Download Nationalism and Imperialism

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After coming into class and quietly taking
your seat, take out your World History Binder
and turn to your Hey History! for today.
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Topic: United We Stand?
On your own, take a minute to list as many
factors that might unite a group of people
and establish a nation.
In your groups, go around in a circle and have
each person state one of their factors, but it
has to be one that has not been said yet.
See who can be the last person to list an
original factor.
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What factors do you think may have pushed
Italy and Germany toward Unification?
The French Revolution, a growing sense of
nationalism, economic improvements, and
the desire to gain power through expansion
are only some of the causes of Unification!
But how did they do it?
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Person A and B, you will get Italy!
Person C and D, you will get Germany!
Work together to use your textbook for determining the
major events in each case that led to the Unification of each
nation.
Once you have determined your events, place them in a
sequence chart placing the events in order
Also, for each event, include a statement for how the event
helped the nation move toward Unification.
After you have finished your nation, work with your table
group to create a sequence chart for the other nation
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Use the information you have gathered, and
work with your table group to record defining
facts about each person and event that led to
the eventual Unification of each country.
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Use what you have learned today to see if
there is anything you can add to your
Vocabulary Awareness Chart!
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Similarities and differences between the
unification process in Germany and Italy
Venn Diagram!
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Read Chapter 16, sections 3-5
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After coming into class and taking your seat
quietly, take out your World History materials
and turn to your Hey History! for the day.
Pick Up Box
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Topic: Nationalism!!
Using your prior knowledge and critical
thinking skills, come up with your best
definition for nationalism.
Imagine that our school Haynes Academy
was a nation of its own… what type of
actions performed by your classmates could
or would be considered as nationalism?
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Nationalism refers to the devotion for one's
own nation's interests over those of all other
nations.
Nationalism in the 1800s in Europe was
crucial to the development of prominent
nations
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Create a 2 column Chart on 2 pages…
(Tables 2-3) Austrian Empire: Revolt of 1848,
Ethnic Problems, Compromise of 1867, Dual
Monarchy;
(Tables 4-5) Ottoman Empire: decline of the
Ottoman Empire by the 1800s, foreign influence in
the Balkan area, Balkan Wars, and the Balkan
League
(Tables 6-7) Russian Empire: Russification, Reforms
of Alexander II, Pogroms, Russo-Japanese War,
Revolution of 1905
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Left Column: Name of Country, Name of each
topic
Right column: Description of each topic
Leave some space between each topic, so you
can add other information if necessary.
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Rotating Discussion…
Once you rotate, share your description of
the topics with your “new group members.”
Below the description for each topic, discuss
with your group members how the topic led
to the growth of nationalism. Record your
response under the description.
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Look at the maps of Europe in 1815 and
Europe in 1915…
Write a summary of how the political
boundaries in Europe changed between 1815
and 1914.
Also, indicate which changes you believe were
the result of nationalism.
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Skim over Chapter 17, look for words that are
in your Vocabulary Awareness Chart
Add information from Chapter 17 into your
Vocabulary Awareness Chart
Review/Complete Activities from this week if
you haven’t already (if you don’t you may
regret it)
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After coming into class and taking your seat
quietly, take out your World History materials,
we will start class shortly.
But first…
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Topic: What is Imperialism
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Imperialism is when one country takes control of
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another country
Use your textbook (Chap. 17) or the Internet to
research the political, economic, and cultural
motives for imperialism of Africa and Asia…
Create a small chart to record your information
(might have to use two Hey History rows).
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Poem by Rudyard Kipling
According to Kipling, what made the "white
man's burden" necessary? How were those
individuals who "took up the burden"
changed?
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Each partnership or group of three will receive
one of the following topics
Groups are to investigate the imperialist policies
(1815-1914) of Europe by researching your
assigned topic from the list below.
You’re looking for imperialistic policies, what
may have caused those policies, and
consequences of the policies.
You will present your research in the form of an
informational poster.
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Europe’s Race for Africa
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French in North Africa (Morocco, Tunis, & Algeria)
British in North Africa (Suez Canal and Fashoda Crisis)
Italy in North Africa
Competition for West Africa
Competition for Central and East Africa (King Leopold II,
Stanley and Livingstone)
○ Competition for Southern Africa (Cecil Rhodes and Boer
War)
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Europe’s Race for Asia
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British East India Company (Sepoy Rebellion of 1857)
French Indo-China
Dutch East Indies
Spheres of influence in China
Opium War and Hong Kong
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Is the policy of imperialism is ever justified.
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Finish Classwork
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After coming into class and taking your seat
quietly, take out your World History materials
and turn to the tests and quizzes section.
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What is Imperialism?
◦ Imperialism is when one country takes control of
another country
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Driving forces behind Imperialism?
◦ The strength of modern nations
◦ Started as merchants moving to new areas -> then
engineers and builders come -> area would be
developed for the good of the Europeans, natives
have very little say
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Economic Motives? Cultural Motives?
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Economically:
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Industrialization
New technology, need for new markets
Industrialists wanted to control their products
Spreading populations
Culturally:
◦ “The White Man’s Burden”
◦ Christian missionaries – knowledge of medicine,
hygiene, and sanitation spread with missionaries
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Informational Posters…
What was the imperialistic policy, cause of
policy, and consequence?
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Competition for Central and East Africa
◦ King Leopold II of Belgium wanted to get as much
wealth as possible, so he carved out a personal
colony of 900,000 square miles in central Africa
◦ Interest in the area came after Henry Stanley was
hired to find a missionary named Dr. David
Livingstone
◦ Led to widespread abuse of the colony by the
Belgium Govt.
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Competition for Southern Africa
◦ Dutch Settlers founded Cape Town as a supply
station for ships sailing to East Indies; colony
seized by British in 1800s, causing mass migrations
by group of Dutch called the Boers
◦ British groups led by Cecil Rhodes led movement
inland to acquire more land, caused great hostility
b/w British and Boers
◦ Led to Boer War in 1899. Boers eventually defeated,
forced to obey British policies
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Opium War and Hong Kong
◦ British and Chinese fought a series of wars, known
as the Opium Wars. Hong Kong was ceded to the
British in 1841ending the First Opium War
◦ Britain invaded China to crush opposition to its
interference in the country’s economic and political
affairs.
◦ Britain’s new colony flourished as an East-West
trading center, Hong Kong returned to Chinese in
1997
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Study each of the cartoons having to do with
“The White Man’s Burden” and “The Scramble
for Africa”
Discuss with your group the possible
meaning behind each cartoon, and then write
a short paragraph explaining your
interpretation of the cartoons.
You should also indicate whether the
cartoons expresses pro-imperialistic or antiimperialistic sentiments.
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Policy review… Hey History!
Use your textbook to determine information
about the Monroe Doctrine and the Roosevelt
Corollary
record a brief description of each policy in
your Hey History!
What is the function of the policies? How are
they similar, different?
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You will receive an outline map of the Pacific
Region and of Latin America
Label and identify American possessions in
the Pacific and selected Latin American
nations from the map list onto the outline
maps.
Work with your groups to ensure the accuracy
of each person’s maps.
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Start to study class materials for Unification,
Nationalism, and Imperialism
Test on Friday!
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After coming into class and taking your seat
quietly, take out your World History materials
and turn to your Hey History! for today…
Materials in Pick Up Box
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Topic: Some American Imperialism…
Use your textbook to determine information
about the Monroe Doctrine and the Roosevelt
Corollary
record a brief description of each policy in
your Hey History!
What is the function of the policies? How are
they similar, different?
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You will receive an outline map of the Pacific
Region and of Latin America
Label and identify American possessions in
the Pacific and selected Latin American
nations from the map list onto the outline
maps.
Work with your groups to ensure the accuracy
of each person’s maps.
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Work with your shoulder partner to research
America’s imperialistic policies in the Pacific
and Latin America that led to the United
States acquiring new territories.
You should use your textbook and smart
devices to conduct your research.
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What were America’s foreign policies that
resulted in the involvement in the affairs of
nations in Latin America and the Pacific region?
Each group gets a foreign nation: 2) Cuba,
3) Colombia, 4) Panama, 5) Nicaragua,
6) Mexico, and 7) China
Work with your group to determine the dates
of United States Involvement, Description of US
Involvement, and Outcomes of the Involvement
Each person records the information on a half
sheet of construction paper…
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Each person take your half sheet of
construction paper.
Each letter meet together in one corner of the
room.
Put your information together to create a
timeline of American Involvement…
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You will receive a copy of “What the U.S. Has
Fought For,” depicting United States
imperialism.
Analyze the cartoon and write a brief
paragraph responding to each of the
following prompts:
◦ What is the author’s point of view of United States
imperialism?
◦ Based upon your research of United States
imperialism in Pacific and Latin America, what is the
validity of the author’s view point? Provide evidence
to support your answer.
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What effect do you think the Monroe Doctrine
and the Roosevelt Corollary had on relations
between the United States and Latin America?
Cite evidence to support your answer.
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Stuuuuuuuuudy!
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After coming into class and quietly taking
your seat, get out your World History
materials and take out your materials from
the end of yesterday’s class
But First…
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What were America’s foreign policies that
resulted in the involvement in the affairs of
nations in Latin America and the Pacific region?
Each group gets a foreign nation: 2) Cuba,
3) Colombia, 4) Panama, 5) Nicaragua,
6) Mexico, and 7) China
Work with your group to determine the dates
of United States Involvement, Description of US
Involvement, and Outcomes of the Involvement
Each person records the information on a half
sheet of construction paper…
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Each person take your half sheet of
construction paper.
Each letter meet together in one corner of the
room.
Put your information together to create a
timeline of American Involvement…
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China 1890s (Open Door Policy)
Cuba 1898 (Spanish American War)
Panama 1903 (Beginning of Panama Canal)
Nicaragua 1909 (Nicaraguan Civil War)
Mexico 1914 (Mexican Revolution)
Colombia 1940s to 1960s (Post WWII)
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What were the Outcomes?
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You will receive a copy of “What the U.S. Has
Fought For,” depicting United States
imperialism.
Analyze the cartoon and write a brief
paragraph responding to each of the
following prompts:
◦ What is the author’s point of view of United States
imperialism?
◦ Based upon your research of United States
imperialism in Pacific and Latin America, what is the
validity of the author’s view point? Provide evidence
to support your answer.
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In the late 1800s, Japan ruled its own
government.
However, Japan had been influenced by western
ideas, and thus began to industrialize and
change its government
In 1868, a group of samurai overthrew the
current regime and returned the emperor to
power.
This change in government, which brought broad
changes to Japanese society, is known as the
Meiji Restoration (Meiji meaning “enlightened
rule”)
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Use your textbook and smart devices to
determine what life was like in Japan before and
after the Restoration
Some Helpful Websites to use for your Chart:
http://unesdoc.unesco.org/images/0007/00078
2/078240eo.pdf (most useful for pictures and
captions that go along with them)
http://aboutjapan.japansociety.org/content.cfm/
the_meiji_restoration_era_1868-1889 (easier to
read/navigate)
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Have students, working with their partner,
research Commodore Matthew Perry.
Students should be able to describe the role
he played in Japan’s modernization by
researching the following prompts:
◦ For which nation did Commodore Matthew Perry
sail?
◦ What were his motives for opening trade with
Japan?
◦ What was Japan’s response to Commodore Perry?
◦ What did both the United States and Japan receive
as a result of the Treaty of Kanagawa?
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Complete the chart using your textbook
(Chapter 17 and 16) in order to assist in your
understanding of how Japan became a
military and imperialistic power.
Work with your table group to check your
chart for accuracy and make changes as
needed.
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How did the Meiji Restoration and Japan’s
military wars with China and Russia help
make Japan an industrial, military, and
imperial power?
What effects would these actions have upon
the world in the 20th century?
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Complete finding your information for the
Meiji Restoration.
Continue looking over your materials for
Unification, Nationalism, and Imperialism to
prepare for the test on Friday!
(Make sure you are filling in any holes for
activities you have not previously finished)
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After coming into class and taking your seat
quietly, get out your World History materials
and take out Japan’s Modernization Sheet
Papers in the Pick Up Box
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Also,
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Pre-Meiji Restoration:
◦ Political Structure – centralized “feudal” system, more
than 200 domains while the lords served an authoritarian
government
◦ Economic System – economy helped by an extensive
system of roads, towns, and cultural diffusion
◦ Trade Policy – trade flourished, gave Japan high levels of
capital accumulation
◦ Education – high level of sophistication, literacy rate near
the top of the world
◦ Clothing – consisted of a vast variety of kimono, fulllength robes
◦ Military – military government founded after centuries of
samurai warfare ruled for more than 250 years in city of
Edo
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Post-Meiji Restoration:
◦ Political Structure – leadership became younger, policies
were not shaped by older customs, political power was
easily taken
◦ Economic System – depression in the 1880s stemmed from
new taxes placed on the average citizens to pay for the
new govt.
◦ Trade Policy – excelled in textile production; exported
machine-made silk, money received was used to pay for
needed imports
◦ Education – changed schooling patterns to mirror those of
the west
◦ Clothing – adopted western style, woolen uniforms for
military evolved into western clothing being worn by upper
classes
◦ Military – modernized military allowed Japan to become a
major world power
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Topic: Japan as Imperialists?
After the Meiji Restoration, Japan became the
first Asian country to modernize. Yet, Japan
still feared they may become victims of
Imperialism by another country…
Use your textbook to determine how Japan
went about making sure they were not going to
be victims of imperialism?
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Complete the chart using your textbook
(Chapter 17 and 16) and notes in order to
assist in your understanding of how Japan
became a military and imperialistic power.
Work with your table group to check your
chart for accuracy and make changes as
needed.
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Sino-Japanese War
◦ 1894
◦ Japan did not want western powers to have control
of a country so close, Korea
◦ Rebellion against China broke out in Korea, both
sides sent in troops. Japan’s modernized military
scored early victories against Chinese, defeated
Chinese in a short war
◦ Korea gained independence. Japan gained Taiwan,
land in Manchuria, and right to trade in China.
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Russo-Japanese War
◦ 1904-1905
◦ Russia looked to take Manchuria, Japanese strongly
opposed. Japan issued an ultimatum to Russian
govt, Russians refused to obey their demands.
◦ Japan attacked Russians first, unprovoked. Battles
ensued for over a year with heavy losses on both
sides.
◦ Japan and Russia came to an agreement: Russia
gave up several territories to Japan, and Japan was
recognized as a power to be respected.
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Compare world maps showing European
colonies and territorial claims in 1750, 1850,
and 1900…
Record your observations in a tri-fold chart
for each of the time periods
Look for the territorial changes in Africa,
South Asia, Southeast Asia, East Asia, the
Americas, and the South Pacific between
1750 and 1900…
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Format of Test: Multiple-Choice, Matching,
Constructed Response
Items to study:
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Vocabulary Self-Awareness Chart
Unification of Germany and Italy*
Nationalism in Austrian, Russian, and Ottoman Empires
Motivations behind Imperialism*
European Imperialism in Africa and Asia
US Imperialism in Latin America and the Pacific*
American Involvement
Meiji Restoration
Japan as Imperialists
 STUDY!