Quick Links: Days - 90 - 100 - 110 - 120 - 130
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90 |
Dates: |
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K.C. #: |
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Skill to Master: |
Documents to be utilized: |
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In Class: |
NOT A DAY -- SKIP TO 92 |
Homework: |
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&/or: |
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Flashcards: |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
91 |
Dates: |
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K.C. #: |
DBQ |
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Skill to Master: |
Documents to be utilized: |
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In Class: |
NOT A DAY -- SKIP TO 92 |
Homework: |
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&/or: |
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Flashcards: |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
92 |
Dates: |
1400s |
K.C. #: |
4.1.VII.A&B |
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Key Concept: |
As merchants’ profits increased and governments collected more taxes, funding for the visual and performing arts, even for popular audiences, increased. |
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Our Topic: |
Renaissance |
Required Pre-Reading: |
Bulliet: |
412-417 |
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Essential Question(s): |
How was culture reborn in Europe in the 1400s? |
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Material to Master: |
· Innovations in visual and performing arts were seen all over the world like Renaissance painting in Europe |
Documents to be utilized: |
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In Class: |
Lecture |
Homework: |
Read Bulliet pages: 359-365 |
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&: |
click here read Yuan to Qing |
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Flashcards: |
· Ming China · Ming Literature · Moveable Type |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
93 |
Dates: |
1400s |
K.C. #: |
4.1.VII.A&B |
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Key Concept: |
As merchants’ profits increased and governments collected more taxes, funding for the visual and performing arts, even for popular audiences, increased. |
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Our Topic: |
Ming China's Cultural Achievements: Journey to the West |
Required Pre-Reading: |
Bulliet: |
359-365 & click here |
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Essential Question(s): |
How did Chinese and European cultural achievements compare? |
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Material to Master: |
· Literacy expanded and was accompanied by the proliferation of popular authors, literary forms, and works of literature in Afro-Eurasia, like in Journey to the West in Ming China |
Documents to be utilized: |
· selection from Journey to the West |
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In Class: |
Comparative Essay |
Homework: |
Read Bulliet pages: 459-465 |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayseventynine_files/frame.htm |
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Flashcards: |
· Protestant Reformation · Catholic Reformation |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
94 |
Dates: |
1750 to 1800 |
K.C. #: |
4.1.VI.B |
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Key Concept: |
The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices. |
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Our Topic: |
Protestant Reformation of Europe (2 days) |
Required Pre-Reading: |
Bulliet: 459-465 |
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Essential Question(s): |
How did Christianity change in the period? |
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Material to Master: |
· The practice of Christianity continued to spread throughout the world and was increasingly diversified by the process of diffusion and the Reformation. |
Documents to be utilized: |
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In Class: |
Lecture |
Homework: |
Read Bulliet pages: 441, 495-496, 506, 509, |
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&/or: |
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Flashcards: |
· Diffusion & Adaptation of Christianity 1500-1700 |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
95 |
Dates: |
1550-1800 |
K.C. #: |
4.1.VI.B |
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Key Concept: |
The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices. |
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Our Topic: |
Reformation |
Required Pre-Reading: |
Bulliet: 441, 495-496, 506, 509, |
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Essential Question(s): |
How did Christianity change in the period? |
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Material to Master: |
· The practice of Christianity continued to spread throughout the world and was increasingly diversified by the process of diffusion and the Reformation. |
Documents to be utilized: |
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In Class: |
Homework: |
Read Bulliet pages: 537-542, |
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&/or: |
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Flashcards: |
· Islam in Africa 16th & 17th century |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
96 |
Dates: |
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K.C. #: |
DBQ |
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In Class: |
DBQ: The Reformation |
Homework: |
Read Bulliet pages: 392, 557-561, 563-568 |
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&/or: |
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Flashcards: |
· Safavid Empire & Shi'ite Islam · Arrival of Islam in Southeast Asia · Sufi · Swahili Coast |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
97 |
Dates: |
1550-1800 |
K.C. #: |
4.1.VI.A |
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Key Concept: |
The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices. |
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Our Topic: |
Islam in the Early Modern World, Safavid Empire, Spread of Islam |
Required Pre-Reading: |
Bulliet: 537-542, 557-561, 563-568 |
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Essential Question(s): |
Where and how did Islam Spread in this period? |
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Material to Master: |
· As Islam spread to new settings in Afro-Eurasia, believers adapted it to local cultural practices. The split between the Sunni and Shi’a traditions of Islam intensified, and Sufi practices became more widespread. |
Documents to be utilized: |
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In Class: |
Homework: |
Read Bulliet pages: 574-581 |
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&/or: |
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Flashcards: |
· Buddhism in Japan (1450-1750) · Tibetan Buddhism · Tokugawa Shogunate |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
98 |
Dates: |
1450-1750 |
K.C. #: |
4.1.VI.C |
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Key Concept: |
The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices. |
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Our Topic: |
Buddhism in Early Modern Period |
Required Pre-Reading: |
Bulliet: |
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Essential Question(s): |
How did Buddhism grow and adapt in this period? |
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Material to Master: |
· Buddhism spread within Asia in the Early Modern Period |
Documents to be utilized: |
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In Class: |
Timeline of Islam cont.
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Homework: |
Read: Click Here |
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&/or: |
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Flashcards: |
· Sikhism |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
99 |
Dates: |
1450-1750 |
K.C. #: |
4.1.VI.D |
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Key Concept: |
The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices. |
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Our Topic: |
Religious Blending |
Required Pre-Reading: |
Bulliet: |
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Essential Question(s): |
How was Sikhism a response to the competing faiths of Hinduism and Islam in India? |
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Material to Master: |
· Syncretic and new forms of religion developed like Sikhism in South Asia |
Documents to be utilized: |
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In Class: |
DBQ Practice |
Homework: |
Read Bulliet pages: |
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&/or: |
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Flashcards: |
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Turn in next class: |
· Study for TEST |
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Day: |
100 |
Dates: |
1450-1750 |
K.C. #: |
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Key Concept: |
All period 4 |
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Our Topic: |
Review |
Required Pre-Reading: |
Bulliet:
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Essential Question(s): |
So what was the Early Modern Period all about? |
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Material to Master: |
· |
Documents to be utilized: |
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In Class: |
Review of Period 4 |
Homework: |
Read Bulliet pages: |
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&/or: |
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Flashcards: |
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Turn in next class: |
· Study for TEST |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
101 |
Dates: |
1750-1900 |
K.C. #: |
TEST |
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Key Concept: |
All period 4 |
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In Class: |
TEST on 1450 to 1750 |
Homework: |
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& |
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Flashcards: |
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Turn in next class: |
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1750-1900 INDUSTRIALIZATION & GLOBAL INTEGRATION AKA MODERN ERA |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
102 |
Dates: |
1750-1900 |
K.C. #: |
Period 5 |
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Key Concept: |
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Our Topic: |
Overview of the Modern Period
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Required Pre-Reading: |
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Essential Question(s): |
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Material to Master: |
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Documents to be utilized: |
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In Class: |
Map Lecture |
Homework: |
Read & Print: |
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&: |
Bulliet: 465-467, 601-606 or http://www.whshumanitiescohort.org/weblessondayonehundredseven_files/frame.htm |
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Flashcards: |
· The Enlightenment · Rousseau · Locke |
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Turn in next class: |
·
Bring text to class, prepare
for a Socratic Seminar
Opening Question: According to Rousseau, what is the social
contract? Core
Questions: What role
should government play in the lives of people? What is the
general will? How should
individuals participate in government? How do Rousseau’s ideas
compare with other enlightenment philosophes? |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
103 |
Dates: |
1700s |
K.C. #: |
5.3.I.A-C |
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Key Concept: |
The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded the revolutions and rebellions against existing governments. |
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Our Topic: |
The Enlightenment |
Required Pre-Reading: |
Bulliet: |
465-467, 601-606 |
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Essential Question(s): |
According to Rousseau, what is the social contract? |
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Material to Master: |
· Thinkers, like Rousseau, applied new ways of understanding the natural world to human relationships, encouraging observation and inference in all spheres of life. · Intellectuals critiqued the role that religion played in public life, insisting on the importance of reason as opposed to revelation. · Enlightenment thinkers, like Locke developed new political ideas about the individual, natural rights, and the social contract. |
Documents to be utilized: |
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In Class: |
Socratic Seminar
Opening Question: According to Rousseau, what is the social
contract? Core
Questions: What role
should government play in the lives of people? What is the
general will? How should
individuals participate in government? How do Rousseau’s ideas
compare with other enlightenment philosophes? |
Homework: |
Read Bulliet pages: |
606-613, click here |
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&/or: |
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Flashcards: |
· Declaration of Independence · Declaration of the Rights of Man and the Citizen · Bolivar's Jamaica Letters |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
104 |
Dates: |
1700s & 1800s |
K.C. #: |
5.3.I.D&E |
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Key Concept: |
The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded the revolutions and rebellions against existing governments. |
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Our Topic: |
The Legacy of the Enlightenment |
Required Pre-Reading: |
Bulliet: |
606-613, click here |
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Essential Question(s): |
How was the Enlightenment put in to action? |
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Material to Master: |
· The ideas of Enlightenment thinkers influenced resistance to existing political authority, as reflected in revolutionary documents like The American Declaration of Independence, The French Declaration of the Rights of Man and Citizen Bolivar’s Jamaica Letter · These ideas influenced many people to challenge existing notions of social relations, which led to the expansion of rights as seen in expanded suffrage, the abolition of slavery and the end of serfdom, as their ideas were implemented. |
Documents to be utilized: |
· Jamaica Letters by Simone Bolivar · Declaration of Independence · Declaration of the Rights of Man |
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In Class: |
The Enlightenment Scavenger Hunt!
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Homework: |
Read Bulliet pages: |
606-618 Optional Video |
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&/or: |
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Flashcards: |
· Causes of American Revolution · Results of American Revolution · Causes of French Revolution · Results of French Revolution |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
105 |
Dates: |
1776-1800s |
K.C. #: |
5.3.III.B |
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Key Concept: |
Increasing discontent with imperial rule propelled reformist and revolutionary movements. |
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Our Topic: |
French and American Revolutions |
Required Pre-Reading: |
Bulliet: |
606-618 |
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Essential Question(s): |
How was the French and American Revolutions a product of the Enlightenment |
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Material to Master: |
· American colonial subjects led a series of rebellions, which facilitated the emergence of independent states in the United States, Haiti, and mainland Latin America. French subjects rebelled against their monarchy. |
Documents to be utilized: |
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In Class: |
Lecture on French Revolution
If out: |
Homework: |
Read Bulliet pages: |
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&/or: |
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Flashcards: |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
106 |
Dates: |
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K.C. #: |
DBQ |
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In Class: |
DBQ
Write this DBQ, time yourself, note at the top how long it took you to finish |
Homework: |
Read Bulliet pages: |
619-624, 655-661 Optional Video |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundrednine_files/frame.htm |
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Flashcards: |
· Haitian Revolution |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
107 |
Dates: |
1800s |
K.C. #: |
5.3.III.B |
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Key Concept: |
Increasing discontent with imperial rule propelled reformist and revolutionary movements. |
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Our Topic: |
Haitian Revolution |
Required Pre-Reading: |
Bulliet: |
619-624 |
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Essential Question(s): |
What was the impact of the Haitian Revolution outside of Haiti? |
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Material to Master: |
· American colonial subjects led a series of rebellions, which facilitated the emergence of independent states in the United States, Haiti, and mainland Latin America. French subjects rebelled against their monarchy. |
Documents to be utilized: |
· Slave Revolution in the Caribbean 1798-1804, A Brief History with Documents by Laurent Dubois & John D. Garrigus |
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In Class: |
Students read pages 34-35 & 39-40 and create a concept web addressing this impact of the Haitian Revolution outside of Haiti |
Homework: |
Read Bulliet pages: |
661-676 option video |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredsixteen_files/frame.htm http://www.whshumanitiescohort.org/weblessondayonehundredseventeen_files/frame.htm http://www.whshumanitiescohort.org/weblessondayonehundredeighteen_files/frame.htm |
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Flashcards: |
· Causes of Latin American Revolution · Results of the Latin American Revolution |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
108 |
Dates: |
1800s |
K.C. #: |
5.3.III.B |
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Key Concept: |
Increasing discontent with imperial rule propelled reformist and revolutionary movements. |
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Our Topic: |
Latin American Revolutions |
Required Pre-Reading: |
Bulliet: |
661-676 |
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Essential Question(s): |
How did class and happenstance cause Latin American independence? |
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Material to Master: |
· American colonial subjects led a series of rebellions, which facilitated the emergence of independent states in the United States, Haiti, and mainland Latin America. French subjects rebelled against their monarchy. |
Documents to be utilized: |
· |
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In Class: |
Lecture |
Homework: |
Read Bulliet pages: |
click here & click here (read and explore) |
||||||||||||||||||||||||||||||||||||||||
&: |
Opitional: 756-758 |
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Flashcards: |
· Marathan Resistance to the British · Maroon Resistance
|
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
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Day: |
109 |
Dates: |
|
K.C. #: |
5.2.II.E, 5.3.II; 5.3.III.A&C |
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Key Concept: |
Beginning in the eighteenth century, peoples around the world developed a new sense of commonality based on language, religion, social customs and territory. These newly imagined national communities linked this identity with the borders of the state, while governments used this idea to unite diverse populations. Imperialism influenced state formation and contraction around the world. Increasing discontent with imperial rule propelled reformist and revolutionary movements. |
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Our Topic: |
Nationalism: Unites and Divides |
Required Pre-Reading: |
Bulliet: |
Opitional: 756-758 |
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Essential Question(s): |
How did German conservative nationalism compare to liberal nationalism in other areas? |
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Material to Master: |
· The development and spread of nationalism as an ideology fostered new communal identities like in Germany. · Subjects challenged the centralized imperial governments, The challenge of the Marathas to the Mughal Sultans. · Slave resistance, like The establishment of Maroon societies. challenged existing authorities in the Americas. |
Documents to be utilized: |
· |
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In Class: |
Lecture and Discussion |
Homework: |
Read Bulliet pages: |
629-633 |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredeleven_files/frame.htm |
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Flashcards: |
· Causes of the Industrial Revolution · German Unification (in class) · Nationalism (in class) |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
110 |
Dates: |
|
K.C. #: |
5.1.I.A |
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Key Concept: |
Industrialization fundamentally changed how goods were produced. |
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Our Topic: |
Industrial Revolution |
Required Pre-Reading: |
Bulliet: |
629-633 |
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Essential Question(s): |
What caused the Industrial Age? |
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Material to Master: |
· A variety of factors led to the rise of industrial production. Required examples of factors leading to the rise of industrial production: • Europe’s location on the Atlantic Ocean • The geographical distribution of coal, iron and timber • European demographic changes • Urbanization • Improved agricultural productivity • Legal protection of private property • An abundance of rivers and canals • Access to foreign resources • The accumulation of capital |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Lecture & Story |
Homework: |
Read Bulliet pages: |
634-640, 743-746 |
||||||||||||||||||||||||||||||||||||||||
&/or: |
|
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Flashcards: |
· Mass Production · Division of Labor · Textile Mechanization · Iron Industrialization · Steam Engine · Telegraph · Railroad · Electricity |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
Day: |
111 |
Dates: |
|
K.C. #: |
5.1.I.B-C, E, 5.1.IV |
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Key Concept: |
Industrialization fundamentally changed how goods were produced. There were major developments in transportation and communication. |
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Our Topic: |
Technology of the Industrial Age |
Required Pre-Reading: |
Bulliet: |
634-640 |
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Essential Question(s): |
What were the key technological developments of the Industrial Age? |
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Material to Master: |
· The development of the factory system concentrated labor in a single location and led to an increasing degree of specialization of labor. · The development of machines, including steam engines and the internal combustion engine, made it possible to exploit vast new resources of energy stored in fossil fuels, specifically coal and oil. The “fossil fuels”revolution greatly increased the energy available to human societies. · There were developments in transportation and communication: • Railroads • Steamships • Telegraphs • Canals |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Ranking the top 6 inventions of the Industrial Age in jigsaw groups |
Homework: |
Read Bulliet pages: |
648-649, 676-680; 774, 759-761 |
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&/or: |
|
|||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
· Industrialization outside of Europe · Impact of the Industrial Revolution on Latin America · Economic Motives of Imperialism · Meiji Japan · Developed vs Undeveloped World |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
112 |
Dates: |
1800s |
K.C. #: |
5.1.II.D, 5.1.V.C, 5.2.II.A |
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Key Concept: |
New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories. The development and spread of global capitalism led to a variety of responses. Imperialism influenced state formation and contraction around the world. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Spread of the Industrial Revolution |
Required Pre-Reading: |
Bulliet: |
648-649, 676-680; 774, 759-761 |
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Essential Question(s): |
Where and why did industrialization spread? |
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Material to Master: |
· The need for specialized and limited metals for industrial production, as well as the global demand for gold, silver and diamonds as forms of wealth, led to the development of extensive mining centers, like Gold and diamond mines in South Africa · In a small number of states, governments promoted their own state-sponsored visions of industrialization like The economic reforms of Meiji Japan · The expansion of U.S. and European influence over Tokugawa Japan led to the emergence of Meiji Japan. |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Homework: |
Read Bulliet pages: |
640-650; 747-753 |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredthirteen_files/frame.htm |
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Flashcards: |
· Urbanization · Urban working class · Industrial Age Women · Industrial Age Middle Class · Laissez Faire · Merchantilism · Industrial Age Migration
· Impact of Industrialization on the Environment · Victorian Age
|
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
113 |
Dates: |
1800s |
K.C. #: |
5.1.VI.A-C |
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Key Concept: |
The ways in which people organized themselves into societies also underwent significant transformations in industrialized states due to the fundamental restructuring of the global economy. |
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Our Topic: |
Industrialized Society |
Required Pre-Reading: |
Bulliet: |
747-753 |
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
How did Industrialization transform the society? |
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Material to Master: |
· New social classes, including the middle class and the industrial working class, developed. · Family dynamics, gender roles, and demographics changed in response to industrialization. · Rapid urbanization that accompanied global capitalism often led to unsanitary conditions, as well as to new forms of community. |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Homework: |
Read Bulliet pages: |
646-648; 753-755 |
|||||||||||||||||||||||||||||||||||||||||
&/or: |
||||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
· Socialism · Karl Marx · Labor Unions · Reforms of the Industrial Age |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
114 |
Dates: |
1800s |
K.C. #: |
5.1.V.A,D |
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Key Concept: |
The development and spread of global capitalism led to a variety of responses. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Reactions to the Industrial Age |
Required Pre-Reading: |
Bulliet: |
646-648; 753-755 |
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
How did the industrial age lead to social and economic reform? |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· In industrialized states, many workers organized themselves to improve working conditions, limit hours, and gain higher wages, while others opposed capitalist exploitation of workers by promoting alternative visions of society like Marxism. · In response to criticisms of industrial global capitalism, some governments mitigated the negative effects of industrial capitalism by promoting various types of reforms like public education. |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Homework: |
Prepare for DBQ on Industrial society |
|
|||||||||||||||||||||||||||||||||||||||||
&/or: |
|
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Flashcards: |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
115 |
Dates: |
|
K.C. #: |
DBQ (MANCHESTER) |
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In Class: |
DBQ - Manchester |
Homework: |
Read Bulliet pages: |
687-696; 699-708 |
||||||||||||||||||||||||||||||||||||||||
&/or: |
|
|||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
· The Ottoman Empire of the Industrial Age · Tanzimat · Crimean War · Qing Empire · Opium Wars · Taiping Rebellion · Decline of Qing Dynasty |
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Turn in next class: |
||||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
116 |
Dates: |
1800s |
K.C. #: |
5.1.V.B |
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Key Concept: |
The development and spread of global capitalism led to a variety of responses. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Qing and Ottomans in the Industrial Age |
Required Pre-Reading: |
Bulliet: |
687-696; 699-708 |
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
How were the Ottomans and China left behind in the Industrial Age? |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· In Qing China and the Ottoman Empire, some members of the government resisted economic change and attempted to maintain preindustrial forms of economic production. |
Documents to be utilized: |
· Raw silk production and export from Japan · Letter to George III from Emperor Qian Long · Sergei Witte, Russian Prime Minister on the tasks for economic policies |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Readings about non-European responses to industrial age with HIPP analysis |
Homework: |
||||||||||||||||||||||||||||||||||||||||||
&/or: |
|
|||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
· Capitalism · World Trade of the Industrial Age |
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Turn in next class: |
Prepare for Socratic Seminar: Discussion Questions 1. What do communist, capitalist and liberal societies look like? 2. How are these philosophies similar to and different from each other? 3. What caused each of these philosophies to develop? 4. Discuss some potential positive and negative effects of each philosophy. 5. In a perfect world which philosophy would be best for humanity? |
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NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
117 |
Dates: |
1800s |
K.C. #: |
5.1.III.A |
|||||||||||||||||||||||||||||||||||||||
Key Concept: |
To facilitate investments at all levels of industrial production, financiers developed and expanded various financial institutions. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Capitalism |
Required Pre-Reading: |
Bulliet: |
646-647; 747 |
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
What are the benefits of Capitalism and Communism? |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· The ideological inspiration for economic changes lies in the development of capitalism and classical liberalism associated with Adam Smith and John Stuart Mill. |
Documents to be utilized: |
· Wealth of Nations · John Stuart Mill · Communist Manfesto |
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In Class: |
Socratic Seminar: Discussion Questions 1. What do communist, capitalist and liberal societies look like? 2. How are these philosophies similar to and different from each other? 3. What caused each of these philosophies to develop? 4. Discuss some potential positive and negative effects of each philosophy. 5. In a perfect world which philosophy would be best for humanity?
Plan B: Comparing Smith, Marx, and Mills |
Homework: |
Read Bulliet pages: |
648-650, 718-720, 722-723, 728-731, 699-705, |
||||||||||||||||||||||||||||||||||||||||
&/or: |
|
|||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
· Palm Oil Trade · Cotton Cloth Trade · Canton System (continued) · Opium Wars · British in South Africa · International Impact of European Industrialization |
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Turn in next class: |
· |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
118 |
Dates: |
1800s |
K.C. #: |
5.1.II.A-D |
|||||||||||||||||||||||||||||||||||||||
Key Concept: |
New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
International Impact of the Industrial Age |
Required Pre-Reading: |
Bulliet: |
648-650, 718-720, 722-723, 728-731, 699-705, |
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
How did industrialization cause the second phase of global imperialism? |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· The need for raw materials for the factories and increased food supplies for the growing population in urban centers led to the growth of export economies around the world that specialized in mass producing single natural resources like Palm Oil. The profits from these raw materials were used to purchase finished goods. · The rapid development of industrial production contributed to the decline of economically productive, agriculturally based economies, Textile production in India. · The rapid increases in productivity caused by industrial production encouraged industrialized states to seek out new consumer markets, like the British and French attempts to “open up ”the Chinese market during the nineteenth century for their finished goods. · The need for specialized and limited metals for industrial production, as well as the global demand for gold, silver and diamonds as forms of wealth, led to the development of extensive mining centers, like Gold and diamond mines in South Africa. |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Concept web: how did industrialization cause imperialism The Reasons and Justifications |
Homework: |
|
|
||||||||||||||||||||||||||||||||||||||||
&/or: |
|
|||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
||||||||||||||||||||||||||||||||||||||||||||
Turn in next class: |
||||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
119 |
Dates: |
1800s |
K.C. #: |
5.1, 5.2 |
|||||||||||||||||||||||||||||||||||||||
Key Concept: |
Industrializing powers established transoceanic empires. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Causation: Industrialization and Imperialism |
Required Pre-Reading: |
|
|
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
ENV-4 Explain how environmental factors influenced human migrations and settlements. ENV-5 Explain how human migrations affected the environment. ENV-6 Explain how people used technology to overcome geographic barriers to migration over time. |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· Changes in food production and improved medical conditions contributed to a significant global rise in population in both urban and rural areas. (5.4. I. A) · Because of the nature of the new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the 19th century. The new methods of transportation also allowed for many migrants to return, periodically or permanently, to their home societies. (5.4. I. B) |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
AP Insight: Challenge Area 2: Causation: Humans & the Environment, Building Block D: Performance Task – Causes & Effects of Industrialization and Imperialism |
Homework: |
Read Bulliet pages: |
770-776, 761-762, optional video |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredfourtyone_files/frame.htm |
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Flashcards: |
||||||||||||||||||||||||||||||||||||||||||||
Turn in next class: |
· Motives for 19th century Imperialism · Social Darwinism |
|||||||||||||||||||||||||||||||||||||||||||
NOTE: disregard all assignment instructions in web lessons |
||||||||||||||||||||||||||||||||||||||||||||
Day: |
120 |
Dates: |
1800s |
K.C. #: |
5.2.I, 5.2.III |
|||||||||||||||||||||||||||||||||||||||
Key Concept: |
Industrializing powers established transoceanic empires. New racial ideologies, especially Social Darwinism, facilitated and justified imperialism. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Reason for Imperialism |
Required Pre-Reading: |
Bulliet: |
770-776, 761-762 |
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
How did industrialization cause the second phase of global imperialism? |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· European states, as well as the Americans and the Japanese, established empires throughout Asia and the Pacific, while Spanish and Portuguese influence declined. · New racial ideologies, especially Social Darwinism, facilitated and justified imperialism. |
Documents to be utilized: |
|
|||||||||||||||||||||||||||||||||||||||||
In Class: |
AP Insight: Challenge Area 2, Building Block D Quiz Discuss Results
Next Step OR Reasons and Justifications of Imperialism in postcards and advertisements of the era. |
Homework: |
Read Bulliet pages: |
720-727, 784-789 |
||||||||||||||||||||||||||||||||||||||||
&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredfourtythree_files/frame.htm http://www.whshumanitiescohort.org/weblessondayonehundredtwentynine_files/frame.htm http://www.whshumanitiescohort.org/weblessondayonehundredthirtyfour_files/frame.htm |
|||||||||||||||||||||||||||||||||||||||||||
Flashcards: |
· British Raj · British East India Company · French Indo-China · Imperialism in Asia |
|||||||||||||||||||||||||||||||||||||||||||
Turn in next class: |
· Finished classwork |
|||||||||||||||||||||||||||||||||||||||||||
Day: |
121 |
Dates: |
1800s |
K.C. #: |
5.2.I.A,B,E |
|||||||||||||||||||||||||||||||||||||||
Key Concept: |
Industrializing powers established transoceanic empires. |
|||||||||||||||||||||||||||||||||||||||||||
Our Topic: |
Imperialism in Asia |
Required Pre-Reading: |
Bulliet: |
|
||||||||||||||||||||||||||||||||||||||||
Essential Question(s): |
What was the impact of Imperialism on Asia |
|||||||||||||||||||||||||||||||||||||||||||
Material to Master: |
· States with existing colonies strengthened their control over those colonies, like the British in India. · European states, like the French, as well as the Americans and the Japanese, established empires throughout Asia and the Pacific, while Spanish and Portuguese influence declined. · In other parts of the world, industrialized states practiced economic imperialism, like the British and French expanding their influence in China through the Opium Wars. |
Documents to be utilized: |
· |
|||||||||||||||||||||||||||||||||||||||||
In Class: |
Nystrom Map
Use examples in map to prove material to master. |
Homework: |
Read Bulliet pages: |
776-784 |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredfourtytwo_files/frame.htm |
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Flashcards: |
· Belgium in the Congo · Scramble for Africa · Berlin Conference |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
122 |
Dates: |
1800s |
K.C. #: |
5.2.I.C |
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Key Concept: |
Industrializing powers established transoceanic empires. |
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Our Topic: |
Belgium in the Congo |
Required Pre-Reading: |
Bulliet: |
776-784 |
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Essential Question(s): |
How did Europeans use diplomacy & warfare to take over the Congo? |
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Material to Master: |
· Many European states like Belgium used both warfare and diplomacy to establish empires in Africa. |
Documents to be utilized: |
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In Class: |
Use a reading on British India to provide evidence to prove States with existing colonies strengthened their control over those colonies, like the British in India. Use From Kongo to Congo to prove Many European states like Belgium used both warfare and diplomacy to establish empires in Africa. |
Homework: |
Study material from days 2, 57, 73, and 119 for tomorrow's long essay |
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&/or: |
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Flashcards: |
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Turn in next class: |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
123 |
Dates: |
to 1900 |
K.C. #: |
Long Essay |
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In Class: |
AP Insight: Challenge Area 2: Causation Humans and the Environment Challenge Area Assessment: Long Essay
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Homework: |
Read Bulliet pages: 688-696, 715-715, 776-778 |
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&/or: |
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Flashcards: |
· Tanzimat · Ottoman loses in North Africa |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
124 |
Dates: |
|
K.C. #: |
5.2.II.C |
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Key Concept: |
Imperialism influenced state formation and contraction around the world. |
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Our Topic: |
Ottoman losses in Africa |
Required Pre-Reading: |
Bulliet: |
688-696, 715-715, 776-778 |
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Essential Question(s): |
What were the Changes and Continuities in the Ottoman Empire from 1450 to 1750? |
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Material to Master: |
· Anti-imperial resistance led to the contraction of the Ottoman Empire, like Semi-independence in Egypt, French and Italian colonies in North Africa. |
Documents to be utilized: |
· |
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In Class: |
Intro to CCOT graphic organizer. Lecture while students fill in graphic organizer |
Homework: |
Read Bulliet pages: 714-715 |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredtwentysix_files/frame.htm |
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Flashcards: |
· The Zulu |
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Turn in next class: |
· Complete CCOT Mad Lib |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
125 |
Dates: |
1800s |
K.C. #: |
5.2.II.D |
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Key Concept: |
Imperialism influenced state formation and contraction around the world. |
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Our Topic: |
The Zulu |
Required Pre-Reading: |
Bulliet: |
714-715 |
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Essential Question(s): |
What factors led to the success of the Zulu? |
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Material to Master: |
· New states developed on the edges of existing empires, like the Zulu in South Africa. |
Documents to be utilized: |
· |
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In Class: |
Discuss CCOT Mad Lib
Quick lecture on Zulu
"Survival in the Modern Period, how did they do it?" Table
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Homework: |
Read Bulliet pages: 728-734 |
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&/or: |
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Flashcards: |
· Afrikaners · Great Trek · British Colonization of South Africa · Colonization of Australia · Colonization of New Zealand · Indentured Servants · Whaling |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
126 |
Dates: |
1800s |
K.C. #: |
5.2.I.D |
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Key Concept: |
Industrializing powers established transoceanic empires. |
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Our Topic: |
Imperialism in South Africa, Australia, and New Zealand |
Required Pre-Reading: |
Bulliet: |
728-734 |
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Essential Question(s): |
Why did Europeans settle Australia and New Zealand? |
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Material to Master: |
· In some parts of their empires, Europeans established settler colonies, like the British in southern Africa, Australia, and New Zealand |
Documents to be utilized: |
· |
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In Class: |
Complete Table |
Homework: |
Read Bulliet pages: 587-588, 696-699,790-791 |
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&/or: |
http://www.whshumanitiescohort.org/weblessondayonehundredthirtythree_files/frame.htm & book |
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Flashcards: |
· Russian Expansion in the 19th century · Russia of the 19th century · Manifest Destiny · Spanish-American War · Panama Canal |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
127 |
Dates: |
1800s |
K.C. #: |
5.2.II.B |
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Key Concept: |
Imperialism influenced state formation and contraction around the world. |
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Our Topic: |
Russia and American Land Expansion |
Required Pre-Reading: |
Bulliet: 587-588, 696-699,790-791 |
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Essential Question(s): |
What do Russia and America have in common in this period? |
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Material to Master: |
· The United States and Russia emulated European transoceanic imperialism by expanding their land borders and conquering neighboring territories. |
Documents to be utilized: |
· |
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In Class: |
Complete table -- group essay |
Homework: |
Read Bulliet pages: |
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&/or: |
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Flashcards: |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
128 |
Dates: |
1800s |
K.C. #: |
5.1, 5.2, 5.3 |
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Key Concept: |
Imperialism and Industrialization influenced state formation and contraction around the world. |
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Our Topic: |
Periodization: Industrialism, Imperialism, Nationalism |
Required Pre-Reading: |
|
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Essential Question(s): |
SB-4 Compare how social, cultural, and environmental factors influenced state formation, expansion, and dissolution. SB-7 Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution. SB-8 Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution. SB-9 Assess how and why commercial exchanges have influenced the processes of state building, expansion, and dissolution. |
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Material to Master: |
New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories. (5.1. II) The development and spread of global capitalism led to a variety of responses. (5.1. V) Industrializing powers established transoceanic empires. (5.2.I) Imperialism influenced state formation and contraction around the world. (5.2.II) Beginning in the 18th century, peoples around the world developed a new sense of commonality based on language, religion, social customs, and territory. These newly imagined national communities linked this identity with the borders of the state, while governments used this idea to unite diverse populations. (5.3.III) |
Documents to be utilized: |
· |
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In Class: |
AP Insight: Challenge Area 1, Building Block C: Performance Task – Periodization: Industrialism, Imperialism, Nationalism |
Homework: |
Read Bulliet pages: 722-723; |
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& |
The Central Beliefs of the Xhosa Cattle-Killing pages 43-47, 52, 56-59, 62-63 Conduct research online on Millenarianism -- be able to explain what it is and discuss the causes |
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Flashcards: |
· Xhosa Cattle Killing · Sepoy Rebellion · Millenarianism |
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Turn in next class: |
· Be prepared to discuss Millenarian movements with the Cattle Killing as an example in a Socratic Seminar Guiding Questions What is Millenarianism? What was the Xhosa Cattle Killing Movement? Why did it happen? Did the British cause the Cattle Killing? |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
129 |
Dates: |
1800s |
K.C. #: |
5.3.III.D&E |
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Key Concept: |
Increasing discontent with imperial rule propelled reformist and revolutionary movements. |
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Our Topic: |
The Sepoy and Xhosa
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Required Pre-Reading: |
Bulliet: |
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Essential Question(s): |
How did non-Europeans react to imperialism? |
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Material to Master: |
· Increasing questions about political authority and growing nationalism contributed to anticolonial movements like The Indian Revolt of 1857. · Some of the rebellions were influenced by religious ideas and millenarianism like the Xhosa Cattle-Killing Movement. |
Documents to be utilized: |
· |
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In Class: |
Socratic Seminar Guiding Questions What is Millenarianism? What was the Xhosa Cattle Killing Movement? Why did it happen? Did the British cause the Cattle Killing? |
Homework: |
Read Bulliet pages: 753-756, 675-676 |
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& |
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Flashcards: |
· Self-Strengthening Movement of China · Liberalism · Socialism · Communism · Women's Rights Convention at Seneca Falls |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
129.5 |
Dates: |
1800s |
K.C. #: |
5.3.III.F, 5.3.IV.A-B |
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Key Concept: |
Increasing discontent with imperial rule propelled reformist and revolutionary movements. The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities. |
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Our Topic: |
Government Reforms of the Age of Imperialism |
Required Pre-Reading: |
Bulliet: 753-756, 675-676 |
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Essential Question(s): |
SOC-3 Assess the impact that different ideologies, philosophies, and religions had on social stratification. SOC-5 Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies. |
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Material to Master: |
· Responses to increasingly frequent rebellions led to reforms in imperial policies, The Self-Strengthening Movement in China. · Discontent with monarchist and imperial rule encouraged the development of political ideologies, including liberalism, socialism, and communism. · Demands for women’s suffrage and an emergent feminism, like the resolutions passed at the Seneca Falls Conference in 1848 challenged political and gender hierarchies.
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Documents to be utilized: |
· |
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In Class: |
AP Insight: Challenge Area 3: Comparison: Influence of Belief on Social Structure, Building Block C: Performance Tasks – Social Comparison: Influence of 19th c. Ideologies |
Homework: |
AP Insight: Challenge Area 3: Comparison: Influence of Belief on Social Structure, Building Block C: Quiz - you should be able to score the quiz yourself & Next Steps CLICK HERE TO TAKE QUIZ |
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&/or: |
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Flashcards: |
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Turn in next class: |
Next Steps | |||||||||||||||||||||||||||||||||||||||||||
Day: |
130 |
Dates: |
1800s |
K.C. #: |
5.3.III.F, 5.3.IV.A-B |
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Key Concept: |
Increasing discontent with imperial rule propelled reformist and revolutionary movements. The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities. |
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Our Topic: |
Government Reforms of the Age of Imperialism |
Required Pre-Reading: |
Bulliet: |
753-756, 675-676 |
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Essential Question(s): |
How was the Modern Period an age of Reform? |
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Material to Master: |
· Responses to increasingly frequent rebellions led to reforms in imperial policies, The Self-Strengthening Movement in China. · Discontent with monarchist and imperial rule encouraged the development of political ideologies, including liberalism, socialism, and communism. · Demands for women’s suffrage and an emergent feminism, like the resolutions passed at the Seneca Falls Conference in 1848 challenged political and gender hierarchies.
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Documents to be utilized: |
· |
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In Class: |
Giant concept web to pull period together |
Homework: |
Read Click Here pages 51-62 |
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&/or: |
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Flashcards: |
· Migration patterns of the 19th Century · The White Australia Policy. |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
131 |
Dates: |
|
K.C. #: |
5.4.I-III |
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Key Concept: |
Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized societies that presented challenges to existing patterns of living. Migrants relocated for a variety of reasons. The large-scale nature of migration, especially in the nineteenth century, produced a variety of consequences and reactions to the increasingly diverse societies on the part of migrants and the existing populations. |
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Our Topic: |
Global Migrations (Two Days) |
Required Pre-Reading: |
Bulliet: |
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Essential Question(s): |
Where and why did people move in this period? |
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Material to Master: |
· Changes in food production and improved medical conditions contributed to a significant global rise in population. · Because of the nature of the new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the nineteenth century. · Many individuals chose freely to relocate, often in search of work, like manual labors. · The new global capitalist economy continued to rely on coerced and semicoerced labor migration like slavery, Chinese and Indian indentured servitude & convict labor. · While many migrants permanently relocated, a significant number of temporary and seasonal migrants returned to their home societies, like Japanese agricultural workers in the Pacific. · Due to the physical nature of the labor in demand, migrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men. · Migrants often created ethnic enclaves in different parts of the world like Indians in East and southern Africa, the Caribbean, and Southeast Asia which helped transplant their culture into new environments and facilitated the development of migrant support networks. · Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic and racial prejudice and the ways states attempted to regulate the increased flow of people across their borders, like The White Australia Policy. |
Documents to be utilized: |
· AP World History Migrations Special Focus, Understanding Global Migration Through Charts, Adam McKeown |
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In Class: |
AP Insight: Challenge Area I, Building Block C Quiz Discuss Results
Guided map activity |
Homework: |
AP Insight: Challenge Area I, Building Block C Quiz Next Steps |
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&/or: |
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Flashcards: |
· |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
132 |
Dates: |
|
K.C. #: |
5.4.I-III |
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Key Concept: |
Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized societies that presented challenges to existing patterns of living. Migrants relocated for a variety of reasons. The large-scale nature of migration, especially in the nineteenth century, produced a variety of consequences and reactions to the increasingly diverse societies on the part of migrants and the existing populations. |
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Our Topic: |
Global Migration |
Required Pre-Reading: |
Bulliet: |
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Essential Question(s): |
How are labor and migration related? |
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Material to Master: |
· See day 131 |
Documents to be utilized: |
· |
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In Class: |
Score Indentured Servant DBQ |
Homework: |
Read Bulliet pages: |
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&/or: |
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Flashcards: |
· |
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Turn in next class: |
· |
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NOTE: disregard all assignment instructions in web lessons |
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Day: |
133 |
Dates: |
|
K.C. #: |
TEST |
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In Class: |
TEST |
Homework: |
Read Bulliet pages: |
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&/or: |
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Flashcards: |
· |
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Turn in next class: |
· |