Embedded Files
Unit Era: 1800 to 1914
Unit VI
Essential Question: Why do some nations industrialize and others not?IV.B Students will identify the immediate and long term regional, interregional, and global effects of Industrialization by:- IV.B.3: Analyzing the causes of the economic gap between industrialized and non-industrialized countries and regions by comparing the positions of Britain, China, the African continent, and India at the end of the 19th Century.
Essential Question: Was imperialism mutually beneficial?V.A Students will analyze how and why regional industrialized nations were able to create global imperial empires by:
- V.A.1: Explaining how the need for raw materials, new markets, and cheap labor led to imperialism in Africa and Asia.
- V.A.2: Analyzing how Social Darwinism and scientific racism were used to justify western imperialism throughout the non‐western world.
- V.A.3: Examining how warfare, technology, and/or diplomacy were employed by industrialized nations to establish and strengthen control over colonial possessions.
- V.A.4: Examining the influence of European ideology, culture, and religious norms on the creation of new political relationships, national identities, and social systems on the peoples of Africa, India, and China.
- V.A.5: Explaining the impact of the Berlin Conference on the political geography of Africa.
Essential Question: Was imperialism mutually beneficial?V.B Students will analyze the origin and effectiveness of regional resistance movements in India, Africa, and Asia by:
- V.B.1: Assessing the social, economic, and intellectual origins and significant events that led to the development of Indian Nationalism.
- V.B.2: Comparing the methods and effectiveness of military, political, and religious resistance movements in German Southeast Africa/Tanganyika, Samori Ture in French West Africa/Guinea, Asante in Gold Coast/Ghana, and Menelik II in Ethiopia.
- V.B.3: Examining the creation of, and relationships among, those within the South African caste system.
- V.B.4: Analyzing how and why Qing/Manchu China resisted industrialization and trade with Europe and the effectiveness of the Taiping Uprising and the Boxer Rebellion in resisting economic imperialism.
Essential Question: Was imperialism mutually beneficial?V.C Students will compare how regional powers attempted to meet the challenges of modernization and interregional territorial expansion by:
- V.C.1: Assessing the causes and impacts of the Tanzimat Reformers on the Ottoman Empire.
- V.C.3: Evaluating how rapid economic growth and policies of the Meiji state influenced Japanese imperial and colonial expansion.
Assigned Readings
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Imperialism
- Protectorate
- Sphere of Influence
- Shaka
- Paternalistic
- David Livingstone
- Leopold II
- Boer War
- Samori Toure
- Menelik II
Monday: Timeline Infographic Presentations (Optional)
Monday: Timeline Infographic Presentations (Optional)
Opener: Present | Timeline Infographic
Opener: Present | Timeline Infographic
Today we will allow students time to present their timelines to the class
Lesson: Present | Timeline Infographic
Lesson: Present | Timeline Infographic
Students will present their timelines to the class and earn extra credit to the assignment based on the quality of their presentation
Closing: Introduce | Unit VI: The Age of Imperialism (1800-1914)
Closing: Introduce | Unit VI: The Age of Imperialism (1800-1914)
Our next unit that we will start is the Age of Imperialism. Topics include:
European colonialism in Africa and Asia
Asian reactions to European arrival
Latin America and the Pacific in the Age of Imperialism
MW19 Notes| Imperialism and Africa
MW19 Notes| Imperialism and Africa
ABCS for Baby Patriots (1899)
ABCS for Baby Patriots (1899)
Tuesday: The New Imperialism
MSDE II.C.1 | Explain how the need for raw materials, new markets, and cheap labor led to imperialism in Africa and Asia (1, 3, and 4). MSDE II.C.2 | Analyze how Social Darwinism and scientific racism were used to justify western imperialism throughout the non‐western world (2, 3, 4, and 5). Tuesday: The New Imperialism
Opener: Philosophy | Darwinism Beyond Humans
Opener: Philosophy | Darwinism Beyond Humans
Do you think if humans went extinct another species as intelligent as humans would evolve? If life exists long enough on a planet, is intelligence and consciousness inevitable?
Lesson: The New Imperialism
Lesson: The New Imperialism
I. Notes: The New Imperialism
Closing: Great Race | ABCS for Baby Patriots (Primary Source)
Closing: Great Race | ABCS for Baby Patriots (Primary Source)
Guess which each letter stands for based on the provided images from the book “An ABC for Baby Patriots” (1899) by Mrs. Ernest Ames.
The World in 1859
The World in 1859
Tuesday: European Colonies in Africa
MSDE II.C.1 | Explain how the need for raw materials, new markets, and cheap labor led to imperialism in Africa and Asia (1, 3, and 4). MSDE II.C.2 | Analyze how Social Darwinism and scientific racism were used to justify western imperialism throughout the non‐western world (2, 3, 4, and 5). Tuesday: European Colonies in Africa
Opener: Imperialism in Africa
Opener: Imperialism in Africa
If Europe did not colonize Africa in the late 1800s do you think another region or empire would have colonized it later in time? Or would Africa have remained independent?
Lesson: The New Imperialism
Lesson: The New Imperialism
I. Notes: European Colonies in Africa
Closing: Great Race | Colonial Africa Geography
Closing: Great Race | Colonial Africa Geography
Identify the European colonies within Africa c. 1913
Resources | Imperialism
Resources | Imperialism
Africa Divided into European Colonies c. 1913
Africa Divided into European Colonies c. 1913
Wednesday: The Scramble for Africa
MSDE II.C.5 | Explaining the impact of the Berlin Conference on the political geography of Africa (2, 3, and 4). Wednesday: The Scramble for Africa
Opener: Counterfactual | European Imperialism in Africa
Opener: Counterfactual | European Imperialism in Africa
If Europe did not colonize Africa in the late 1800s do you think another region or empire would have colonized it later in time? Or would Africa have remained independent?
Alternative Question: Philosophy | Human Advancement
Would it be more frightening to discover that humans are the most advanced species in the universe or that we are far from being the most advanced species in the universe?
Lesson: The Scramble for Africa
Lesson: The Scramble for Africa
I. Notes: The Scramble for Africa
Closing: Great Race | Map of Africa c. 1913
Closing: Great Race | Map of Africa c. 1913
Identify the European country responsible for colonizing the region of Africa highlighted on the map.
Resources | Colonialism
Resources | Colonialism
"In the Rubber Coils," Punch magazine (1906)
"In the Rubber Coils," Punch magazine (1906)
Thursday: The Scramble for Africa
MSDE II.C.3 | Examining how warfare, technology, and/or diplomacy were employed by industrialized nations to establish and strengthen control over colonial possessions (3, 4). MSDE II.C.4 | Examining the influence of European ideology, culture, and religious norms on the creation of new political relationships, national identities, and social systems on the peoples of Africa, India, and China (1, 2, and 5). Thursday: The Scramble for Africa
Opener: Vocabulary Quiz | Imperialism and Africa
Opener: Vocabulary Quiz | Imperialism and Africa
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
Lesson: Trivia Game | The Scramble for Africa
Lesson: Trivia Game | The Scramble for Africa
Answer questions about African history during the late 1800s through 1900s in order to advance across the continent.
Closing: Finish Trivia Game | The Scramble for Africa
Closing: Finish Trivia Game | The Scramble for Africa
There is no closing activity because the trivia game will take the remainder of the period after the Vocabular quiz
Resources | Colonialism and Cultural Imperialism
Resources | Colonialism and Cultural Imperialism
IV. MW05 [ Handout ] Student Choice BoardStudent Choice Board
Student Choice Board
V. MW05 [ Recovery Handout ] Submit This Before Retaking TestWKST | Test Recovery Handout
WKST | Test Recovery Handout
Friday: Student Choice Day
Units V and VIThe Student Choice Day for Units V and VI is today because the timeline presentations were on Monday this week.Friday: Student Choice Day
Opener: Overview | Student Choice Day(s)
Opener: Overview | Student Choice Day(s)
On Student Choice Days you decide how best to utilize your time related to the class. Consider:
Finalizing The Previous Unit | submit work from the previous unit by the end of the class.
After today it will only be valued at 1 point.
Beginning to Work on the Current Unit | Get a head start on the work for the current unit.
Recovery a Test | After completing the Recovery Handout, you may recover a previous test from the MP.
Lesson: Select an Activity from the Student Choice Board
Lesson: Select an Activity from the Student Choice Board
See the Student Choice Board (left) if you want more information about today's activity
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Today marks the last day in which you can turn in the work from the previous unit for partial credit.
If you turn in an assignment from the last unit after today it will be marked as a "1/x" where "x" is equal to the value of the assignment. In other words, you will earn 1 point to illustrate that you turned in the assignment, albeit after it was directly relevant to the learning taking place.
[ YouTube ] CCWH 1.35 - Imperialism
[ YouTube ] History Matters - Ethiopia Remained Free
Essential Question(s) 1750 to 1890
Essential Question(s) 1750 to 1890
Why do Some Nations Industrialize and Others Not?
Why do Some Nations Industrialize and Others Not?
MSDE Objective(s) | Students will analyze the regional causes and interregional growth of Industrialization by:
II.B.6 | Analyzing the causes of the economic gap between industrialized and non-industrialized countries and regions by comparing the positions of Britain, China, the African continent, and India at the end of the 19th Century (3, 4).
Was Imperialism Mutually Beneficial?
Was Imperialism Mutually Beneficial?
MSDE Objective(s) | Students will analyze how and why regional industrialized nations were able to create global imperial empires by :
II.C.1 | Explaining how the need for raw materials, new markets, and cheap labor led to imperialism in Africa and Asia (1, 3, and 4).
II.C.2 | Analyzing how Social Darwinism and scientific racism were used to justify western imperialism throughout the non‐western world (2, 3, 4, and 5).
II.C.3 | Examining how warfare, technology, and/or diplomacy were employed by industrialized nations to establish and strengthen control over colonial possessions (3, 4).
II.C.4 | Examining the influence of European ideology, culture, and religious norms on the creation of new political relationships, national identities, and social systems on the peoples of Africa, India, and China (1, 2, and 5).
II.C.5 | Explaining the impact of the Berlin Conference on the political geography of Africa (2, 3, and 4).
Essential Question(s) 1750 to 1890
Essential Question(s) 1750 to 1890
Unit VI
Lesson 1: The New ImperialismUnit VI
- L.G.1: I can explain the political, economic, and social causes of European imperialism.
- L.G.2: I understand how technology and other factors contributed to the spread of imperialism.
- L.G.3: I can describe the characteristics of imperial rule.
- L.G.4: I can summarize the cultural, political, and social effects of imperialism.
- L.G.1: I can describe the forces that shaped Africa in the early 1800s.
- L.G.2: I can explain why European contact with Africa increased.
- L.G.3: I can analyze how European nations carved up Africa.
- L.G.4: I can describe African resistance to imperialism.
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