revolt?

Learning Activity: ACTIVELY READ: “The Revolution of 1905” George Gapon and Ivan Vasimov

1. What is the author’s argument (thesis)?2. What evidence support’s the author’s thesis? 3. Were you able to make any CONNECTIONS?4. What information did you TRACK that was important in the reading?

Application:

November 13, 2009 HW: Begin Chapter 24 section 1-4 (scaffold- see website) and Test on 11/18

AIM: How is nationalism expressed through art?

DN: How has music been an expression of nationalism? Give 3 Examples

Pivotal Questions1. What is nationalism?2. How does artistic expression (opera) create a unified Italy, Germany and Russia?2. How did artistic expression influence or change the culture of Eastern Europe?3. What effects does censorship have on the work of artists, writers, and musicians?

Learning Activity:

ACTIVELY READ: Biography “Guisseppe Verdi”

Application: Examine Verdi’s Opera

November 16, 2009

HW: Cornell Notes for Chapter 24 section 2

DN: Quiz/ In the 21st Century, who is allowed to vote in the United States?

AIM: How did Britain become more democratic?

Pivotal Questions: 1. How does the British parliament function?2. What were the social conditions of Britain?3. How did the political reform in Britain lead to a new era of

politics?

Learning Activity: • Actively Read:

– The Reforms Act of 1832 – The Political Demands of the Chartist Movement

Application: View video of British Parliament: http://www.youtube.com/watch?v=ngMs_4I1__o

Compare and contrast the US government structure with the British parliament.

British Parliament

House of Lords 1815

House of Commons 1815

1910s: measures passed to restrict power of Lords

Chosen by the Queen and birth right

(aristocrats)

1832: Great Reform Act gives greater voice to middle-class men

1910 and after: House of Commons becomes the most powerful branch

Crown

Suffrage

November 17, 2009 HW: Cornell Notes for Chapter 24 section 3

DN: Quiz/ (5 minutes)Who is going to make all the puddings and pies if girls are going to be

educated?She replied in no uncertain terms, no true man should want to be the

husband ofA domestic slave. ---Lydia Becker 1867

AIM: How did Queen Victoria and women’s suffrage change British society?

Pivotal Questions: 1. Who was Queen Victoria?2. What was the Victorian era?3. What were the social reforms of Queen Victoria?4. How does women suffrage conflict with the ideas of middle class values?5. Why would women’s suffrage potentially cause political instability in

British society?

Learning Activity: (7 minutes)Actively Read:

Excerpts from Queen Victoria and Why Woman Should Vote?

Application: (10 minutes)Emmeline Pankhurst: My Own Story

November 19, 2009


DN: Actively Read Quote then decide what should be the AIM?

AIM:_________________________________________________________?

Pivotal Questions: 1. What was the political relationship of the Irish and British?2. How did the British utilize the “potato blight” to benefit them

economically and politically?3. How did Daniel O’Connell and Irish nationalists struggle to

gain self-independence from Britain?4. How did the Irish famine lead to emigration and death?


O’Connell: “Ireland for the Irish”

Application: (10 minutes)Video: Great Potato Famine

November 20, 2009



AIM:_____________________________________________________?

Pivotal Questions: 1. What were the domestic and foreign polices of Napoleon III?2. How did challenges of the Third Republic impact France?


Louis Napoleon Appeals to the People

Application: (10 minutes)

November 23, 2009



AIM:_____________________________________________________?

Pivotal Questions:

1. Who was Alfred Dreyfus?2. What were the effects of the Dreyfus Affair?3. What solutions did Zionists propose for the problem of

widespread anti-Semitism?


Edouard Drumon, Jewish France Theodor Herzl: The Jewish State

Application: (10 minutes)

HW: Cornell Notes for Chapter 25 section 1 due 11/30

DN: Quiz

AIM:_____________________________________________________?

Pivotal Questions:

1. What was the significance of the French Revolution?2. How did the Industrial Revolution impact the world economy?3. How democratic were Western countries in the 1800s?

Learning Activity: (7 minutes)

TABOO

Application: (10 minutes)• Students divided into groups of 4 • Students will randomly choose a person to represent their group in

each round

HW: Cornell Notes for Chapter 25 section 2 p.621-622

DN: Quiz

AIM:_____________________________________________________?

Pivotal Questions:

– What is imperialism?– What are the nationalistic views were expressed in Cecil Rhode’s “Confession of

Faith”?– What role did the concept of race-the English or Anglo-Saxon race-play in the

arguments of Rhodes?– According to Chamberlain, were the economic benefits of British expansion?

Learning Activity: Complete Chart for Chapter 25 Section 1

Application: (10 minutes)• Pair with a partner to complete chart• Read excerpts on Imperialism: Identify the social, political, and

economic issues in each excerpt

December 1, 2009

HW: Cornell Notes for Chapter 25 section 2 p.623-626

DN: Quiz : Based on your prior knowledge, create a list of the things you know about Africa?

AIM:_____________________________________________________?

Pivotal Questions:

1. What were the economic, social, and political forces that shaped Africa in the early 1800s?

2. How did Western powers gain more global territory in Africa?

3. Why did European contact with Africa increase in the late 1800s?

4. What were the economic, social, and political forces that impacted Africa in the late 1800s?

Learning Activity: Complete Excerpts

Application: (10 minutes)• Read King Leopold’s Heart of Darkness

December 2, 2009HW: Cornell Notes for Chapter 25 section 3

DN: Quiz :

AIM: How did the Berlin Conference change Africa?Pivotal Questions:

1. How did European countries partition Africa at the Berlin Conference in 1884?

2. Why did European countries exclude African leaders?

Learning Activity: Divide into groups to decide the territory that you desire in Africa

Application: (10 minutes)• Scramble for Africa Activity


DN: Quiz :

AIM:_____________________________________________?

Pivotal Questions:

1. How does Menelik justify Ethiopia’s revolt against imperialism?

2. How did Menelik preserve Ethiopian independence?3. Why did Europeans criticize African imperialism?

Learning Activity: Anti-imperialism handout

Application: (10 minutes)• Video clip: The Discover Channel African Colonialism


DN: Quiz :

AIM:_____________________________________________?

Pivotal Questions:

1. What were the social, economic, and political causes of the decline of the Ottoman Empire?

2. How did the decline of the Empire led to Armenian genocide by the Young Turks?

3. How was technology (Industrial Revolution) used to facilitate mass murders?

4. What were the effects of Genocide?

Learning Activity: Armenian Handout

Application: (10 minutes)Divide into groups of four

December 8, 2009


DN: Quiz :

AIM:_____________________________________________?

Pivotal Questions:

1. How did the Sepoy rebellion change the attitude of Indians and Britians?

2. What were the social, political, and economic advantages of British rule in India?

3. What were the social, political, and economic disadvantages of British rule in India?

Learning Activity: Debate at Indian National Congress 1885


December 7, 2009


DN: Quiz :

AIM:_____________________________________________?

Pivotal Questions:

1. Why did the British want to colonize India?2. What were the social, political, and economic

influences of Britain in India?3. How does the Sepoy Rebellion reflect ideals of

Imperialism?Learning Activity: Sepoy Rebellion


December 9, 2009


DN: Quiz :

AIM:_________________________________________?

Pivotal Questions:

• Why were the Europeans interested in Opening China?• How did Europeans gain control of the China?• How was the Nanjing Treaty an example of imperialism or

social Darwinism?• How was the Opium War linked to the industrial

revolution?

Learning Activity: Letter to Queen Victoria The Treaty of Nanjing, August 1842

Application: (10 minutes)Opium Wars

POPPY PLANT

December 10, 2009


DN: Read quote on handout and answer question

AIM:_____________________________________________?

Pivotal Questions: 1. What was the Taiping Rebellion?2. How did the Reformers gain their needs and wants?3. What were the reformers methods?4. How did the Boxer Rebellion impact Chinese economically,

politically, and socially?

Learning Activity: Complete the 100 days of Reforms

Application: (10 minutes)Watch video of the Opium War, Taiping Rebellion, and Boxer Rebellion

December 9, 2009


DN: Quiz :

AIM:_____________________________________________?

Pivotal Questions:

1. Why did the British want to colonize India?2. What were the social, political, and economic

influences of Britain in India?3. How does the Sepoy Rebellion reflect ideals

of Imperialism?Learning Activity: Sepoy Rebellion


` December 11, 2009


DN: Read quote on handout and answer question

AIM:_________________________________________?

Pivotal Questions: 1. How did the Boxer Rebellion impact Chinese

economically, politically, and socially?2. How is the fall of the Qing Dynasty an example of

imperialism?

Learning Activity: Read and answer DBQ and then complete chart

Application: (10 minutes)Watch video of the Boxer Rebellion

December 14, 2009

HW: Cornell Notes for Chapter 26 section 2 Test & Notebook Check on December 21st and 23rd

DN: Read and answer question on handout

AIM:___________________________________?

Pivotal Questions: 1. What led to the collapse of the Tokugawa Shogunate?2. How did Meiji reforms help Japan modernize?

Learning Activity: Read and answer DBQ and then complete chart

Application: (10 minutes)http://afe.easia.columbia.edu/at/tokugawa/tj02.html

http://afe.easia.columbia.edu/at/tokugawa/tj02.html

Expansion of the United States, 1783-1898

Social ReformsReform child

labor, working conditions, and

wages

Victorian Era

1. Middle class values

2. Courtship and marriage

3. “Cult of Domesticity”

Queen Victoria

(1819-1901)

GLOBAL HISTORY III CHATMAN. ENLIGHTENMENT AIM: WHO SHOULD RULE? DO NOW (5 mins.) –Is government a...

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