Week 30

The End of Empire

c. 1750 to 1900

Unit 8

Cold War and Decolonization
Lesson 8.5: Decolonization after 1900[ ] F. I can compare the processes by which various peoples pursued independence after 1900.
Lesson 8.6: Newly Independent States8.6.G. I can explain how political changes in the period from c. 1900 to the present led to territorial, demographic, and nationalist developments. 8.6.H. I can explain the economic changes and continuities resulting from the process of decolonization.
Lesson 8.7: Global Resistance to Established Structures after 19008.7.I. I can explain various reactions to existing power structures in the period after 1900.

Unit 9

Globalization
Lesson 9.5: Call for Reforms and Responses after 1900[ ] E. I can explain how social categories, roles, and practices have been maintained and challenged over time.

Pictured: The Indian National Congress, 1885 | India [8.5| After World War II, some colonies negotiated their independence

AP30 [ Review Guide ] Ch. 22 The End of Empire (Timeline Version)

Homework

Read: Chapter 22 The Ways of the World
Complete: Ch. 22 Review Guide

AP30 [Notes] Ch. 22 The End of Empire

AP30 Notes | The End of Empire

King Theoden fighting against the Orcish colonizers

March 15, 3019

Monday: Decolonization

Learning Goal(s) 8.5, 8.6 and 8.7

Opener: SAQ Practice | Human Rights (2020)

- 2020 SAQ (Notes) Read passage from "Human Rights as Global Imperative" by Louis Menand IIII then answer the questions below:
- a) Describe the author’s main argument about efforts to establish a global “human rights standard.”
- b) Identify ONE historical development in the twentieth century that provides a context for the emergence of the universal human rights movement.
- c) Explain ONE development in the late twentieth or early twenty-first centuries that would undermine the author’s argument that developing countries are unable “to secure basic human rights” due to ongoing economic and political problems.

Lesson: Decolonization

- I. Notes: Decolonization

Closing: Great Race | Southeast Asia Geography

- Identify the countries of Southeast Asia

Resources | Decolonization (8.5-8.7)

Map of India (1909)

Tuesday: New States Emerge

Learning Goal(s) 8.5, 8.6, and 8.2Soundtrack: The Rolling Stones "Gimme Shelter" (1969) - Vietnam War Era

Opener: SAQ Practice | New States Emerge

- - a) Explain ONE process that led to the emergence of new states in the second half of the twentieth century.
  - b) Identify ONE example in which the creation of a new state led to large-scale population movements after 1945.
  - c) Explain ONE way in which the legacy of imperialism affected the economic development of new states in the second half of the twentieth century.

Lesson: New States and Resistance Movements

- I. Notes: New States and Resistance Movements

Closing: Great Race | Pictocabulary

- Identify significant vocabulary terms based on the provides images

Resources | New States Emerge (8.2)

AP30 [ Classwork ] Apartheid, South Africa, and Jim Crow

WSKT | End of Apartheid

Wednesday: The End of Apartheid

Learning Goals 9.5

Opener: Personal Connections | Social and Political Influences

- What are some social or political issues that impact your lives today? Which issues are most important to you?

Lesson: Apartheid and South Africa

- I. Worksheet: End of Apart

Closing: Reactions: Jim Crow Laws

- Which of the Jim Crow laws or social etiquette did you find most surprising? Why?

Resources | Apartheid (9.5)

III. AP30 [ Thematic Chart ] Demography, Disese, and Ch 22 End of Empire

AP30 | Thematic Chart

Thursday: Thematic Chart

All Learning Goals for the Associated Week(s)

Opener: Vocabulary Quiz | The End of Empire

- Take the vocabulary quiz in Schoology. You will have five minutes once you begin the quiz.

Lesson: Thematic Chart | Ch. 22 Shifting Demographics and the End of Empire

Complete the thematic chart as a class, with each student copying their own chart for sake of studying tonight.

Closing: Check Student Work | The Thematic Chart

I will go around and check to make sure your chart matches the one we created on the board. You will lose points based on how fewer details you have compared to the class chart.

Don Quixote by Pablo Picasso (1955) Reminding you to give a heroic effort on your test today.

Friday: What Did You Learn?

All Learning Goals for the Associated Week(s)

Opener: Prepare | Study for 10 minutes

- Review your notes, practice writing questions, document analysis, and relevant worksheets

Lesson: Week 30 | Shifting Demographics and Ch. 22 End of Empire

- 20 selected response questions worth two points each
- 1 written response worth ten points

Closing: Foreshadowing | Capitalism and Globalization

- Next week we will discuss capitalism and Western culture.
- What is your favorite part of western culture?

Free-Response Questions

2003 DBQ: Using the documents, analyze the main features, including causes and consequences, of the system of indentured servitude that developed as part of global economic changes in the nineteenth century and into the twentieth centuries.
- What additional kind of document(s) would help assess the historical significance of indentured servitude in this period?
2005 DBQ: Analyze the issues that twentieth-century Muslim leaders in South Asia and North Africa confronted in defining their nationalism.
- What additional kind of document(s) would be most helpful in furthering your analysis?
2012 DBQ: Using the following documents, analyze the relationship between cricket and politics in South Asia from 1880 to 2005.
- Identify an additional type of document and briefly explain how it would help analyze the relationship between cricket and politics.
2020 Short Answer 1

The ‘luxury’ of having a human rights standard is to be expected in the advanced industrial democracies of the world because these countries are currently experiencing economic stability, flourishing agriculture, and reasonably stable populations. But in the developing world, the situation is more often reversed. Poverty in India, hunger in the Sahel [sub-Saharan West Africa], population pressures in China, or war and terrorism in Somalia all speak of continuing difficulties in trying to secure basic human rights for all people around the world. The so-called North-South dichotomy is a real one—part economic, part ideological, part ecological. In 1992, the [United Nations] Human Development report noted that ‘developing countries enter the global market as unequal partners and leave with unequal rewards. Furthermore, by 1990, the richest 20% of countries had national incomes 60 times greater than those of the poorest 20% of countries.’ And, on the level of personal income the richest 20% of the world’s people get at least 150 times more than the poorest 20%. It is important to acknowledge these issues while at the same time attempting to move the international system toward a greater global human rights standard.”Louis Menand III, United States political scientist, “Human Rights as Global Imperative,” article in Conceptualizing Global History, published in 1993

- a) Describe the author’s main argument about efforts to establish a global “human rights standard.”
- b) Identify ONE historical development in the twentieth century that provides a context for the emergence of the universal human rights movement.
- c) Explain ONE development in the late twentieth or early twenty-first centuries that would undermine the author’s argument that developing countries are unable “to secure basic human rights” due to ongoing economic and political problems.
2022 DBQ: Evaluate the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries

[YouTube] CCWH 1.40 - Decolonization

[YouTube] CCWH 2.26 - Iran's Revolution

[YouTube] CCGY 1.25 - Groundwater and the Arab-Israeli Conflict

[Podcast] History Extra - Apartheid - Everything You Wanted to Know

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