Erie City School District



Name: Brian Lasher / Joel WarrenSubject/Class: AP World History – Unit 6 (1850-1914): Chapters 21-25Dates: Jan 31 (A) / Feb 1 (B) Chapter 21, Sections 2-3, pp 667-680Learning Target: I can…Describe the demographic and social changes that occurred as a result of rapid urbanization in the 19th century.Describe the new social hierarchy that developed as a result of the industrialized revolution.Describe the impact that scientific discovery had on culture and demographics.Prior Knowledge: Review the chapter on the Industrial Revolution (Ch 19).Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): You should be able to identify the new technologies that became part of the second phase of the Industrial Revolution (the steel phase).Skill (What do I need to do?): Analyze data on industrial growth and life expectancy for consequences of the Industrial Revolution.Describe who made up the following classes:ClassCharacteristicsDescription (Who they were)Upper ClassFewest membersHeld top jobs in government and militaryMiddle Class Most wealthy were professionalsRapidly growingGreatest influence on values of societyLower Middle ClassLower ClassFalling number of farm workersGrowing number of factory workersDefine the following terms:Social Darwinism:Social Gospel:Analyze the following graphs to answer the questions below:Which nation developed new methods of steel production that led to the mass production of steel?Which nation led steel production in 1900? Why do you think that occurred?How much did the average life expectancy change between 1850 and 1910 in industrial areas?What were some of the factors that led to increased life expectancy in urban environments?Analyze the following political cartoon from England in 1843 to answer the questions below:What point is the cartoonist trying to make?How would you expect a member of the upper class to react to this cartoon?How would you expect a member of the working class to react?Analyze the following two excerpts to compare and contrast the authors’ point of view on London in the 1820s:Thomas Carlyle, December 1824: Of this enormous Babel of a place I can give you no account in writing: it is like the heart of all the universe; and the flood of human effort rolls out of it and into it with a violence that almost appalls one’s very sense. Paris scarcely occupies a quarter of the ground, and does not seem to have the twentieth part of the business. O that our father (saw) Holborn in a fog! With the black vapour brooding over it, absolutely like fluid ink; and coaches and wains (wagons) and sheep and oxen and wild people rushing on with bellowings and shrieks and thundering din, as if the earth in general were gone distracted…There is an excitement in all this, which is pleasant as a transitory feeling, but much against my taste as a permanent one. I had much rather visit London from time to time, than live in it. There is in fact no right life in it that I can find: the people are situated here like plants in a hot-house, to which the quiet influences of sky and earth are never in their unadulterated state admitted.Felix Mendelssohn, May 1829: I am in very good health: London suits me excellently. I think the town and the streets are beautiful. Again I was struck with awe when I drove in an open cabriolet (carriage) yesterday to the City, along a different road, and everywhere found the same flow of life, everywhere green, yellow, red bills (posters) stuck on the houses from the top to bottom, or gigantic letters painted on them, everywhere noise and smoke, everywhere the ends of the streets lost in fog. Every few moments I passed a church, or a market-place, or a green square, or a theatre, or caught a glimpse of the Thames, on which the steamers can now go right through the town under all the bridges, because a mechanism has been invented for lowering the large funnels like masts. To see, besides, the masts from the West India Docks looking across, and to see a harbor as large as Hamburg’s treated like a pond, with sluices (water gates), and the ships arranged not singly but in rows, like regiments – all that makes one’s heart rejoice over the great world.Questions to Consider:What aspects of the city of London make a strong impression on both writers?In what ways do the two writers agree in their reactions to the city of London? How do the two writers differ in their reactions?Dates: Feb 4 (A) / Feb 5 (B) – Chapter 22, Sections 1 – 3, pp. 691 – 704Learning Target: I can…Describe the reasons for the growth of nationalism in the German and Italian pare and contrast the unification of Germany with the unification of Italy.Prior Knowledge: Review the origins of the Holy Roman Empire and the reasons it was decentralized.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): You should be able to identify the terms associated with the unification of Germany and Italy.Skill (What do I need to do?): Compare and contrast the unification of Germany with the unification of Italy.Identify the following:Otto von Bismarck:Zollverein:Realpolitik:Kulturkampf:Austro-Prussian War (effect on both German and Italian unification):German:Italian:Franco-Prussian War (effect on both German and Italian unification):German:Italian:Anarchist:Use the Venn Diagram below to compare and contrast the unification of Germany under Bismarck and Italy under Cavour:26003254953000-1809754953000 GermanyItalyDates: Feb 6 (A) / Feb 7 (B) Chapter 22, Sections 4-5, pp 705 – 715 Learning Target: I can…Describe how nationalism became a divisive force in the Austrian, Ottoman, and Russian Empires.Describe the attempts at political, economic, and social modernization in Russia in the 19th century.Prior Knowledge: Review how and why Peter the Great and Catherine the Great attempted to westernize their empire.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): Identify the different nationalities in the Austrian, Ottoman, and Russian Empires.Skill (What do I need to do?): Describe change and continuity in Russia’s political, economic, and social development.Bell-Ringer: Analyze the following image to answer the questions below:Identify and explain the historical context of this picture:Identify and explain ONE social continuity with the period 1750 to 1850:Identify and explain ONE political change depicted in this painting from the period 1450 to 1750:Identify the following terms:Dual Monarchy:Balkans / Bosnia-Herzegovina (see p. 578-579):Review the legacy of Mongol rule; Peter the Great’s, Catherine the Great’s attempts to modernize / Westernize Russia:Political (absolute political power)Economic (cut-off from Western Europe as it was recovering from the medieval period)Social (women further subordinated / increase in serfdom)Decembrist Revolt (1825) and response of Nicholas I:Orthodoxy:Autocracy:Russification (nationalism):Alexander II and Emancipation of Serfs (1861):Pogroms:Revolution of 1905 / Duma:Analyze the ethnic map of the Austrian Empire and the Slavic groups in Eastern Europe to answer the following questions: Questions to Consider (see also the map on p. 188 in your book):Why would the ethnic diversity in the above maps be a divisive force within the empires?Why do the diversities in the Austrian Empire help explain why it became a dual-monarchy (Austria-Hungary)?What is the difference between a Croat, a Serb, and a Bosnian (p. 578-579)? Why do those differences exist?Why would this diversity lead to conflict between the Austrians and the Ottomans? Between the Austrians and the Russians?Dates: Feb 8 (A) / Feb 11 (B) Chapter 23, Sections 1-2, pp 722-731, Sect 3 (The Dreyfus Affairs), p. 736-737, Sect 4, pp. 739-743Learning Target: I can…Describe the political developments and reforms that occurred during the Victorian era.Explain what early British ruling classes meant by “The Irish Question”.Prior Knowledge: Review what we have learned about Britain in the 18th and 19th centuries.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): Identify key political, economic, and social reforms of Victorian England.Skill (What do I need to do?): Describe the role of political parties in bringing about political and social change in Victorian England.Bell-Ringer: Analyze the following text to answer the questions below:In 1856, Czar Alexander II announced to the nobles (Boyars) of Russia: “…The existing condition of owning souls cannot remain unchanged. It is better to begin to destroy serfdom from above than to wait until that time when it begins to destroy itself from below. I ask you gentlemen, to figure out how all this can be carried out to completion...” In 1861, Czar Alexander II issued the following, known as the Emancipation Manifesto:“…The serfdom of peasants settled on estate owners' landed properties, and of household serfs, is abolished forever....Peasants and household serfs who have emerged from serfdom are accorded both the personal and the property rights accompanying the legal status of free village dwellers....Estate owners, retaining the right of ownership to all land belonging to them, accord the peasants . . . the permanent utilization of their homesteads and in addition, in order to provide for their livelihood and the performance of their duties to the government and the estate owner, that amount of fields and other landed resources which is determined according to the principles set forth in the local statutes. In return for the allotment assigned to them ..., the peasants are obliged to discharge to the estate owners, in labor or in money, the obligations defined in the local statutes…”According to his 1856 declaration, identify the reason Czar Alexander II gives for this manifesto:According to the 1861 manifesto, explain ONE right granted the serfs and ONE limitation placed upon the serfs:Identify and explain the global historical context in which this manifesto was issued:Identify the following:Tories (Benjamin Disraeli):Whigs (William Gladstone):The Fabian Society:Suffragists / The Seneca Falls Convention:“The Irish Question”:“The Great Hunger”:The Dreyfus Affair:Zionism:Manifest Destiny:Abolitionism:Use the chart below to identify political, economic, and social reforms during the Victorian Era:Category ReformDescriptionPoliticalReform Bill of 1832ChartismExpanding SuffrageHouse of LordsEconomicTrade (Corn Laws)SocialSlaveryWomen’s SuffrageCrime and PunishmentRights of WorkersEducationForeign PolicyIrelandAnalyze the following passages from Theodor Herzl, The Jewish State (1896) to answer the questions below:“…No one can deny the gravity of the situation of the Jews. Wherever they live in perceptible numbers, they are more or less persecuted. Their equality before the law, granted by statute, has become practically a dead letter. They are debarred from filling even moderately high positions, either in the army, or in any public or private capacity. And attempts are made to thrust them out of business also: ‘Don't buy from Jews!’……Attacks in Parliaments, in assemblies, in the press, in the pulpit, in the street, on journeys--for example, their exclusion from certain hotels--even in places of recreation, become daily more numerous. The forms of persecution varying according to the countries and social circles in which they occur. In Russia, imposts are levied on Jewish villages; in Rumania, a few persons are put to death; in Germany, they get a good beating occasionally; in Austria, Anti-Semites exercise terrorism over all public life; in Algeria, there are traveling agitators; in Paris, the Jews are shut out of the so-called best social circles and excluded from clubs…Everything tends, in fact, to one and the same conclusion, which is clearly enunciated in that classic Berlin phrase: ‘Juden Raus’!We shall now put the Question in the briefest possible form: Are we to ‘get out’ now and where to? Or, may we yet remain? And, how long?...…The whole plan is in its essence perfectly simple, as it must necessarily be if it is to come within the comprehension of all.Let the sovereignty be granted us over a portion of the globe large enough to satisfy the rightful requirements of a nation; the rest we shall manage for ourselves.The creation of a new State is neither ridiculous nor impossible. We have in our day witnessed the process in connection with nations which were not largely members of the middle class, but poorer, less educated, and consequently weaker than ourselves. The Governments of all countries scourged by Anti-Semitism will be keenly interested in assisting us to obtain the sovereignty we want….…Palestine is our ever-memorable historic home. The very name of Palestine would attract our people with a force of marvelous potency. If His Majesty the Sultan were to give us Palestine, we could in return undertake to regulate the whole finances of Turkey. We should there form a portion of a rampart of Europe against Asia, an outpost of civilization as opposed to barbarism. We should as a neutral State remain in contact with all Europe, which would have to guarantee our existence. The sanctuaries of Christendom would be safeguarded by assigning to them an extra-territorial status such as is well-known to the law of nations. We should form a guard of honor about these sanctuaries, answering for the fulfillment of this duty with our existence. This guard of honor would be the great symbol of the solution of the Jewish question after eighteen centuries of Jewish suffering…Questions to Consider:What led Herzl to his conclusion that Jews needed a separate homeland, and why is it called “Zionism”?In the last paragraph, Herzl mentions Christian sanctuaries, but not Muslim sanctuaries. What might be the reason for this?Dates: Feb 12 (A) / Feb 13 (B): Chapter 24: Sections 1 (750-753), 2 (754-761), 3 (762-766)Learning Target: I can…Describe the causes of imperialism Describe the consequences of imperialism in Africa and the Middle East Prior Knowledge: Review the similarities and differences between absolutism in France and the limited monarchy in England.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): Identify three causes of the New Imperialism (circa 1850-1900) and three consequences in Africa and the Middle East.Skill (What do I need to do?): Compare and contrast the White “settler” societies in places like South Africa with the non-settler societies in areas like the Belgium Congo.Bell-Ringer: Analyze the following excerpt from John Stuart Mill to answer the questions below:“…I consider it presumption in anyone to pretend to decide what women are or are not, can or cannot be, by natural constitution. They have always hitherto been kept, as far as regards spontaneous development, in so unnatural a state, that their nature cannot but have been greatly distorted and disguised; and no one can safely pronounce that if women’s nature were left to choose its direction as freely as men’s, and if no artificial bent were attempted to be given to it except that required by the conditions of human society, and given to both sexes alike, there would be any material difference, or perhaps any difference at all, in the character and capacities which would unfold themselves…” Source: John Stuart Mill, The Subjection of Women, 1869Which of the following provides the BEST historical interpretation of the author’s intent?_____A. Women are fundamentally different than men due to biological determinism, so women need to be protected and cared for by men._____B. There are no natural differences between women and men; both are mentally and physically capable to labor in any occupation, and should be paid equally._____C. We must recognize that behind every good man there is a woman, and the ideal woman would be a wife, mother, and homemaker._____D. It is impossible to know what, if any, differences between men and women exist until women are given the same liberty as men.Identify three causes of the “New Imperialism,” circa 1850-1914:Describe the following:Protectorate:Sphere of Influence:Berlin Conference:Non-White Settler Societies (include example):“White Settler Societies” (include example):Boer War:Wahhabi:Armenian Genocide:Young Turks:Muhammad Ali:Analyze the first and last stanzas in Rudyard Kipling’s “The White Man’s Burden” (1899) to answer the questions below:Take up the White Man's burden--Send forth the best ye breed--Go bind your sons to exileTo serve your captives' need;To wait in heavy harness,On fluttered folk and wild--Your new-caught, sullen peoples,Half-devil and half-child……Take up the White Man's burden--Have done with childish days--The lightly proferred laurel,The easy, ungrudged es now, to search your manhoodThrough all the thankless yearsCold, edged with dear-bought wisdom,The judgment of your peers!Questions to Consider:According to the poem, what was the “White Man’s Burden”? What is the poem’s tone?Rudyard Kipling was born in India in 1865 and he was educated in Britain. He returned to India from 1883 to 1889 where he worked as a journalist and he returned to England where he began a career as a writer. He also traveled widely, including to South Africa, Japan and the United States. How might this information help you in analyzing the point of view of this poem?The official title of this poem is “The White Man’s Burden: The United States and the Philippine Islands.” It was written at the beginning of the Philippine-American War in which the United States assumed control of that country. How would knowing that the audience is the United States help you in analyzing this poem?Analyze the cartoon below to answer the following questions:Questions to Consider:Who is represented in this cartoon? How can you tell?What is the historical context of this cartoon?What is the significance of the man’s stance in this cartoon?Dates: Feb 14 (A) / Feb 15 (B): Document Based Question – Scramble for Africa Learning Target: I can…Analyze documents on African actions and reactions to imperialism to develop a thesis and write an essay based upon evidence in the documents.Prior Knowledge: Review the rubrics from the DBQ’s we did in the first semester.Success Criteria: You will know you understand the material when you can self-score you essay according to the following rubric:State a thesis that addresses (answers) all parts (categories / themes) of the question (1 point)Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly (citing from the document) using this analysis (interpretation) to support your thesis AND at least one of the following for all or all but one of the documents (3 points):Intended audienceAuthor’s Purpose (what motivated the author)Historical contextThe author’s point of view (tone)Offers plausible analysis of historical examples beyond / outside the documents to support the stated thesis (1 point)Accurately and explicitly (directly) connects historical phenomena (context of extraordinary events) relevant to the argument to broader historical events or processes (1 point)Synthesizes the argument, evidence, analysis of the documents, and the context by ONE of the following (1 point):Extends or modifies the stated thesis or argumentRecognizes and effectively accounts for disparate (different), sometimes contradictory evidenceConnects the topic of the question to other historical periods or geographical areasDraws on appropriate ideas or methods from different fields of inquiry (economics, political science, art history, for example) or disciplines (science, for example) to support the argumentHomework: You will be given the DBQ prior to the test; however, you will be given a new copy and you must write it in class. Use the template below to help draft an essay.Use the chart on the next page to draft a thesis in the space below:Addresses Time and Place:Addresses the full question Actions:Reactions:Answers the full question:Use the chart below for groupings and analysisDoc #SummaryActionsReactionsSource1234“So we surrendered…we were treated like slaves…how the rebellion started I do not know”Originally surrenderedTurn to rebellion after abuse56789Give four examples of POV (what is the author’s motivation; how might the author be trying to influence the audience?):AuthorAudienceMotivationArgument Development: Group the documents to show corroboration, contradiction, and relationships to historical evidence.Actions:Reactions:Contextualization – What historical events might have caused the imperialism or the reaction to it?Outside Evidence – Identify two related historical facts not found in the documents:1)2)Synthesis (examples):What might be going on outside the area that could influence these views? Dates: Feb 18 (A) / Feb 19 (B): Chapter 24: Sections 4 (767-771), 5 (773-777)Learning Target: I can…Compare and contrast the effect of colonization in India with colonization in China Prior Knowledge: Review Chapter 14 for the initial response to the Europeans by India and China.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): You should be able to identify the Sepoy Rebellion, Opium War, Taiping Rebellion, Self-Strengthening Movement, and Boxer Rebellion.Skill (What do I need to do?): Compare and contrast European imperialism in India and China.Bell Ringer – Analyze the following excerpt to answer the questions below:“Aggressive Imperialism, which costs the taxpayer so dear, which is of so little value to the manufacturer and trader, which is fraught with such grave incalculable peril to the citizen, is a source of great gain to the investor who cannot find at home the profitable uses he seeks for his capital, and insists that his Government should help him to profitable and secure investments abroad….No mere array of facts and figures…will suffice to dispel the popular delusion that the use of national force to secure new markets by annexing fresh tracks of territory is a sound and a necessary policy….It has indeed been proved that recent annexations of tropical countries, occurred at great expense, have furnished poor and precarious markets, that our aggregate trade with our colonial possessions is virtually stationary, and that our most profitable and progressive trade is with rival industrial nations, whose territories we have no desire to annex, whose markets we cannot force, and whose active antagonism we are provoking by our expansive policy.”Source: J.A. Hobson, British economist, 1902: Identify and explain ONE argument that the author makes against imperialism:Identify and explain ANOTHER argument that the author makes against imperialism:Identify and explain ONE argument that other persons of that time period made for imperialism:Describe the following events in India:British East India Company:Indentured Servants:British Raj / Sepoy Rebellion:Suez Canal:Describe the following events in China:Opium War:Taiping Rebellion:Self-Strengthening Movement:Sino-Japanese War:100 Days of Reform:Boxer Rebellion:Sun Yixian / “Nationalism, Democracy, Livelihood”:Dates: Feb 21 (A) / Feb 22 (B): Chapter 25: Sections 1 (783-790), 2 (791-795)Learning Target: I can…Compare and contrast the response of the Japanese to European imperialism with the Chinese response Prior Knowledge: Review the response of the Chinese to European imperialism.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): You should be able to identify three facts of the Meiji Restoration and Japanese industrialization.Skill (What do I need to do?): Compare and contrast the response of the Japanese with the response of the Chinese to European imperialism.Bell-Ringer: Analyze the following three articles from the Treaty of Nanjing (1842) to answer the questions below:ARTICLE I. There shall henceforward be Peace and Friendship between Her Majesty the Queen of the United Kingdom of Great Britain and Ireland, and His Majesty the Emperor of China, and between their respective Subjects, who shall enjoy full security and protection for their persons and property within the Dominions of the other. ARTICLE III. It being obviously necessary and desirable, that British Subjects should have some Port whereat they may careen and refit their Ships, when required, and keep Stores for that purpose, His Majesty the Emperor of China cedes to Her Majesty the Queen of Great Britain, etc., the Island of Hongkong, to be possessed in perpetuity by Her Britannic Majesty, Her Heirs and Successors, and to be governed by such Laws and Regulations as Her Majesty the Queen of Great Britain, etc., shall see fit to direct. ARTICLE IV. The Emperor of China agrees to pay the sum of Six Millions of Dollars as the value of Opium which was delivered up at Canton in the month of March 1839, as a Ransom for the lives of Her Britannic Majesty's Superintendent and Subjects, who had been imprisoned and threatened with death by the Chinese High Officers.Identify and explain the historical context of this treaty:Identify and explain ONE effect this treaty had on China that is not mentioned in the text:Identify and explain ONE similarity this treaty had with what was occurring in India at the time:Identify the following:Meiji Restoration:Diet:Zaibatsu:Use the Venn Diagram below to compare and contrast China and Japan’s response to imperialism in the 19th century:64770099060China00China659130089535Japan00Japan1028700417195History of restricting tradeOpium WarTreaty of NankingTaiping RebellionSpheres of InfluenceSelf-Strengthening Movement100 Days of ReformSun Yixian00History of restricting tradeOpium WarTreaty of NankingTaiping RebellionSpheres of InfluenceSelf-Strengthening Movement100 Days of ReformSun Yixian257175762000309499076200032099251068705Conservatives argued for isolationSome argued for modernizationSino-Japanese War00Conservatives argued for isolationSome argued for modernizationSino-Japanese WarDates: Feb 25 (A) / Feb 26 (B): Chapter 25: Sections 3 (796-800), 4 (801-807)Learning Target: I can…Describe the White-Settler societies of Australia, New Zealand, and Canada Describe the consequences of American imperialism in Latin America and Dollar DiplomacyPrior Knowledge: Review Chapter 23, Section 4 (US democracy) and Chapter 20, Section 3 (Latin American revolutions). Define:Political Authoritarianism:Economic Dependency:Social Inequality:Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): You should be able to describe how White-Settler societies were viewed by the European imperial powers.Skill (What do I need to do?): Describe the consequences of the imperial era in the Pacific and the Americas.Bell-Ringer: Analyze the following excerpt from Walter McDougall’s Throes of Democracy (2008) to answer the questions below:“In a span of just twenty years, crises of coalescence gripped the whole northern hemisphere. In Europe they brought forth new nation-states or else forced existing ones to broaden their popular base. In Asia the wrenching impact of western commerce and empire confronted Confucian, Hindu, and Muslim civilizations with three dire options: subjugation, vain resistance, or rejection of ancestral ways if only to master the weapons and tools that made white barbarians so formidable.”Identify and explain ONE Confucian, Hindu, or Muslim country that was “subjugated” after “vain resistance”:Identify and explain ONE Confucian, Hindu, or Muslim country that rejected “ancestral ways if only to master the weapons and tools that made white barbarians so formidable”:Identify and explain ONE country other than a Confucian, Hindu, or Muslim country that rejected “ancestral ways if only to master the weapons and tools that made white barbarians so formidable”:Use the graphic organizer below to compare the British White-Settler Societies:CountryOriginal PeopleResults of Colonization / EconomyPolitical DevelopmentsCanadaNative AmericansAustraliaAboriginesNew ZealandMaorisDescribe the following:Peonage System:Monroe Doctrine:Spanish-American War:Territories gained:Roosevelt Corollary to the Monroe Doctrine:“Dollar Diplomacy”:Analyze the following political cartoon to answer the questions below:What is the historical context of this cartoon?The title of this cartoon is “Declined with Thanks.” What does this refer to?What does the cartoon suggest about who ended up winning the argument?Dates: Wed, Feb 27 (A) / Thu, Feb 28 (B): Review and Quiz – Chapters 22-25 Learning Target: I can…Pass the summative quiz on the Age of Nationalism, Industrialization, and Imperialism with a 70% or higher.Prior Knowledge: Review what we have learned in this unit about imperialism. Note: The teacher will tell you what you need to know about nationalism and industrialization prior to the quiz. They will come from the 1st page of this unit plan note-taking guide, and you will be given the answers.Success Criteria / Performance of Understanding: Knowledge (What do I need to know?): Review all the learning targets for this unit.Skill (What do I need to do?): Ask any questions you have prior to the unit quiz.Bell-Ringer: Use the following word-bank to complete the paragraphs below:ancestral barbariansresistance subjugationIn a span of just twenty years, crises of coalescence gripped the whole northern hemisphere. In Europe they brought forth new nation-states or else forced existing ones to broaden their popular base. In Asia the wrenching impact of western commerce and empire confronted Confucian, Hindu, and Muslim civilizations with three dire options: __________________, vain __________________, or rejection of __________________ ways if only to master the weapons and tools that made white __________________ so formidable.CanadaFranceHungarianItalyRussiaSepoyMeijiOttomanParliamentPrussianT’ai P’ingshogunateThe crises began in 1851 when a Chinese youth befuddled by missionary tracts proclaimed a “Kingdom of Heavenly Peace” that turned into the __________________ rebellion, a thirteen-year civil war which killed 30 million Chinese. In 1854 Britain and France launched the Crimean War to defend the __________________ Empire against Russia and persuade the Turks to embrace reforms. The __________________ Mutiny (Rebellion) of 1857 challenged the East India Company’s informal raj, prompting the British to impose direct imperial rule on India. In 1859 French and Piedmontese armies defeated Hapsburg Austria, allowing most of _______________’s states to unite under King Victor Emmanuel. In 1861 Czar Alexander II reacted to __________________’s defeat in the Crimea with progressive reforms. From 1864 to 1871 the __________________ prime minister Otto von Bismarck waged wars against Denmark, Austria, and __________________ to bestow unity and universal male suffrage on the German states. Side effects of those wars included the federalized Austro-__________________ Empire and the democratic Third French Republic. In 1867 __________________ enfranchised the British working class with the Second Reform Bill and founded the Dominion of __________________. In 1868 the daimyo and samurai who overthrew the Japanese __________________ in the name of Emperor __________________ realized Japan needed a strong central government and broad replication of western technology to ward off western imperialists.bureaucraciesimperialism markets Nationalism______________, liberalism, industrialism, ______________: those burly isms hammered like Olympian blacksmiths to forge larger territorial units, deeper political bases, broader ______________, and complex ______________ in a climate of intense competition.Dates: Fri, Mar 1 (A) / Mon, Mar 4 (B): You will have to write a DBQ on labor systems during the imperial period.Learning Target: I can…Analyze documents to write a DBQ in one period, scoring a three (3) on the question.Prior Knowledge: Review the DBQ’s we have done in class. I also have a power point explaining how to write one on my webpage: Criteria / Performance of Understanding: Knowledge (What do I need to know?): Examine the rubric and how you are graded.Skill (What do I need to do?): Analyze the documents to answer the question.Focus Essay: Document Based Question – Indentured ServitudeYour essay for this unit will be a document based question based upon the following criteria:State a thesis that addresses (answers) all parts (categories / themes) of the question Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly (citing from the document) using this analysis (interpretation) to support your thesis AND at least one of the following for all or all but one of the documents Intended audienceAuthor’s Purpose (what motivated the author)Historical contextThe author’s point of view (tone)Offers plausible analysis of historical examples beyond / outside the documents to support the stated thesis Accurately and explicitly (directly) connects historical phenomena (context of extraordinary events) relevant to the argument to broader historical events or processes Synthesizes the argument, evidence, analysis of the documents, and the context by ONE of the following Extends or modifies the stated thesis or argumentRecognizes and effectively accounts for disparate (different), sometimes contradictory evidenceConnects the topic of the question to other historical periods or geographical areasWhen analyzing the documents, you will be asked to focus on causes and consequences of the system and its features.Background: Indentured servitude was employed in the seventeenth and eighteenth centuries to recruit labor from western Europe for North America. In the mid-nineteenth and early twentieth centuries it was revived, especially after Britain ended slavery in its empire in 1834 (it had ended the slave trade in 1807, with the exception “of the territories in the Possession of the East India Company).” ................
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