Embedded Files
Unit Era: 1910 to 1939
Unit VIII
Essential Question: Is war inevitable?
VII.C Students will assess the regional, interregional, and global consequences of World War One by:
- VII.C.1: Assessing the effectiveness of the Treaty of Versailles, the League of Nations, and reparations on the balance of power in and geography of Europe.
- VII.C.2: Explaining how the collapse of the German, Austrian, Russian, and Ottoman empires led to the eventual creation of new states in Europe and the Middle East.
- VII.C.3: Explaining how the mandate system altered patterns of European colonial rule in Africa and the Middle East and led to the rise of pan‐Arabism and pan-Africanism and other nationalist struggles for independence.
- VII.C.4: Assessing the impact of World War One on the women’s suffrage movement worldwide.
Essential Question: How does economic decline impact political power?
VIII. Students will describe the global causes and consequences of the Great Depression by:
- VIII.A.1: Analyzing the political and economic causes of the Depression.
- VIII.A.2: Comparing the impact of the Depression on the economies and societies in different countries, including its impact on colonial peoples of Africa and Asia.
- VIII.A.3: Evaluating the global growth of nationalist and independence movements in Africa, Asia, Middle East, and Latin America including Sub-Saharan Africa, Indian Nationalism and independence, Pan Arabism/Arab Nationalism, and Mexican Indigenous movements.
Assigned Readings
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Nationalization
- Good Neighbor Policy
- Apartheid
- Pan-Africanism
- Negritude Movement
- Pan-Arabism
- Balfour Declaration
- Amritsar Massacre
- Civil Disobedience
- Untouchable
IV. MW22 [ Extra Credit ] Advertisement - MP3MP3 EC | Advertisement
MP3 EC | Advertisement
IV. MW05 [ Handout ] Student Choice BoardStudent Choice Board
Student Choice Board
Monday: Student Choice Day
Units VII and VIIIMonday: 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.
MW24 Notes | Nationalism and the Developing World
MW24 Notes | Nationalism and the Developing World
MW24 [ Worksheet ] Mexican Nationalism in 20th Century Art (II.B.3)WKST | Mexican Nationalism in 20th Century Art
WKST | Mexican Nationalism in 20th Century Art
Tuesday: Early 20th Century Latin America
MSDE II.B.3 | Evaluate the global growth of nationalist and independence movements in Africa, Asia, Middle East, and Latin America including Sub-Saharan Africa, Indian Nationalism and independence, Pan Arabism/Arab Nationalism, and Mexican Indigenous movements (3, 4). Tuesday: Early 20th Century Latin America
Opener: Image Analysis | Woodville's War News from Mexico (1848)
Opener: Image Analysis | Woodville's War News from Mexico (1848)
Context: How does the image relate to US relations with Latin America before 1910?
Perspective: Why do you think this politically ambiguous message had broad popular appeal?
Lesson: Early 20th Century Latin America
Lesson: Early 20th Century Latin America
I. Notes: Early 20th Century Latin America (3 slides)
II. Classwork: Complete the "Mexican Nationalism in 20th Century Art" worksheet.
Closing: Art Analysis | "Dream of a Sunday Afternoon in Alameda Central Park" (1947)
Closing: Art Analysis | "Dream of a Sunday Afternoon in Alameda Central Park" (1947)
How does Diego Rivera's painting capture Mexican society in 1947?
Context: Does the composition of the image surprise you based on recently World War II ended (1945)?
Dream of a Sunday Afternoon in Alameda Central Park by Diego Rivera, 1947
Dream of a Sunday Afternoon in Alameda Central Park by Diego Rivera, 1947
Resources | Early 20th Century Latin America (1900 to 1945)
Resources | Early 20th Century Latin America (1900 to 1945)
MW24 [ Worksheet ] Historical Maps - Ottoman Empire, Armenia, Mandates (II.A.6 and II.A.11)WKST | Historical Maps - Ottoman Empire and Mandates
WKST | Historical Maps - Ottoman Empire and Mandates
Wednesday: The Middle East after WWI
MSDE II.A.6 | Evaluate the experience of the Armenian people within the Ottoman Empire. MSDE II.A.11 | Explain how the mandate system altered patterns of European colonial rule in Africa and the Middle East and led to the rise of pan‐Arabism and pan-Africanism and other nationalist struggles for independence. MSDE II.B.3 | Evaluate the global growth of nationalist and independence movements in Africa, Asia, Middle East, and Latin America including Sub-Saharan Africa, Indian Nationalism and independence, Pan Arabism/Arab Nationalism, and Mexican Indigenous movements (3, 4). Wednesday: The Middle East after WWI
Opener: Primary Source Analysis | The Balfour Declaration (1917)
Opener: Primary Source Analysis | The Balfour Declaration (1917)
Sourcing: Why do you think the Balfour Declaration was written?
Contextualization: How might the circumstances in which the Balfour Declaration was created affect it content?
Lesson: Nationalist Movements in the Middle East
Lesson: Nationalist Movements in the Middle East
I. Notes: Nationalist Movements in the Middle East (3 slides)
II. Classwork: Complete the "Historical Maps - Ottoman Empire and Mandates" worksheet.
III. Extension: History Matters | How the Ottoman Empire was Carved Up (3:52)
Closing:
Closing:
Periodization (Notes) Identify the three events that took place in the developing world from 1910 to 1939.
Resources | The Legacy of WWI in the Middle East (1900 to 1945)
Resources | The Legacy of WWI in the Middle East (1900 to 1945)
III. MW24 [ Classwork ] HIPP Analysis - Views on Imperialism in Africa (VIII.2.1)WKST | Imperialism in Africa
WKST | Imperialism in Africa
Thursday: Africa after World War I
MSDE II.A.11 | Explain how the mandate system altered patterns of European colonial rule in Africa and the Middle East and led to the rise of pan‐Arabism and pan-Africanism and other nationalist struggles for independence. MSDE II.B.3 | Evaluate the global growth of nationalist and independence movements in Africa, Asia, Middle East, and Latin America including Sub-Saharan Africa, Indian Nationalism and independence, Pan Arabism/Arab Nationalism, and Mexican Indigenous movements (3, 4). Thursday: Africa after World War I
Opener: Vocabulary Quiz | Nationalism and the Developing World
Opener: Vocabulary Quiz | Nationalism and the Developing World
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: Nationalist Movements in Africa
Lesson: Nationalist Movements in Africa
I. Notes: Nationalist Movements in Africa (2 slides)
II. Worksheet: Views on Imperialism in Africa
III. Extension: Cartoon Analysis | Scramble for Africa (2019)
Historical Situation: What do you think the “New Scramble for Africa” is according to this political cartoon?
Point of View: What message do you think the cartoonist is trying to communicate?
- Closing: Cartoon Analysis | The Modern Scramble for Africa (2019)
Historical Situation: What do you think the “New Scramble for Africa” is according to this political cartoon?
Point of View: What message do you think the cartoonist is trying to communicate?
Resources | Africa at War (1914 to 1945)
Resources | Africa at War (1914 to 1945)
Gandhi | Pass the Salt
Gandhi | Pass the Salt
Friday: Indian Nationalism and Self-Rule
MSDE II.B.3 | Evaluate the global growth of nationalist and independence movements in Africa, Asia, Middle East, and Latin America including Sub-Saharan Africa, Indian Nationalism and independence, Pan Arabism/Arab Nationalism, and Mexican Indigenous movements (3, 4). Friday: Indian Nationalism and Self-Rule
Opener: Inspiring Quotes | "Be the change you want to see in the world"
Opener: Inspiring Quotes | "Be the change you want to see in the world"
Does this quote inspire you? What change do you want to make in your life this moment?
Ben Franklin once said, "Love your Enemies, for they tell you your faults."
Which quote do you like better? Gandhi? Or Mr. Hundred-Dollar-bills-American-founding-father?
Lesson: Indian Nationalism
Lesson: Indian Nationalism
I. Notes: Indian Nationalism (2 slides)
II. Video Quiz: CCWH 228: Nonviolence and Peace Movements
Closing: Personal Reflection | Culture and Violence
Closing: Personal Reflection | Culture and Violence
Do you think Western culture promotes violence or nonviolence?
Alternative: Extra Credit Quiz | Nationalism in Latin American, the Ottoman Empire, and Asia
Take the quiz to see if you learned from the worksheets this week
Resources | Independence in India (1914 to 1947)
Resources | Independence in India (1914 to 1947)
[YouTube] CCWH 2.28 - Nonviolence and Peace Movements
[YouTube] CCSC 1.07 - Dubois and Race Conflict
Essential Question(s) 1890 to 1994
Essential Question(s) 1890 to 1994
Is War Inevitable?
Is War Inevitable?
MSDE Objective(s) | Students will describe the global scope and human costs of World War One by: :
III.A.6 | Evaluating the experience of the Armenian people within the Ottoman Empire.
MSDE Objective(s) | Students will assess the regional, interregional, and global consequences of World War One by:
III.A.10 | Explaining how the collapse of the Treaty of Versailles, the League of Nations, and reparations on the balance of power in and geography of Europe (3, 4). < - - CHECK THIS ONE
III.A.11 | Explaining how the mandate system altered patterns of European colonial rule in Africa and the Middle East and led to the rise of pan‐Arabism and pan-Africanism and other nationalist struggles for independence.
How Does Economic Decline Impact Political Power?
How Does Economic Decline Impact Political Power?
MSDE Objective(s) | Students will describe the global causes and consequences of the Great Depression by: :
III.B.3 | Evaluating the global growth of nationalist and independence movements in Africa, Asia, Middle East, and Latin America including Sub-Saharan Africa, Indian Nationalism and independence, Pan Arabism/Arab Nationalism, and Mexican Indigenous movements (3, 4).
Essential Question(s) 1890 to 1994
Essential Question(s) 1890 to 1994
Unit VIII
Lesson 1: Revolution and Nationalism in Latin AmericaUnit VIII
- L.G.1: I can identify causes and effects of the Mexican Revolution.
- L.G.2: I can analyze the effects of economic and political nationalism on Latin America.
- L.G.3: I can trace the changing relationship between Latin America and the United States.
- L.G.1: I can explain how Africans resisted colonial rule.
- L.G.2: I can describe the rise of nationalism in Africa.
- L.G.3: I can describe how Turkey and Persia modernized.
- L.G.4: I understand how the mandate system contributed to Arab nationalism and to conflict between Jews and Arabs.
- L.G.1: I can explain the impact of World War I and the Amritsar massacre on Indian nationalism.
- L.G.2: I can evaluate the ideas of Mohandas Gandhi.
- L.G.3: I can analyze how Gandhi led resistance to political oppression in India.
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