Name: ______________ Period:



Name: ____________________________ Period: _____

APWH WORKBOOK

Unit Five: 1750 to 1914 CE

“The Long 19th Century”

Due Date: March 9, 2011 Score: ____/30

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This packet will guide you through the fifth unit in AP World History and prepare you for class work, the reading quizzes, vocabulary quizzes, essays, and the unit test.

You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet. You will need to show this completed workbook again in late April, so be sure to put it in a safe place after the unit test.

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Jan 24 |Jan 25 |Jan 26 |Jan 27 |Jan 28 |

|Professional Day |Intro to the “Long 19th |REVOLUTIONS |REVOLUTIONS |REVOLUTIONS |

|NO SCHOOL |Century” |Scientific Revolution and |English Evolution of |American |

| | |Enlightenment |Rights; Constitutionalism | |

| | | | |Reading Quiz #1: |

| | | |Vocabulary Quiz#1 |Ch. 21 and pp. 593-598 of Ch.|

| |HW: Ch. 21 and Ch 23, pp. | | |23 |

| |593-598 | | | |

|Jan 31 |Feb 1 |Feb 2 |Feb 3 |Feb 4 |

|REVOLUTIONS |REVOLUTIONS |REVOLUTIONS |Timed Writing |REVOLUTIONS |

|French & Napoleon |Haitian |Latin American | |British Industrial -- Causes |

| | | | |Reading Quiz #2: |

| | | |HW: Ch. 22; Ch. 26 , pp. |Ch. 22 |

| | | |685-691 | |

|Feb 7 |Feb 8 |Feb 9 |Feb 10 |Feb 11 |

|REVOLUTIONS |REVOLUTIONS |REFORMS |Hyde Park speeches |REVOLUTIONS |

|British Industrial -- |British Industrial -- |British Industrial | |Latin American |

|Causes |Effects |-- Effects |HW: Ch. 23 and Ch. 24 pp.|Social changes |

| | | |646 - 647 | |

| | | | |Reading Quiz #3: |

| | | | |Ch. 23 |

|Feb 14 |Feb 15 |Feb 16 |Feb 17 |Feb 18 |

|NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |

|abolition of slavery and |Modernization in Egypt & |Early British Empire in |Early British Empire in |Crimean War; Tanzimat Reforms|

|serfdom and increased |Ethiopia; abolition and |South Asia: Indian Mutiny |South Africa and Oceania |in Ottoman Empire |

|migration |“legitimate trade” |Reading Quiz #4: Ch. 24 | | |

|HW: Ch. 24 | | |Vocabulary Quiz#2 | |

| | | |HW: Ch. 25 | |

|Feb 21 |Feb 22 |Feb 23 |Feb 24 |Feb 25 – early release |

|President’s Day |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |Timed Writing |NATIONALISM & IMPERIALISM |

|NO School |Russian Empire |Qing Empire: Opium Wars and| |Nationalism in Europe – Italy|

| |Reading Quiz #4: Ch 25 |Taiping Rebellion | |and Germany |

| | | | | |

| | |HW: Ch. 26 | | |

|Feb 28 |March 1 |March 2 |March 3 |March 4 |

|NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |

|Social Darwinism |Meiji Restoration in Japan |Berlin Conference |African resistance to |Central Asia& SE Asia |

| | | |imperialism |Reading Quiz #7: |

|Reading Quiz #6: Ch. 26 |HW: Ch. 27 | | |Ch. 27 |

|March 7 |March 8 |March 9 |March 10 |March 11 |

|NATIONALISM & IMPERIALISM |NATIONALISM & IMPERIALISM |Review for Unit 5 Test |Unit 5 Test – |Timed Writing |

|Hawaii and the Philippines |Tools of Imperialism | |50 Multiple-Choice | |

| | | |Questions | |

Unit 5 Vocabulary Terms

Directions: Find the sentence where the word appears and record it next to the word, and then write a definition of the word matching the meaning in that sentence.

Vocabulary Quiz #1

1. Nation-State (p. 691)

2. Liberalism (p. 694)

3. Victorian Age separate spheres (p. 688)

4. Indentured Servants/Bonded Labor (p. 647; 687)

5. Laissez-faire capitalism (p. 587)

6. Socialism (p. 690)

7. Labor union (p. 690)

8. Marxism (p. 690)

9. Suffrage (p. 689)

10. Natural Rights (p. 543)

Vocabulary Quiz #2

1. Sepoys (p. 633)

2. “Effective occupation” (p. 716)

3. Colonial concessions (p. 669)

4. Ottoman Capitulations (p. 495)

5. Extraterritoriality (p. 661)

6. Monopoly (p. 587, 653)

7. Humanitarian values (p. 630)

8. Business cycle (p. 586)

9. Social Darwinism (p. 710)

10. Free-trade imperialism (p.727)

Unit 5: 1750–1914 (the Long 19th Century)

Directions: Annotate the following timeline by writing or drawing an important effect of each event

1689 John Locke published Two Treatises on Government; English Bill of Rights

1750 Beginning of Industrial Revolution, use of steam power in Great Britain

1763 Great Britain won the Seven Years War

1776 Adam Smith published the Wealth of Nations; American Revolution

1789 French Revolution

1791 Haitian Revolution

1808 British ended Atlantic Slave Trade

1820-1830s Revolutions in Spanish America: Mexico, Argentina, etc.

1823 Monroe Doctrine declared US dominant power in Americas

1839 1st opium war between China and Great Britain

1848 USA won war with Mexico; gained California, Texas, SW

1848 Marx and Engels published the Communist Manifesto

1853 Commodore Perry forced Japan to trade with the U.S.A.

1857 Sepoy Rebellion; beginning of British Raj

1859 publication of Darwin’s Origin of Species

1860/1861 end of Russian serfdom; abolition of slavery in USA

1867 end of Tokugawa; beginning of Meiji

1870s unification of German & Italian states complete

1885 Berlin Conference divided African continent for Europeans

1895 Japan won Sino-Japanese War

1898 USA won Spanish-American War

1905 Japan won Russo-Japanese war

1910-1920 Second Mexican Revolution

1911 end of Qing Dynasty; beginning of Chinese Republic

Take Notes on the PowerPoint about the Long Nineteenth Century (1750 – 1914)

What are the three parts of the Modern Revolution in the Nineteenth Century?

o ________________________________________________

o _________________________________________________

o _________________________________________________

What was happening to global population in the 19th century? ___________

Where was population growing the fastest? __________________

Where were people migrating from and to? ____________ ______________________________

What type of new energy was being used in the 19th century? _________________________

What was the new energy being used for? ____________________________________________

How did the new energy cause changes in economic relationships? ______________________________

What were the new economic ideas in the 19th century? _________________________________________

What were the new political ideas? ___________________________________________________________

Where were these new ideas put into practice? ______________________________________________

How did these new ideas get passed around in the world? _____________________________________

How was this “package” “powerful but not equal”? __________________________________________

What are some inequalities in the world today that you notice?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENTIFIC REVOLUTION, Ch. 16, pp. 410 - 412

Scientific Revolution – In the sixteenth century, Europeans began to emphasize the empirical* research developed by the ancient Greeks. Europeans then expanded this empirical approach by extending the mathematics (algebra, trigonometry) and astronomy developed in the Muslim world, e.g. the development of calculus by Newton and heliocentrism by Copernicus.

Natural Law – the rules for how the universe works

Scientific Method – Method of inquiry based on measured observations and reason (both inductive and deductive) in order to discover the laws of nature.

Scientific Revolution Movers and Shakers

Place of Name of Birth – Death Idea, Discovery

Origin Scientist

Polish Copernicus 1473 – 1543 Heliocentrism

Danish Brahe 1546 - 1601 Heliocentrism

Florentine Galileo 1564 – 1642 Heliocentrism

English Bacon 1561 – 1626 Scientific Method

Wittenberg Kepler 1571 – 1630 Laws of Planetary Motion

English Harvey 1578 – 1657 Circulation of the Blood

French Descartes 1596 – 1650 Analytical and Cartesian Geometry

English Newton 1642 – 1727 Laws of Gravitation, calculus

*Empirical means relying on direct observation. Empirical research means using data from direct observation to make conclusions.

Question: What generalization can you make about the main ideas of the Scientific Revolution?

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In what ways does the Scientific Revolution affect your life today?

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ENLIGHTENMENT – Ch. 21, pp. 542 - 547

Enlightenment Terms

General Will is a term popularized by the 18th-century French political philosopher Jean Jacques Rousseau. In his book The Social Contract (1762), Rousseau defines the general will (volonté générale) as the civic impulses of citizens seeking to pursue the common good within their community. He contrasts the general will with the particular will of individuals seeking only their personal good. Rousseau argues that the general will of the people, not the individual will of a king or the particular wills of nobility or clergy, should produce the laws that govern that community.

Social Contract is a voluntary agreement among people defining the relationship of individuals with one another and with government and by this process forming a distinct organized society. In the 17th and 18th centuries the theory of a social compact among individuals of a society was linked with the doctrine of natural law.

Enlightenment Thinkers

Swiss Rousseau 1712-1778 General Will

Social Contract

Society and Education Corrupts Men

English Locke 1632-1704 General Will

Social Contract

Life, Liberty, and Property

English Hobbes 1588-1679 General Will

Social Contract

Absolutism works

French Montesquieu 1689-1755 Separation of powers: executive, legislative, judicial

The main ideas of the Enlightenment were[1]

• The universe is fundamentally rational, that is, it can be understood through the use of reason (logic) alone;

• Truth can be arrived at through empirical (direct) observation, the use of reason, and systematic doubt; everything has a cause and effect, which can be discovered through observation and experiments;

• Human experience is the foundation of human understanding of truth not authority;

• Religious doctrines have no place in the understanding of the physical and human worlds; Natural law makes the universe run.

• All human life, both social and individual, can be understood with the same scientific methods that the natural world can be understood;

• Human beings can be improved through education and the development of their rational facilities; there was a new strong belief in progress and possibility of a happy life for everyone;

• Individuals should be free to make up their own minds and form their own opinions without being restricted by superstition, religious dogma, or autocratic/absolutist government.

Summarize the main ideas of the Enlightenment in your own words:

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Predict the effect of Enlightenment ideas on attitudes toward government among the growing educated middle class in Western Europe and in the European colonies in the Americas:

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Directions: You will not write an essay for the following DBQ. Instead you will demonstrate your mastery of the three essential analytical skills: grouping, point of view (POV), and additional source. Mark up this page as necessary and then do the grouping, POV, and identifying and explaining the need for an additional source.

1. Based on the following documents, analyze the goals of the Europeans involved in the Scientific Revolution and Enlightenment.

Document 1

Isaac Newton, 1642-1727, English, determined the laws of gravitation, “If I have seen further [than certain other men] it is by standing upon the shoulders of giants [He was referring to Kepler and Copernicus’ work on heliocentrism]. “

Document 2

Rene Descartes, 1596-1650, French mathematician, “I think; therefore I am. “

Document 3

Francis Bacon, 1561-1626, English Scientist, “By far the best proof is experience. “

Document 4

Lady Montague, wife of the English ambassador to the Ottoman Empire, “The small-pox, so fatal and widespread in England, is rendered harmless in the Ottoman Empire by the practice of engrafting. There is a set of old women, who make it their business to perform the operation, every autumn.” (1717)

Document 5

Thomas Hobbes, English writer, “Good order is the purpose of government, therefore a strong or absolute government is the means to order. “ (The Leviathan, 1660)

Document 6

John Locke, English writer, “The power of the government comes from the people and the duty of the government is to protect the natural rights of life, liberty, and property. If the government fails in its duty, then the people have the right to overthrow the government. “(Two Treatises on Government, 1689)

Document 7

Jean-Jacques Rousseau, French writer, “Man is born free but everywhere is in chains.” (The Social Contract, 1762)

Document 8

Mary Wollstonecraft, English writer, “Vindication of the Rights of Women.” “I do not wish [women] to have power over men; but over themselves. “ (1792)

Document 9

Immanuel Kant, writer, Wittenberg (German state), “Dare to Know! Have the courage to use your own intelligence.” (Critique of Pure Reason, 1781)

Grouping of Scientific Revolution and Enlightenment sources

You must group the documents in at least three ways; you can put sources in more than one group. For example, Documents 4&8 are by women; Documents 1,2,3,5,6,7 & 9 are by men [Since I made those groups, you need to find three other ways to group the documents. Hint: group by date, by profession of author, and/or by place of origin, etc.]

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|Group #1: ______________ |Group #2: _______________ |Group #3: _______________ |

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Point of View Analysis of the Sources from the Scientific Revolution and the Enlightenment:

Analyze the opinion of the authors on the topic -- Scientific Revolution and/or Enlightenment -- and the reasons the author had that positive or negative opinion. You must analyze POV for at least four of the sources.

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Identify and explain the need for at least one additional type of source to answer the question

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EVOLUTION OF RIGHTS – CONSTITUTIONALISM IN ENGLAND, Ch. 16, pp. 422 - 423

Characteristics of Absolutism:

• Monarch not subject to laws set up for subjects

• Claims of divine right

• Strong standing army and/or navy for imperialist expansion

• Centralized economy, mercantilism, and rising taxes to pay for military

• Standardized language, measurements, religion

How did Constitutional Monarchy Evolve in England? [Underline the events that show attempts at absolutism; circle the events that show the influence of Enlightenment thinking.]

1215 – English lords forced King John to sign the Magna Charta, so he would not

• Request any more new taxes on the lords without the consent of the Great Council of Lords (this group later became the British Parliament)

• Hold trials against the lords without including a jury of their peers to help him make judicial decisions

1629 – 1640 – English King Charles I attempted to ignore the Magna Charta.

• He raised taxes without Parliament’s consent.

• He threw people into prison without any formal charges against them.

• He created the Star Chamber for secret trials; the accused could not bring in a lawyer to help defend them.

• He quartered troops in the homes of the middle class and lords without their permission

1642-1646 – Civil War in England erupted between armies led by Charles I against armies led by leaders in Parliament, because he refused to sign the Petition of Right (no taxes w/o Parliament’s consent, habeas corpus, jury trials, no quartering of troops w/o consent); Parliament won and then beheaded him.

1653 – 1658 – The Puritan, Oliver Cromwell, ruled as a dictator; this was England’s short experience as a republic.

1688 – James II, baptized his son Catholic, so Parliament urged him to leave before another civil war happened. Parliament then offered the monarchy to James II’s Protestant daughter, Mary, and her Dutch husband, William if they would sign the English Bill of Rights. They agreed to rule as constitutional monarchs.

1689 – The English Bill of Rights stated that:

• The monarch may not make or suspend law or maintain an army without Parliament’s consent.

• The monarch may not interfere with Parliament’s elections or regular meetings.

• The monarch must be Anglican.

• All English people are guaranteed basic civil rights:

o Jury of peers; Specific charges for imprisonment; No quartering of troops

After the Glorious Revolution (so-called because James II abdicated w/o war), absolutism in other countries became defined as the absence of any constitutional check on the power of the monarch.

Question: Even though the British government does not have a constitution, explain how the powers of the monarch and Parliament were restricted by the English Bill of Rights.

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Revolutions in the Atlantic World, Ch. 21, pp. 540 – 566; Ch 23, pp. 593-598

Directions to complete the chart below on Complaints, 1600s to early 1800s:

Use the word bank to fill in all of the boxes below, and then at the bottom of the page, write a sentence explaining the major causes of revolutions in the Atlantic World from the 1600s to the early 1800s.

England, late 1600s:

British North America, late 1700s:

France, late 1700s:

Haiti, 1700s to early 1800s:

Mexico, early 1800s:

South America, early 1800s:

Revolutions in the Atlantic World: Benefits and Constitutions, 1600s to early 1800s

Directions:

Use the work you did on the Complaints page to complete the Enlighten-O-Meter for each of the countries.

British North America:

France:

Haiti:

Mexico:

South and Central America:

Summary of Atlantic Revolutions: Benefits and Constitutions, 1600s to early 1800s

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Directions: Complete the chart using information from Power Points and Ch. 21, pp. 540 – 566; Ch 23, pp. 593-598

|Place |Names of Monarchs of |Goals of Revolutionaries |Dates and Brief Summary of Major Events of |Important Documents of |

|Where |Oppressive Regimes | |Revolution |the Revolution |

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How did INDUSTRIALIZATION help the British dominate the global economy in the 19th century?

How did the application of steam power to the production of TEXTILES change the nature of work in Great Britain so dramatically?

Production of textiles in Great Britain required the purchase of raw cotton from overseas, spinning the raw cotton into thread, spinning the thread into cloth, supply of tools and steam power to make machines run, simple and repetitive sequence of tasks, semi-skilled labor, large buildings to accommodate large size of machines, location of factories in central location near coal supply, and strictly disciplined work environment to keep flow of production going.

Use your textbook, Chapter 22, pp. 568 - 591 to write a summary of the effects of steam power on the British economy and work conditions by 1830.

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Use the information in Chapter 22 to explain how the British came to dominate the global economy by the mid 1800s.

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Nineteenth Century Reforms in Social Structures in Great Britain

Directions: Record information from the Hyde Park speeches in the chart below, and then write a CCOT Question and a thesis statement.

|Reforms |Location, Title, Dates of |Short-Term Effects of Reforms |

| |Legislation or Government Actions | |

|Suffrage | | |

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|Labor | | |

|Rights | | |

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|slavery | | |

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|Systems | | |

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|Education | | |

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|Write a Change and Continuity Question based on the information in the table: |

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|Answer your own question (write a thesis statement): |

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Hyde Park Project: Reform Movements in 19th Century England – 50 Points

Background Information:

Since 1872, people in London used Speakers Corner in Hyde Park to express their views and assemble to hear others’ opinions. Every Sunday individuals set up a soapbox (or stepladder these days) to speak about any topic they like and the police did not bother them as long as they were not obscene or blasphemous. Crowds, often numbering thousands, drifted from platform to platform as they would at a country fair, not so much to learn as to be amused. The main performers at these gatherings were the hecklers, who hugely enjoyed bombarding the speakers with questions.

Instructions:

You will work in a group of no more than five (5) students to prepare speeches for a Hyde Park Corner soapbox. Each group will prepare one speech and at least five heckler remarks for ONE of the following topics:

1. Restrictions on Child Labor

2. Improving Conditions and Wages for Factory Work

3. Abolition of the Atlantic Slave Trade

4. Establishment of Public Education

5. Suffrage for All Men

6. Suffrage for All Women

7. Creation of Public Health and Sanitation Systems

Use the following websites to begin your research on 19th century reform movements; you can use books as well as other reliable websites. Each person in the group must create an annotated bibliography for the speech and/or heckler remarks s/he makes. Your individual annotated bibliography must include at least two 19th century primary sources from Great Britain (NOT THE USA) and two reliable secondary sources (that’s four sources total). The annotations should briefly summarize the content of the source and then evaluate the reliability of the source.

– all topics

spartacus.schoolnet.co.uk – all topics

.uk – put your topic in the search engine and that’ll get you to sources

-- sources on the abolition of the slave trade

-- primary sources on all topics

-- factory work, education, and child labor issues

Grading Rubric

Your group grade will be determined by the number of relevant points your speaker makes in his/her speech, the number of times people laugh or applaud the hecklers for their relevant digs or questions for the speaker and the annotated bibliography each of you turn in after the speech. Your speaker should have at least three main points with two examples to support each point. Remember to have a great one-line conclusion to for the speaker. Hecklers may not say anything until after the speaker’s first two points are made. [Select your speaker well; it should be someone who can handle hecklers.]

If you are not happy with your performance or you were absent the day of this activity, you should turn in an outline of Chapter 22 from your textbook the day you return to school.

Who would win the match?

Liberals, Ch. 22, p. 587 and Ch. 26, p. 694 & 699

Summarize their main ideas (laissez-faire capitalism, civil rights, and representative democracy)

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Socialists, Ch. 22, pp. 588 and Ch. 26, p. 691:

Summarize their main ideas (labor unions, government control of the economy)

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Marxists, Ch.26, p. 690 and p. 692

Summarize their main ideas (class conflict, scientific socialism, First International)

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Latin American Industrialization and Personalist Leaders

Summarize the main ideas about political and economic developments in Latin America discussed in Ch. 23, “Nation Building and Economic Transformation in the Americas, 1800 – 1890”, pp. 599 – 609:

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Select two countries in Latin America today and compare their political and economic status to what they accomplished in the 19th century.

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Changes and Continuities in Labor Systems in the 19th Century

Step One -- Identify phrases and ideas in the USA Emancipation Proclamation and the Russian Declaration of Czar Alexander II Emancipating the Serfs that show the influences of the Enlightenment and the economic needs of the Industrial Revolution.

Record phrases from the two sources that show influences of Enlightenment ideas:

American Emancipation Proclamation –

Russian Emancipation –

Record phrases from the two sources that show the labor and market needs of industrializing economies:

American Emancipation Proclamation –

Russian Emancipation of Serfs –

Step Two – Find evidence (in the two primary source documents) to prove the following thesis statement comparing the causes of serf and slave emancipation.

Thesis Statement: “Two common causes of the end of slavery in the USA and serfdom in Russia in the mid-nineteenth century were the ideas about natural rights developed by European Enlightenment philosophers and the need for wage labor and investors required by the industrialization process.”

Step Three – Use motives and methods of imperialism as well as the abolition of slavery to explain why in the late 19th c. thousands of laborers from India and China would sign contracts to work as indentured workers on sugar plantations in the Caribbean, gold mines and railroads in South Africa, and pineapple plantations in Hawaii.

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Global Migration of Labor

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1. Color the arrows to match the colors you put in the key

2. Write a thesis statement on the effects of migrations on labor systems in the 19th century.

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Imperialism: the process of a stronger nation-state dominating the political, social, and/or economic system of another nation

Objective: Students compare the political, economic, or social goals of the winners of the wars who wrote the treaties listed below.

Directions:

o Identify the political and economic goals stated in the treaties.

o Compare the political and economic goals stated in the treaties.

o Determine if the political or economic goals seem more important.

o Identify the changes over time in the political and economic goals.

At the beginning of the 19th century, the goals of imperialist powers were mostly economic, but by the end there are a variety of political, economic, and social goals drive by industrialization (need for raw materials, cash crops, and consumer markets), nationalism (the desire for their country to be the most powerful in their region or world), and social (to spread their religion and culture).

1757: BEIC & Mughal (treaty with Mir Jafar, the new nawab (viceroy) of Bengal)--

1842: Great Britain & Qing (Treaty of Nanjing)--

1848: USA & México (Treaty of Guadalupe Hidalgo)

1858: USA & Japan (Harris Treaty) --

1862: USA & Ottoman Empire--

1898: Treaty of Paris between USA and Spain

1905: Treaty of Friendship between Japan and Korea --

Thesis: Based on the treaties, compare the goals of imperialists in the 19th century

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METHODS AND EFFECTS OF MID-19TH CENTURY IMPERIALISM

o

Ch. 24, pp. 643 – 646:

Explain the connections between the expansion of shipping technologies and telegraph with the colonization of Australia and New Zealand

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Ch. 24, p. 645

Explain why whaling increased in the 19th century:

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Ch. 21, p. 544, 573, 662

Explain how inventions like the pencil, graph, telegraph, and hospital management contributed to modernization in the 19th century

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Identify a recent invention and explain how it has had a global effect today

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19th Century Ottoman Reform Quiz

Directions: a) Read each of the following statements about 19th century Ottoman reforms. Determine

whether the statement is TRUE or FALSE from the information on pp. 651 - 663

b) If the statement is false, correct the statement so that it reads true.

1) _______

The first area addressed in 19th century Ottoman reforms was the government: creating a constitutional monarchy that limited the sultan’s power.

2) _______

In an effort to modernize their military the Ottomans imported training and weapons from Europe, particularly Germany.

3) _______

In general, 19th century Ottoman reforms were supported by members of the ruling class, particularly military and religious leaders.

4) _______

Because of their contacts with the Qing Empire, the Ottoman reorganized their government according to the Chinese model.

5) _______

Tanzimat reformers hoped that reform of their legal codes (such as a new civil code that guaranteed legal equality for all Ottoman subjects) would bring an end to the Capitulations system.

6) _______

Throughout the 19th century, the Ottoman government took loans from Europe in an attempt to modernize their economies. This strategy only led to increased economic dependency.

7) _______

The Young Turks were the first reformers of the 19th century Ottoman Empire.

8) _______

Sultan Abd al-Hamid II believed that a constitutional monarchy accountable to an elected parliament was a system of government that would strengthen the Ottoman Empire.

9) _______

The Young Turks believed that enforcing an educational program based on Turkish history and culture would promote unity and thus strengthen the Ottoman Empire.

10) ______

The Crimean War strengthened the diplomatic and economic ties between the Russian and Ottoman empires.

Case Study of British Imperialism in Qing China: Opium Wars

Use the information in Ch. 25, pp. 667 – 675, primary sources, and the PowerPoint shown in class to answer the following questions:

Why did the Qing government attempt to limit modernization of its economy?

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Why did Great Britain and other industrialized nation-states use imperialism against the Qing government?

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How did the Qing government and Chinese people attempt to resist the effects of imperialism?

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Analyze POV in Primary Sources:

Engraving of an Opium Warehouse in Bengal

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Lin Zexu: Open Letter to Queen Victoria, 1839

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Painting of Steamship Nemesis, 1841

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Taiping Manifesto

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Second Industrial Revolution, Ch. 26, pp. 680 – 685; p. 699; Ch. 27, pp. 730 - 731

What new technologies and industries appeared between 1850 and 1900?

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How did these new technologies and industries affect the world economy?

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Global Sports

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Ch. 26, pp. 694

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Ch. 26, pp. 694

Directions for a Silent Discussion on Nationalism[2]:

1. Group your four seats so that it’s easy to pass this Unit 5 workbook around your group of students; each student picks a different source to comment on.

2. When everyone in your group is done writing comments on his/her first document, then pass the workbook to the person sitting to your left and write a comment in response to the other student’s comments on his/her document.

3. Continue until you get your own workbook back.

Document 1

War Hymn of Greek Revolutionaries, 1821. (Greece gained its independence from the Ottoman Empire with the help of the British and French militaries.)

“How long, my heroes shall we live in bondage

Alone like lions on ridges on peaks?

Living in caves seeing our children

Turned form the land to bitter enslavement?

Losing our land, brothers, and parents

Our friends, our children, and all our relations?

Better an hour of life that is free

Than forty years in slavery!”

Document 2

Guiseppe Mazzini, The Life and Letters of Guiseppe Mazzini, Italian Leader, 1891

(Italy became a nation-state in 1870 when the Italian city-states finished unifying the areas under French and Austrian control.)

“Love your country. Your country is the land where your parents sleep where is spoken that language in which the chosen of your heart blushing whispered the first word of love; it is the home that God has given you.”

Document 3

Daily Telegraph, British newspaper interview with Kaiser Wilhelm II, hereditary monarch of the German Empire, October 28, 1908

“As I have said, his Majesty honored me with a long conversation, and spoke with impulsive and unusual frankness. ‘You English,’ he said, ‘are mad, mad, mad as March hares. What has come over you that you are so completely given over to suspicions quite unworthy of a great nation!’”

Document 4

Loyalty to the King Edict, Vietnam 1885 (France made imperialist claims on parts of Indochina from 1859 - 1893.)

The Emperor proclaims:

“On the other hand, those who fear death more than they love their king, who put concerns of households above concerns of country, mandarins who find excuses to be far away, soldiers who desert, citizens who don’t fill public duties eagerly for a righteous cause, officers who take the easy way and leave brightness for darkness--all may continue in the world, but they will be like animals disguised in clothes and hats.”

Now, answer this question: To what extent was nationalism in the nineteenth century dependent on a group of people being united by their opposition to an enemy or competing nation? What other kind of sources would help you answer this question?

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Meiji Restoration in Japan, Ch. 26, pp. 700 – 705

Review of goals and events of American Imperialism in Japan (Admiral Perry):

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Review of goals and events of Japanese response to American imperialism:

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Goals of Japanese Imperialism:

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Methods (Military, Economic, Diplomatic, and Cultural):

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Effects of Japanese Imperialism in East Asia:

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New Imperialism, Ch. 27

Motives of Imperialists: pp. 709-710

Political

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Cultural

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Economic, pp. 730 - 732

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Tools of Empire: pp. 711 – 713; 726

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Tropical Ecology, p. 726

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Railroads, p. 686

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Resistance to Imperialism, Ch. 27, pp. 718 – 722

List some political, cultural, and economic reasons why peoples and governments resisted imperialism in the 19th century:

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Summarize the methods and results of Ethiopian resistance to imperialism

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List at least four methods and/or examples of Cultural Resistance to imperialism in Africa

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Why did some African women welcome European colonization in Africa? (p. 719)

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Why did some European women embrace imperialism outside of Europe? (p. 719)

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Increased Western Dominance in Asia, Ch. 27

p. 723: Summarize the events and results of the “Great Game” – British and Russian imperialism in Central Asia

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Compare to current NATO actions in Afghanistan

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pp. 723 – 725, Summarize the events and results of European imperialism in SE Asia

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pp. 727 – 730 Summarize the events and results of American Imperialism in Latin America

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pp. 725 – 727, Summarize the events and results of American imperialism in Hawaii and the Philippines

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Draw a political cartoon criticizing or praising 19th century imperialism:

SUMMARIZE THE MAIN CONCEPTS IN UNIT 5

When and how did the USA, Russia, and Japan become industrialized powers in the late 19th century?

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Compare the two ideologies that resulted from industrialization: Liberalism and Marxism.

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Compare women’s economic and social roles in industrialized Great Britain and Japan.

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How did the slow pace of steam-powered industrialization in their empires negatively affect the Qing, Ottoman, and Mughal governments’ control over their people and resources?

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How did the needs of industrialization affect the economic and political relationships between European states and Africans?

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How did the needs of industrialization affect the economic and political relationships between the Meiji state and other Asian governments?

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Answer the following questions.

1. Periodization Question: Explain how the Industrial Revolution and colonial expansion show major social changes from the previous period.

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2. Explain Industrial Revolution caused economic changes across the world and explain why those changes happened fast in some areas like in North America and Western Europe and slower in other societies as industrialization mechanized production.

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3. Explain why the use of steam power to produce textiles in Great Britain led to de-industrialization in India and Egypt. (pp. 589 – 590)

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Diverse historical interpretations -- Historians argue a lot about these topics

What are the debates about the causes of serf and slave emancipation in this period?

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What are historians’ debates about women’s roles in industrialized areas and in colonial societies in the 1800s?

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[1] adapted from

[2] If you are absent the day of this silent discussion in class, then annotate each source by yourself and answer the question above.

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Word Bank

Who Complained?

• Peasants

• Wealthy Men

• Women

• Middle Class Men

• Slaves

• Indigenous

What were their complaints?

• Corruption

• Could not vote

• Religious persecution

• Taxation w/o representation

• Enslaved

• No ownership of land

What were the benefits of the revolutions?

• Got religious freedom

• Could vote

• Got representation

• Got to rule

• Got freedom from slavery

• Got ownership of land

Complaints:

Who Complained?

Complaints:

Who Complained?

Who Complained?

Complaints:

Complaints:

Who Complained?

Complaints:

Who Complained?

Complaints:

Who Complained?

Summary of Atlantic Revolutions: Complaints, 1600s to early 1800s

What were the major causes of the Atlantic Revolutions from the early 1600s to the early 1800s?

Who Benefited:

Who was denied benefits in the constitutions?

Who Benefited:

Who was denied benefits in the constitutions?

Who was denied benefits in the constitutions?

Who Benefited:

Who was denied benefits in the constitutions?

Who Benefited:

Who was denied benefits in the constitutions?

Who Benefited:

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