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Download World History Unit 6 /Part 3
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World History Unit 6 /Part 3 Title Suggested Time Frame 5th Six Weeks Age of Imperialism Big Ideas/Enduring Understandings Industrialization and the desire for resources can motivate countries to seek control over others. Guiding Questions ● What are the causes and effects of Imperialism? ● How do some groups resist control by others? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS Geography 15AB, Geography 16C, Social Skills 29A-H, 30A-D, 31AB Knowledge and Skills with Student Expectations (1E). identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution CISD 2015-16 District Specificity/ Examples How did the Industrial Revolution lead to Imperialism? Compare Old and New imperialism? What are the characteristics of imperialism? Describe two types of Imperial rule. Vocabulary imperialism direct rule indirect rule Instructional Strategies Create a foldable that students can take notes on throughout the unit. Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. McGrawHill Students can write in a journal and discuss the causes and effects of Imperialism. and its impact on the development of modern economic systems, European imperialism , and the Enlightenment's impact on political revolutions; (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: (C) identify the major political, economic, and social motivations that influenced European imperialism; Readiness Standard RC 2 CISD 2015-16 Bloom’s Level Remembering Students should have a clear understanding of nationalism as a component of imperialism and 19th century politics in Europe. What motivated Western nations to gain colonies after 1880, economically and politically? Political Nationalism was one of the main political motivations for European imperialism Economic Industrialization created the need for raw materials and new markets Raw materials such as rubber and cotton were not produced in European climates Social The desire to spread Christianity and theories like social Darwinism were social motivations for imperialism Political Economic Social Motivations European imperialism Nationalism Social Darwinism Have students write a short essay explaining the political, economic, and social motivations that influenced new European imperialism. McGrawHill United Streaming/Discovery Education European Imperialism in Africa The Quest for Wealth: European Colonization and Imperialism in Africa The Rise of Nationalism -Research Social Darwinism and its role in motivating European imperialism. (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: (D) explain the major characteristics and impact of European imperialism; and Readiness Standard RC 2 CISD 2015-16 Bloom’s Level Understanding Africa was divided by the European powers at the Berlin conference. India was colonized by the British East India Company and following the Sepoy mutiny came completely under British rule. China avoid outright colonization but was forced to make trade concessions following the Opium Wars. To avoid colonization Japan agreed to trade with the West. Canada and Australia eventually had more white settlers than native populations. French colonizers expected assimilation from colonized people. European culture spread at the expense of traditional cultures Infrastructure (railroads, dams, roads) were created in the colonies Natural resources were extracted and depleted from the colonies The Boxer Rebellion and the Boar War were examples of colonial conflicts Characteristics Impact European imperialism Infrastructure White settler colonies Spheres of Influence Assimilation VennDiagram -Compare and Contrast-Old and New Imperialism United Streaming/ Discovery Education T he Opium Wars England Wins the Opium Wars -Students need to examine pre imperialism and post imperialism maps to analyze the geographic changes brought about by imperialism as well as analyzing the characteristics and impact of imperialism. (16) Geography. The student understands the impact of geographic factors on major historic events and processes (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals CISD 2015-16 Nationalistic competition increased between European powers. European culture was influenced by colonial cultures. The Boxer Rebellion and the Boar War were examples of colonial conflicts Nationalistic competition increased between European powers. European culture was influenced by colonial cultures. Bloom’s Understanding Era In the study of each periodization (era), students should examine the geographic growth and expansion of civilization starting from the River Valley Period through contemporary time. Students should examine how geographic locations on political and cultural regions have changed and stayed the same from era to era. What physical barriers did the Suez Canal overcome? What factors of human geography led to the opening of the canal? Create a map that shows the Suez Canal, neighboring countries, key cities, and bodies of water. Include a key. McGrawHill (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; Bloom’s Level Understanding Students should study the development of representative government as a feature of each time periodization and political change. Students need to understand that the expansion of education and wealth throughout history coincides with the demand of the people for more political rights. Constitutional monarchy Democratic -republican government -Have students keep of a journal in which they write about how people participated in supporting or changing their governments throughout each time periodization. McGrawHill Bloom’s Level Understanding Citizenship should be studied within the context of the various civilizations studied in the course. Distinctions should be made between citizens and noncitizens. Students should understand that political rights for citizens have evolved over time Suffrage Franchise Students can write about how political rights change throughout each time periodization. McGrawHill Bloom’s Level Understanding Imperialism -Create a chart organizing advances in McGrawHill Supporting Standard RC 4 (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; and Readiness Standard RC 4 (28) Science, technology, and society. The student understands CISD 2015-16 how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: (B) explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism; Supporting Standard RC 5 CISD 2015-16 Students need to examine how the connection between scientific and technological advances resulted in a demand for raw materials, which led to an expansion of overseas markets which were pivotal in the expansion of European imperialism in the 19th century. Students should study how the need for rubber and oil as a part of military technologies promoted imperialism. Students should study how the production of quinine helped facilitate European imperialism. Students should study how raw materials needed in the production of cell phones affects societies that have control of those resources. In what ways did technological advances in transportation effect communication? military, transportation, communication , and medical technology that played a role in imperialism. -Divide the class into teams to research and argue whether military or medical advances had the greater role in advancing imperialism in the nineteenth century.
