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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. 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. 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? 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 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. Use what you have learned today to see if there is anything you can add to your Vocabulary Awareness Chart! Similarities and differences between the unification process in Germany and Italy Venn Diagram! Read Chapter 16, sections 3-5 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 1) 2) 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? 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 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 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. 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. 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. 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) After coming into class and taking your seat quietly, take out your World History materials, we will start class shortly. But first… Topic: What is Imperialism Imperialism is when one country takes control of 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). 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? 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. Europe’s Race for Africa ○ ○ ○ ○ ○ 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) Europe’s Race for Asia ○ ○ ○ ○ ○ British East India Company (Sepoy Rebellion of 1857) French Indo-China Dutch East Indies Spheres of influence in China Opium War and Hong Kong Is the policy of imperialism is ever justified. Finish Classwork After coming into class and taking your seat quietly, take out your World History materials and turn to the tests and quizzes section. What is Imperialism? ◦ Imperialism is when one country takes control of another country 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 Economic Motives? Cultural Motives? Economically: ◦ ◦ ◦ ◦ 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 Informational Posters… What was the imperialistic policy, cause of policy, and consequence? 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. 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 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 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. 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? 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. Start to study class materials for Unification, Nationalism, and Imperialism Test on Friday! 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 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? 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. 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. 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… 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… 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. 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. Stuuuuuuuuudy! 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… 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… 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… 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) What were the Outcomes? 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. 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”) 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) 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? 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. 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? 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) 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 Also, 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 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 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? 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. 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. 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. 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… Format of Test: Multiple-Choice, Matching, Constructed Response Items to study: ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ 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!