Quick Links: Days - 90 - 100 - 110 - 120 - 130

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

DBQ

Skill to Master:

· Crafting historical arguments from historical evidence

· Comparison and Contextualization

Documents to be utilized:

In Class:

DBQ Exercise, a day in the archives.

Students spend two days working in a virtual archive to write the history of an individual’s life.

Homework:

Read Bulliet pages:

400-410

&/or:

Flashcards:

European Revival 1200-1500 (factors leading to revival)

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

DBQ

Skill to Master:

· Crafting historical arguments from historical evidence

· Comparison and Contextualization

Documents to be utilized:

In Class:

DBQ Exercise, a day in the archives.

Students spend two days working in a virtual archive to write the history of an individual’s life.

Homework:

Read Bulliet pages:

412-417 Optional Video

&/or:

Flashcards:

· Renaissance Painting

· Humanists

· Printing Press

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1400s

K.C. #:

4.1.VII.A&B

Key Concept:

As merchants’ profits increased and governments collected more

taxes, funding for the visual and performing arts, even for popular

audiences, increased.

Our Topic:

Renaissance

Required

Pre-Reading:

Bulliet:

412-417

Essential Question(s):

Material to Master:

· Innovations in visual and performing arts were seen all over the world like Renaissance painting in Europe

Documents to be utilized:

In Class:

Lecture

Homework:

Read Bulliet pages:

359-365

click here read Introduction and outline

Flashcards:

· Ming China

· Ming Literature

· Moveable Type

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1400s

K.C. #:

4.1.VII.A&B

Key Concept:

As merchants’ profits increased and governments collected more

taxes, funding for the visual and performing arts, even for popular

audiences, increased.

Our Topic:

Ming China's Cultural Achievements: Journey to the West

Required

Pre-Reading:

Bulliet:

359-365 & click here

Essential Question(s):

How did Chinese and European cultural achievements compare?

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

In Class:

Comparative Essay

Homework:

Read Bulliet pages:

459-465

&/or:

http://www.whshumanitiescohort.org/weblessondayseventynine_files/frame.htm

Flashcards:

· Protestant Reformation

· Catholic Reformation

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1750 to 1800

K.C. #:

4.1.VI.B

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.

Our Topic:

Protestant Reformation of Europe (2 days)

Required

Pre-Reading:

Bulliet:

459-465

Essential Question(s):

How did Christianity change in the period?

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:

In Class:

Lecture

Homework:

Read Bulliet pages:

441, 495-496, 506, 509,

&/or:

Flashcards:

· Diffusion & Adaption of Christianity 1500-1700

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1550-1800

K.C. #:

4.1.VI.B

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.

Our Topic:

Reformation

Required

Pre-Reading:

Bulliet:

441, 495-496, 506, 509,

Essential Question(s):

How did Christianity change in the period?

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:

In Class:

Reformation Map

Homework:

Read Bulliet pages:

537-542,

&/or:

Flashcards:

· Islam in Africa 16th & 17th century

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

K.C. #:

DBQ

In Class:

DBQ (Pilgrimage of Grace)

Homework:

Read Bulliet pages:

392, 557-561, 563-568

&/or:

Flashcards:

· Safavid Empire & Shi'ite Islam

· Arrival of Islam in Southeast Asia

· Sufi

· Swahili Coast

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1550-1800

K.C. #:

4.1.VI.A

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.

Our Topic:

Islam in the Early Modern World, Safavid Empire, Spread of Islam

Required

Pre-Reading:

Bulliet:

537-542, 557-561, 563-568

Essential Question(s):

Where and how did Islam Spread in this period?

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:

In Class:

Islam Timeline

Homework:

Read Bulliet pages:

574-581

&/or:

Flashcards:

· Buddhism in Japan (1450-1750)

· Tibetan Buddhism

· Tokugawa Shogunate

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1450-1750

K.C. #:

4.1.VI.C

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.

Our Topic:

Buddhism in Early Modern Period

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How did Buddhism grow and adapt in this period?

Material to Master:

· Buddhism spread within Asia in the Early Modern Period

Documents to be utilized:

· Dalai Lama Documentary & brief Tibetan History by CCTV

In Class:

Timeline of Islam cont.

Homework:

Read:

Click Here

&/or:

Flashcards:

· Sikhism

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

Dates:

1450-1750

K.C. #:

4.1.VI.D

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.

Our Topic:

Religious Blending

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How was Sikhism a response to the competing faiths of Hinduism and Islam in India?

Material to Master:

· Syncretic and new forms of religion developed like Sikhism in South Asia

Documents to be utilized:

In Class:

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

· Study for JUMBO Quiz!!!

NOTE: disregard all assignment instructions in web lessons

Day:

100

Dates:

1450-1750

K.C. #:

Key Concept:

All period 4

Our Topic:

Review

Required

Pre-Reading:

Bulliet:

Essential Question(s):

So what was the Early Modern Period all about?

Material to Master:

Documents to be utilized:

In Class:

Review of Period 4

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

· Study for JUMBO Quiz!!!

NOTE: disregard all assignment instructions in web lessons

Day:

101

Dates:

1750-1900

K.C. #:

JUMBO QUIZ!!!!

Key Concept:

All period 4

In Class:

JUMBO QUIZ! on 1450 to 1750

Homework:

Read & Print:

The Social Contract

Bulliet: 465-467, 601-606 or http://www.whshumanitiescohort.org/weblessondayonehundredseven_files/frame.htm

Flashcards:

· The Enlightenment

· Rousseau

· Locke

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?

PERIOD 5

1750-1900

INDUSTRIALIZATION & GLOBAL INTEGRATION AKA MODERN ERA

NOTE: disregard all assignment instructions in web lessons

Day:

102

Dates:

1700s

K.C. #:

5.3.I.A-C

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.

Our Topic:

The Enlightenment

Required

Pre-Reading:

Bulliet:

465-467, 601-606

Essential Question(s):

According to Rousseau, what is the social contract?

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:

· The Social Contract

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

&/or:

Flashcards:

· Declaration of Independence

· Declaration of the Rights of Man and the Citizen

· Bolivar's Jamaica Letters

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

103

Dates:

1700s & 1800s

K.C. #:

5.3.I.D&E

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.

Our Topic:

The Legacy of the Enlightenment

Required

Pre-Reading:

Bulliet:

606-613, click here

Essential Question(s):

How was the Enlightenment put in to action?

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

In Class:

The Enlightenment Scavenger Hunt!

Homework:

Read Bulliet pages:

606-618 Optional Video

&/or:

Second Optional Video

Flashcards:

· Causes of American Revolution

· Results of American Revolution

· Causes of French Revolution

· Results of French Revolution

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

104

Dates:

1776-1800s

K.C. #:

5.3.III.B

Key Concept:

Increasing discontent with imperial rule propelled reformist and

revolutionary movements.

Our Topic:

French and American Revolutions

Required

Pre-Reading:

Bulliet:

606-618

Essential Question(s):

How was the French and American Revolutions a product of the Enlightenment

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:

In Class:

Lecture

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

105

Dates:

K.C. #:

DBQ

In Class:

DBQ

Homework:

Read Bulliet pages:

619-624, 655-661 Optional Video

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundrednine_files/frame.htm

Flashcards:

· Haitian Revolution

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

106

Dates:

1800s

K.C. #:

5.3.III.B

Key Concept:

Increasing discontent with imperial rule propelled reformist and

revolutionary movements.

Our Topic:

Haitian Revolution

Required

Pre-Reading:

Bulliet:

619-624

Essential Question(s):

What was the impact of the Haitian Revolution outside of Haiti?

Material to Master:

Documents to be utilized:

· Slave Revolution in the Caribbean 1798-1804, A Brief History with Documents by Laurent Dubois & John D. Garrigus

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

&/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

Flashcards:

· Causes of Latin American Revolution

· Results of the Latin American Revolution

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

107

Dates:

1800s

K.C. #:

5.3.III.B

Key Concept:

Increasing discontent with imperial rule propelled reformist and

revolutionary movements.

Our Topic:

Latin American Revolutions

Required

Pre-Reading:

Bulliet:

661-676

Essential Question(s):

How did class and happenstance cause Latin American independence?

Material to Master:

Documents to be utilized:

In Class:

Lecture

Homework:

Read Bulliet pages:

click here & click here (read and explore)

&/or:

Flashcards:

· Marathan Resistance to the British

· Maroon Resistance

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

108

Dates:

K.C. #:

5.3.III.A&C

Key Concept:

Increasing discontent with imperial rule propelled reformist and

revolutionary movements.

Our Topic:

The Marathas & The Maroons

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How were the Maratha and Maroons similar to the independence movements of the period?

Material to Master:

· 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:

In Class:

Complete table, group essay

Homework:

Read Bulliet pages:

473-475; 756-758

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredthirtyseven_files/frame.htm

Flashcards:

· German Unification

· Nationalism

Turn in next class:

· Table

NOTE: disregard all assignment instructions in web lessons

Day:

109

Dates:

K.C. #:

5.2.II.E, 5.3.II

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.

Our Topic:

German Nationalism

Required

Pre-Reading:

Bulliet:

473-475; 756-758

Essential Question(s):

How did German conservative nationalism compare to liberal nationalism in other areas?

Material to Master:

· The development and spread of nationalism as an ideology fostered new communal identities like in Germany.

· And key concept

Documents to be utilized:

In Class:

Lecture and Discussion

Homework:

Read Bulliet pages:

629-633

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredeleven_files/frame.htm

Flashcards:

· Causes of the Industrial Revolution

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

110

Dates:

K.C. #:

5.1.I.A

Key Concept:

Industrialization fundamentally changed how goods were

produced.

Our Topic:

Industrial Revolution

Required

Pre-Reading:

Bulliet:

629-633

Essential Question(s):

What caused the Industrial Age?

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:

Flashcards:

· Mass Production

· Division of Labor

· Textile Mechanization

· Iron Industrialization

· Steam Engine

· Telegraph

· Railroad

· Electricity

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

111

Dates:

K.C. #:

5.1.I.B-C, E, 5.1.IV

Key Concept:

Industrialization fundamentally changed how goods were

produced.

There were major developments in transportation and

communication.

Our Topic:

Technology of the Industrial Age

Required

Pre-Reading:

Bulliet:

634-640

Essential Question(s):

What were the key technological developments of the Industrial Age?

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

&/or:

Flashcards:

· Industrialization outside of Europe

· Impact of the Industrial Revolution on Latin America

· Economic Motives of Imperialism

· Meiji Japan

· Developed vs Undeveloped World

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

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

Essential Question(s):

Where and why did industrialization spread?

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:

View and discuss History or Hollywood for the Last Samurai

Homework:

Read Bulliet pages:

640-650

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredthirteen_files/frame.htm

Flashcards:

· Urbanization

· Urban working class

· Industrial Age Women

· Industrial Age Middle Class

· Laissez Faire

· Merchantilism

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

113

Dates:

K.C. #:

DBQ (MANCHESTER)

In Class:

DBQ - Manchester

Homework:

Read Bulliet pages:

747-753

&/or:

Flashcards:

· Industrial Age Migration

· Urban Working Class (add to card from yesterday)

· Impact of Industrialization on the Environment

· Industrial Age Women (add to card from yesterday)

· Victorian Age

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

114

Dates:

1800s

K.C. #:

5.1.VI.A-C

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.

Our Topic:

Industrialized Society

Required

Pre-Reading:

Bulliet:

747-753

Essential Question(s):

How did Industrialization transform the society?

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:

The Urban Game

Homework:

Read Bulliet pages:

646-648; 753-755

&/or:

Optional Video

Flashcards:

· Socialism

· Karl Marx

· Labor Unions

· Reforms of the Industrial Age

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

115

Dates:

1800s

K.C. #:

5.1.V.A,D

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:

Child Labor Debate

Marxism

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

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

116

Dates:

1800s

K.C. #:

5.1.V.B

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

· Landing at Yokoama, 1854 William Heine

In Class:

How to use point of view to ask for an additional document.

Readings about non-European responses to industrial age

Homework:

Read Bulliet pages:

646-647; 747

&/or:

Flashcards:

· Capitalism

· World Trade of the Industrial Age

Turn in next class:

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 Mills

· Communist Manfesto

In Class:

Document Debate

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

118

Dates:

1800s

K.C. #:

DBQ

In Class:

DBQ

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

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

119

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.

Documents to be utilized:

In Class:

Concept web: how did industrialization cause imperialism

The Reasons and Justifications

Homework:

Read Bulliet pages:

770-776, 761-762, optional video

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredfourtyone_files/frame.htm

Flashcards:

· Motives for 19th century Imperialism

· Social Darwinism

Turn in next class:

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:

· The White Man's Burden, Rudyard Kipling, 1899

· Gunga Din, Rudyard Kipling

In Class:

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

NOTE: disregard all assignment instructions in web lessons

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

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredfourtytwo_files/frame.htm

Flashcards:

· Belgium in the Congo

· Scramble for Africa

· Berlin Conference

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

122

Dates:

1800s

K.C. #:

5.2.I.C

Key Concept:

Industrializing powers established transoceanic empires.

Our Topic:

Belgium in the Congo

Required

Pre-Reading:

Bulliet:

776-784

Essential Question(s):

How did Europeans use diplomacy & warfare to take over the Congo?

Material to Master:

· Many European states like Belgium used both warfare and diplomacy to establish empires in Africa.

Documents to be utilized:

· From Kongo to Congo: The History of the Belgian Congo

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:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

· Belgium paragraph

NOTE: disregard all assignment instructions in web lessons

Day:

123

Dates:

K.C. #:

DBQ

In Class:

DBQ – Scramble for Africa

Sort the impact of Imperialism into five categories

Modern Era Means Dominated Continents

Homework:

Read Bulliet pages:

688-696, 715-715, 776-778

&/or:

Flashcards:

· Tanzimat

· Ottoman loses in North Africa

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

124

Dates:

K.C. #:

5.2.II.C

Key Concept:

Imperialism influenced state formation and contraction around

the world.

Our Topic:

Ottoman losses in Africa

Required

Pre-Reading:

Bulliet:

688-696, 715-715, 776-778

Essential Question(s):

What were the Changes and Continuities in the Ottoman Empire from 1450 to 1750?

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:

In Class:

Intro to CCOT graphic organizer.

Lecture while students fill in graphic organizer

Homework:

Read Bulliet pages:

714-715

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredtwentysix_files/frame.htm

Flashcards:

· The Zulu

Turn in next class:

· Complete CCOT Mad Lib

NOTE: disregard all assignment instructions in web lessons

Day:

125

Dates:

1800s

K.C. #:

5.2.II.D

Key Concept:

Imperialism influenced state formation and contraction around

the world.

Our Topic:

The Zulu

Required

Pre-Reading:

Bulliet:

714-715

Essential Question(s):

What factors led to the success of the Zulu?

Material to Master:

· New states developed on the edges of existing empires, like the Zulu in South Africa.

Documents to be utilized:

In Class:

Discuss CCOT Mad Lib

Quick lecture on Zulu

"Survival in the Modern Period, how did they do it?" Table

Homework:

Read Bulliet pages:

728-734

&/or:

Flashcards:

· Afrikaners

· Great Trek

· British Colonization of South Africa

· Colonization of Australia

· Colonization of New Zealand

· Indentured Servants

· Whaling

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

126

Dates:

1800s

K.C. #:

5.2.I.D

Key Concept:

Industrializing powers established transoceanic empires.

Our Topic:

Imperialism in South Africa, Australia, and New Zealand

Required

Pre-Reading:

Bulliet:

728-734

Essential Question(s):

Why did Europeans settle Australia and New Zealand?

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:

In Class:

Complete Table

Homework:

Read Bulliet pages:

587-588, 696-699,790-791

&/or:

http://www.whshumanitiescohort.org/weblessondayonehundredthirtythree_files/frame.htm & book

Flashcards:

· Russian Expansion in the 19th century

· Russia of the 19th century

· Manifest Destiny

· Spanish-American War

· Panama Canal

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

127

Dates:

1800s

K.C. #:

5.2.II.B

Key Concept:

Imperialism influenced state formation and contraction around

the world.

Our Topic:

Russia and American Land Expansion

Required

Pre-Reading:

Bulliet:

587-588, 696-699,790-791

Essential Question(s):

What do Russia and America have in common in this period?

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:

In Class:

Complete table -- group essay

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

128

Dates:

K.C. #:

DBQ

In Class:

Scramble (world history)

Homework:

Read Bulliet pages:

722-723;

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

Flashcards:

· Xhosa Cattle Killing

· Sepoy Rebellion

· Millenarianism

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?

NOTE: disregard all assignment instructions in web lessons

Day:

129

Dates:

1800s

K.C. #:

5.3.III.D&E

Key Concept:

Increasing discontent with imperial rule propelled reformist and

revolutionary movements.

Our Topic:

The Sepoy and Xhosa

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How did non-Europeans react to imperialism?

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:

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

Click Here

Flashcards:

· Self-Strengthening Movement of China

· Liberalism

· Socialism

· Communism

· Women's Rights Convention at Seneca Falls

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

130

Dates:

1800s

K.C. #:

5.3.III.F, 5.3.IV.A-B

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.

Our Topic:

Government Reforms of the Age of Imperialism

Required

Pre-Reading:

Bulliet:

753-756, 675-676

Essential Question(s):

How was the Modern Period an age of Reform?

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.

Documents to be utilized:

In Class:

Giant concept web to pull period together

Homework:

Read

Click Here pages 51-62

&/or:

Flashcards:

· Migration patterns of the 19th Century

· The White Australia Policy.

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

131

Dates:

K.C. #:

5.4.I-III

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.

Our Topic:

Global Migrations (Two Days)

Required

Pre-Reading:

Bulliet:

Essential Question(s):

Where and why did people move in this period?

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

In Class:

Guided map activity

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

132

Dates:

K.C. #:

5.4.I-III

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.

Our Topic:

Global Migration

Required

Pre-Reading:

Bulliet:

Essential Question(s):

How are labor and migration related?

Material to Master:

· See day 131

Documents to be utilized:

In Class:

Score Indentured Servant DBQ

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

NOTE: disregard all assignment instructions in web lessons

Day:

133

Dates:

K.C. #:

TEST

In Class:

TEST

Homework:

Read Bulliet pages:

&/or:

Flashcards:

Turn in next class:

Home