Week 19

State-Building and Indigenous Responses

c. 1750 to 1900

Unit 5

Revolutions
Lesson 5.6: Industrialization: The Government's Role from 1750 to 1900 5.6.G. Explain the causes and effects of economic strategies of different states and empires.

Unit 6

Consequences of Industrialization
Lesson 6.3 Indigenous Responses to State Expansion from 1750 to 19006.3.C. Explain how and why internal and external factors have influenced the process of state building from 1750 to 1900.

Pictured: Troops of the Native Allies by George Francklin Atkinson, 1859 | India, 1857 | [6.3] Anti-imperial resistance took various forms, including direct resistance within empires

AP19 [ Study Books ] Unit 5: Revolutions

Homework

Read: None This Week
Work On: Unit 5 Study Book (the Open Notes Quiz will be in Week 23)

I. AP19 [ Notes ] State-Building and Resistance

AP19 Notes | State Building from 1750 to 1900

Black Country Engraving c. 1850

AP19 [ Exit Ticket ] Make a Great Wave - Art Gallery

Art Gallery - Make a Wave

Monday: The Government's Role in Industrialization

Learning Goal(s) 5.6

Opener: Review the Test

- Review: last week's test - students are welcome to ask questions

Lesson: The Government's Role in Industrialization

- I. Notes: Government's Role in Expansion and Direct Resistance to Imperialism
- II. Extension: Podcast | Hokusai's The Great Wave - AHOW in 100 Objects

Closing: Art Gallery | The Great Wave

- Hokusai’s The Great Wave off Kanagawa (1831) has a number of interpretations, from the power of nature to the impact of Western influence in Japan. Your job is to make your own version of the woodblock print.

Resources | Governments and Industrialization - GOV (5.3)

Drawing of King Shaka, 1824

Tuesday: State-Building and Rebellions

Learning Goal(s) 5.6 and 6.3

Opener: Writing Practice | American Racial Ideologies (2009 C&C)

- For the period 1500 to 1830, compare North American racial ideologies and their effects on society with Latin American/Caribbean racial ideologies and their effects on society.

Lesson: State-Building and Rebellions

- I. Notes: State-building and Rebellions

Closing: Great Race | Casualties of War from 1337 to 1865

- Identify the wars on the right side of the page based on the Word Bank from the left side of the page.
- Key Question: how deadly was the Taiping Rebellion vs. US Civil War?

Resources | State Building and Religios Rebellions - GOV (6.3)

AP19 [ Chart ] Resistance and Rebellions (6.3)

WKST | Indigenous People's Responses to State Expansion (6.3)

Wednesday: Indigenous Responses to State Expansion Chart

Learning Goal(s) 6.3

Opener: MCQ Practice | British Imperialism (Notes)

- Complete the multiple choice questions based on Chakravarti on British Imperialism (Q. 1 and 2) and discuss them as a class

Lesson: Indigenous Responses to State Expansion Chart

Complete the chart based on information in the textbook and/or from the corresponding links that are embedded into the title of each column.

Closing: Review Chart | Indigenous Responses to State Expansion

Four different groups should share their findings with each group discussing one of the columns of the chart.

Resources | Direct Resistance to Empires - GOV (6.3)

American Progress, John Gast (1872)

AP19 [ Classwork ] The Ghost Dance and Wounded Knee - PBS (6.3)

WKST | Ghost Dance Movement

Sitting Bull by D.F. Barry, 1883

Thursday: The Ghost Dance Movement

Learning Goal(s) 6.3

Opener: TACOS Image Analysis | American Progress

Use the TACOS strategy to analyze the 1972 lithograph, American Progress, by John Gast.

Lesson: Worksheet | The Ghost Dance Movement and Wounded Knee (PBS)

Complete the handout based on the information provided in the “The Lakota Ghost Dance and the Massacre at Wounded Knee” article.
Write in complete sentences.

Closing: Review the Key Question (Q.7) | Comparing Religious Rebellions

This week’s focus is Indigenous Responses to State Expansion from 1750 to 1900.
Choose one of the following examples of how imperial rule led to discontent and ultimately rebellion. Then compare similarities and differences between that rebellion and the Ghost Dance movement. Write a minimum of five sentences for full credit.
- Xhosa Cattle-Killing Movement in Southern Africa
- Mahdist wars in Sudan.

Resources | American Indians 1450 to the Present

V. AP06 [ Choice Board ] STRONG Days - 2021 to 2022

Choice Board for World History

fRIDAY: sTUDENT cHOICE dAY

Learning Goal(s) Vary By Student Choice

Opener: Introduction | Student Choice Days

- Purpose: student choice days are meant to allow students the opportunity to work on relevant class assignments, complete recovery beyond one-hour lunch, and meet with the teacher for a variety of purposes.

Lesson: Options | Useful Uses of Your Time

- I. Finish work: complete a classwork assignment from this week
- II. Begin homework: get an early start on the homework for next week
- III. Test Recovery - Review: get the answers to your missed questions and complete the "Test Recovery - Review" handout
- IV. Test Recovery - Retake: retake the test you wish to recover
  - The test will not be the same test so do not memorize any keys and think you are prepared
- V. Other: you are welcome to work on other meaningful assignments but are not to use this time ineffectively, such as using your electronic devices to play games

Closing: Foreshadowing | The Industrial Revolution

- Next week we will be studying the Industrial Revolution

Free-Response Questions

2009 C&C: For the period 1500 to 1830, compare North American racial ideologies and their effects on society with Latin American/Caribbean racial ideologies and their effects on society.
2013 DBQ: Analyze connections between regional issues and European struggles for global power in the mid -eighteenth century.
- Identify an additional type of document and explain how it would help your analysis of these connections.
2019 Short Answer 1

“Inner [and Central] Asia have long been seen as a zone of contact and transmission, a lengthy conveyor belt on which commercial and cultural wares traveled between the major civilizations of Eurasia. The nomads had an essential but largely unacknowledged role in this cultural traffic. While nomadic empires had as their primary objective the control and exploitation of sedentary subjects, their secondary effect was the creation of numerous opportunities for cross-cultural contact, comparison, and exchange.
Indeed, although nomads are normally included in the analysis of the political context of trans-Eurasian exchange, they are typically left out of the cultural equation. Here the great sedentary civilizations are placed at center stage, particularly when scientific and cultural transfers are under consideration. But, as we have seen, pastoral nomads were the chief initiators, promoters, and agents of this exchange between East and West [in the thirteenth and fourteenth centuries].” Thomas Allsen, historian, Culture and Conquest, 2001.

a) Identify ONE specific historical example of a cultural exchange between nomads and non -nomads that occurred in the period before 1450.
b) For the period 1450 –1750 C.E., identify ONE development that changed the role that Central Asian nomads played in cross -regional exchanges as described in the passage.
c) Explain ONE cross -cultural exchange that would challenge the assertion in the last sentence of the passage concerning the nomads’ role in cross -regional exchanges before 1450.
2020 DBQ: Evaluate the extent to which indigenous peoples’ reactions to state expansion differed during the period 1750 -1900.

[ YouTube ] CCWH 1.30 - Haitian Revolution

[ YouTube ] CCWH 1.31- Latin American Revolutions

[ YouTube ] BBC News - Yaa Asantewaa

[ Podcast ] In Our Time - The Indian Mutiny

Report abuse