STAR Early College



From Latin American Revolutions to the NewImperialism1Few classroom strategies are as successful as this simple approach: make learning fun! That, or course, is easier said than done, but when it comes to teaching history contents, the YouTube series Crash Course World History is a great place to start.The script of each episode is packed with humorous observations about life and culture -- ones that help to make strong points about the history being communicated. Just as importantly, the host, John Green, has what it takes to keep students' interest: enthusiasm about the topics, a quirky way with props, and a funny, sometimes deadpan delivery of content. Students like watching the series, which means they pay attention to it and learn!Each episode of Crash Course contains about 10 minutes of content plus a brief time for the credits. Episodes are available for free on YouTube at the following playlist address: you are new to Crash Course, I encourage you to watch a few videos as soon as you can. I expect you'll be just as enthusiastic about the classroom possibilities as I am!For each episode in this packet, three resources are provided:A student worksheet without timestampsA student worksheet with timestamps showing at which point in the video the needed information is presentedA full context answer key. This contains the student questions, the answer (sometimes annotated with additional information), and the timestamps for each question.Each worksheet focuses on a single episode of Crash Course World History and typically contains between 10 and 20 items for students to complete. Worksheet format varies to keep student engagement high: some are mainly free response questions, while others review the content through a true/false approach.All questions are presented in video order so that students can easily follow along, but these worksheets are not mere outlines that merely ask students to generate their own notes. Instead, they focus in on certain key issues that students watching the videos should master in order to have a clear and concise understanding of the topic under study.Only a teacher knows what constitutes best use for a particular class, but I always find it helpful to see what creative approaches other teachers are using. Here are some good options for these worksheets.Standard use: Print off copies and have students complete them as they watch the video. Or send the copies electronically so students can complete them on tablet/laptop devices, if that is an option in your setting. Go over answers out loud if time permits (great for discussing/debriefing the video content) or collect papers to grade them more formally.Accommodate students who claim that the worksheets "go too fast:" Assign students to do only the evens or only the odds. After watching the video, pair students up to discuss and fill in missing answers.Create basic and advanced levels from the same worksheet: This is easily done by declaring that the "basic" level is odds-only (or evens-only) while the "advanced" level consists of all the questions. Encourage students to challenge themselves to do the advanced level by offering extra credit or by announcing that the basic level can only earn a C at best, but A and B grades are available at the advanced level.Run a game show: Have students watch the video carefully and take notes. Form groups afterwards and have them pool their notes, briefly discussing the whole video. Pass out the worksheets only AFTER this discussion and have each group fill out one collaboratively. Go over the answers out loud, calling on groups to respond. This option means making fewer copies: one per group instead of one per student.Run a multi-round game show: Print out only one copy of the worksheet and cut it apart to make question strips. Have students watch the video carefully and take notes. Form groups afterwards and have them pool their notes, briefly discussing the whole video. Ask the questions out loud, handing the question slip used to the group that first supplies the correct answer. In this way the question strips become a point counter to keep track of group progress. After all questions have been used, have each group ask each of their questions of the other groups -- this provides an additional level of review and gives groups a chance to recoup points they missed on the first round. This option means making only a single copy!My personal favorite -- Let students self-assess their learning: Print out one worksheet per student, but hang onto them until students have finished watching the video. Then pass them out and have students work in pairs or individually to see how much they remember. Have the class watch the video a second time so they can fill in anything they missed, still possibly working in pairs. Finally, go over the material aloud to review with the class and let them fill in the blanks.Use worksheets as a traditional quiz: As above, but collect papers for grading before going over the items aloud.I am sure there are many more fun and engaging ways to use these worksheets, but I do hope that you find them useful and that the video series helps you keep student interest in history high throughout the year.Happy teaching,Elise ParkerOne of the institutions that controlled Latin America prior to independence was the Crown, or in Brazil, the Crown.The “royal fifth” referred to a 20% tax on .Even more than government officials, the Church had influence over the everyday lives of the people.Husbands had complete control over their wives in a system called .Sor Juana Inez de la Cruz was a woman attacked for being a female and was forced to sell all 4,000 of her .In Latin America, whites were called Peninsulares while whites were called creoles.Cultural blending is obvious in the use of in Mexican imagery, which is related to religious rituals in the era before Spanish colonization.Racial categories in Latin America included the mestizos, who were a mix of and white.Back in Europe, after Napoleon gained control of Portugal, the Portuguese royal family moved to .When Napoleon was defeated, the king returned home, but he left his son, Prince , behind to rule Portugal’s largest colony. Later, the prince declared Brazil to be independent and himself to be its .Latin American independence movements started in when Napoleon replaced the king of Spain with his own brother. The Peninsulares in Mexico did not want the liberal ideas of the spreading to New Spain where they lived.The creoles saw this as a chance to expand their own influence against the , so they swore loyalty to Napoleon’s brother, who was a Frenchman sitting on the throne of Spain.Then Mexican peasants, led by a priest named , revolted against the Peninsulares.A second peasant uprising was led by a priest named , who declared independence. After his death, though, enthusiasm for revolution faded.After Spain adopted liberal reforms, the in Mexico joined with the creoles to jointly push for independence, which they won due to the general Iturbide and the leader Guerrero.The two leaders responsible for the defeat of Spain in South America were Simon and Jose de .By 1825, most of the New World was free from European rule; the exceptions were the large expanse of and some islands in the .The Latin American revolutions weren’t very radical – the remained in control of society and the power of the remained intact.The revolutions also led to a high and in many places, governmentsAbove all, these revolutions show that fighting for doesn’t always result in gaining it.One of the institutions that controlled Latin America prior to independence was the Crown, or in Brazil, the Crown. (0:47)The “royal fifth” referred to a 20% tax on . (0:52)Even more than government officials, the Church had influence over the everyday lives of the people. (1:08)Husbands had complete control over their wives in a system called . (1:18)Sor Juana Inez de la Cruz was a woman attacked for being a female and was forced to sell all 4,000 of her . (2:07)In Latin America, whites were called Peninsulares while whites were called creoles. (2:22)Cultural blending is obvious in the use of in Mexican imagery, which is related to religious rituals in the era before Spanish colonization. (2:42)Racial categories in Latin America included the mestizos, who were a mix of and white. (2:59)Back in Europe, after Napoleon gained control of Portugal, the Portuguese royal family moved to . (4:12)When Napoleon was defeated, the king returned home, but he left his son, Prince , behind to rule Portugal’s largest colony. Later, the prince declared Brazil to be independent and himself to be its . (5:11)Latin American independence movements started in when Napoleon replaced the king of Spain with his own brother. The Peninsulares in Mexico did not want the liberal ideas of the spreading to New Spain where they lived. (5:52)The creoles saw this as a chance to expand their own influence against the , so they swore loyalty to Napoleon’s brother, who was a Frenchman sitting on the throne of Spain. (6:03)Then Mexican peasants, led by a priest named , revolted against the Peninsulares. (6:22)A second peasant uprising was led by a priest named , who declared independence. After his death, though, enthusiasm for revolution faded. (6:56)After Spain adopted liberal reforms, the in Mexico joined with the creoles to jointly push for independence, which they won due to the general Iturbide and the leader Guerrero. (7:24)The two leaders responsible for the defeat of Spain in South America were Simon and Jose de . (9:02)By 1825, most of the New World was free from European rule; the exceptions were the large expanse of and some islands in the . (10:33)The Latin American revolutions weren’t very radical – the remained in control of society and the power of the remained intact. (11:47)The revolutions also led to a high and in many places, governments (12:24)Above all, these revolutions show that fighting for doesn’t always result in gaining it. (12:30)One of the institutions that controlled Latin America prior to independence was the Spanish Crown, or in Brazil, the Portuguese Crown. (0:47)The “royal fifth” referred to a 20% tax on everything. (0:52)Even more than government officials, the Catholic Church had influence over the everyday lives of the people. (1:08)Husbands had complete control over their wives in a system calledpatriarchy. (1:18)Sor Juana Inez de la Cruz was a woman attacked for being a femaleintellectual and was forced to sell all 4,000 of her books. (2:07)In Latin America, whites from Spain were called Peninsulares while whitesborn in the Americas were called creoles. (2:22)Cultural blending is obvious in the use of blood in Mexican imagery, which is related to Aztec religious rituals in the era before Spanish colonization. (2:42)Racial categories in Latin America included the mestizos, who were a mix ofAmerican Indian and white. (2:59)Back in Europe, after Napoleon gained control of Portugal, the Portuguese royal family moved to Brazil. (4:12)When Napoleon was defeated, the king returned home, but he left his son, Prince Pedro, behind to rule Portugal’s largest colony. Later, the prince declared Brazil to be independent and himself to be its king. (5:11)Latin American independence movements started in Mexico when Napoleon replaced the king of Spain with his own brother. The Peninsulares in Mexico did not want the liberal ideas of the French Revolution spreading to New Spain where they lived. (5:52)The creoles saw this as a chance to expand their own influence against the Peninsulares, so they swore loyalty to Napoleon’s brother, who was a Frenchman sitting on the throne of Spain. (6:03)Then Mexican peasants, led by a priest named Hidalgo, revolted against the Peninsulares. (6:22)A second peasant uprising was led by a priest named Morelos, who declared independence. After his death, though, enthusiasm for revolution faded. (6:56)After Spain adopted liberal reforms, the elites in Mexico joined with the creoles to jointly push for independence, which they won due to the creole General Iturbide and the mestizo leader Guerrero. (7:24)The two leaders responsible for the defeat of Spain in South America were Simon Bolivar and Jose de San Martin. (9:02)By 1825, most of the New World was free from European rule; the exceptions were the large expanse of Canada and some islands in the Caribbean. (10:33)The Latin American revolutions weren’t very radical – the wealthy remained in control of society and the power of the church remained intact. (11:47)The revolutions also led to a high death toll and in many places, unstablegovernments (12:24)Above all, these revolutions show that fighting for freedom doesn’t always result in gaining it. (12:30)TRUE OR FALSE:The Industrial Revolution was more “revolutionary” than the French or American Revolutions because it did more to change people’s everyday lives.Before the Industrial Revolution, almost 65% of the world’s population farmed for a living.The Industrial Revolution can be regarded as an increase in production resulting from the use of machines that harnessed new energy sources.Industrialization is basically the same thing as capitalism.During the Industrial Revolution, which began in Britain, one new invention tended to spur the need for additional new inventions.James Watt’s steam engine was useful both for new transportation technologies and for making factory production more efficient.The Industrial Revolution first happened in Europe – specifically, in Britain.People disagree about exactly why the Industrial Revolution started where it did.Because of continued innovation, today only about 40% of the world’s electricity comes from a steam engine in one form or another.By 1800, it was obvious that the next hundred years would be dominated by European manufacturing.Paper money, one key to a modern industrial economy, was invented in China.Britain had easy-to-obtain supplies of coal, which was key to early industrialization there.Rapid industrialization depends on negative feedback loops, where using a resource encourages you to use less of it in the future.Early industrialization tended to happen where wages were extremely low.In 1800, India was the world’s largest cotton producer even without industrializing.Cotton was an unpopular choice for clothing before the British industrialized and made it popular.TRUE OR FALSE:The Industrial Revolution was more “revolutionary” than the French or American Revolutions because it did more to change people’s everyday lives. (1:40)Before the Industrial Revolution, almost 65% of the world’s population farmed for a living. (1:59)The Industrial Revolution can be regarded as an increase in production resulting from the use of machines that harnessed new energy sources. (2:21)Industrialization is basically the same thing as capitalism. (2:29)During the Industrial Revolution, which began in Britain, one new invention tended to spur the need for additional new inventions. (3:02)James Watt’s steam engine was useful both for new transportation technologies and for making factory production more efficient. (3:27)The Industrial Revolution first happened in Europe – specifically, in Britain. (4:16)People disagree about exactly why the Industrial Revolution started where it did. (5:03)Because of continued innovation, today only about 40% of the world’s electricity comes from a steam engine in one form or another. (5:30)By 1800, it was obvious that the next hundred years would be dominated by European manufacturing. (6:07)Paper money, one key to a modern industrial economy, was invented in China. (6:26)Britain had easy-to-obtain supplies of coal, which was key to early industrialization there. (7:29)Rapid industrialization depends on negative feedback loops, where using a resource encourages you to use less of it in the future. (8:13)Early industrialization tended to happen where wages were extremely low. (9:00)In 1800, India was the world’s largest cotton producer even without industrializing. (9:45)Cotton was an unpopular choice for clothing before the British industrialized and made it popular. (10:17)TRUE OR FALSE:The Industrial Revolution was more “revolutionary” than the French or American Revolutions because it did more to change people’s everyday lives.TRUE (1:40)Before the Industrial Revolution, almost 65% of the world’s population farmed for a living.FALSE – About 80% of people farmed. (1:59)The Industrial Revolution can be regarded as an increase in production resulting from the use of machines that harnessed new energy sources.TRUE (2:21)Industrialization is basically the same thing as capitalism.FALSE – It is connected historically, but not the same thing. (2:29)During the Industrial Revolution, which began in Britain, one new invention tended to spur the need for additional new inventions.TRUE (3:02)James Watt’s steam engine was useful both for new transportation technologies and for making factory production more efficient.TRUE (3:27)The Industrial Revolution first happened in Europe – specifically, in Britain.TRUE (4:16)People disagree about exactly why the Industrial Revolution started where it did.TRUE (5:03)Because of continued innovation, today only about 40% of the world’s electricity comes from a steam engine in one form or another.FALSE – Coal and nuclear and other traditional sources of electricity are all basically functioning on the steam engine principle. [Renewables like solar and wind are the exception, but they represent only a tiny fraction of the world’s electricity production.] (5:30)By 1800, it was obvious that the next hundred years would be dominated by European manufacturing.FALSE – China and India in 1800 looked like they could have the same potential. (6:07)Paper money, one key to a modern industrial economy, was invented in China.TRUE (6:26)Britain had easy-to-obtain supplies of coal, which was key to early industrialization there.TRUE (7:29)Rapid industrialization depends on negative feedback loops, where using a resource encourages you to use less of it in the future.FALSE – Industrialization depends on positive feedback loops, where use of a resource facilitates further use of that resource. (8:13)Early industrialization tended to happen where wages were extremely low. FALSE – high wages encouraged industrialization because it gave employers an incentive to use machines that could do the work of several people. (9:00)In 1800, India was the world’s largest cotton producer even without industrializing.TRUE (9:45)Cotton was an unpopular choice for clothing before the British industrialized and made it popular.FALSE – Indian cotton was cheap and popular; British industrialization built on that to create a British cotton industry. (10:17)What distinguishes capitalism as an economic and cultural system?Where was mercantile capitalism a strong force in about the year 1200?What kind of company did the British and Dutch develop to finance bigger trade deals and spread out the risk of international trade?What kind of investment does industrial capitalism rely on?What are some of the well-known downsides of capitalism?Where did industrial capitalism first emerge?How did the English Civil War contribute to the rise of industrial capitalism?What sector of the economy began booming in the 16th century, leading to an increased use of technology for production?What type of worker fell from 80% of the English population in 1520 to only 25% of the population in 1850?How did the enclosure movement aid industrial capitalism?List two important capitalist values.What ideas about markets became popular as industrial capitalism took hold?In capitalism, why is the desire to consume a good thing?List two ways that workers responded to the horrible conditions present during the Industrial Revolution.In what way is socialism apparently less “natural” than capitalism?What was Utopian socialist thinker Charles Fourier right about?Why is Karl Marx often considered the “father of communism?”According to Marx, what creates social classes such as rich and poor?According to Marx, when are people at their most efficient?Summarize Marx’s argument that capitalism, in fact, is not natural?How has industrial capitalism improved the world?In what areas are socialism and capitalism still competing for dominance?What distinguishes capitalism as an economic and cultural system?(1:06)Where was mercantile capitalism a strong force in about the year 1200?(1:41)What kind of company did the British and Dutch develop to finance bigger trade deals and spread out the risk of international trade?(1:52)What kind of investment does industrial capitalism rely on?(2:27)What are some of the well-known downsides of capitalism?(2:57)Where did industrial capitalism first emerge?(3:07)How did the English Civil War contribute to the rise of industrial capitalism?(3:39)What sector of the economy began booming in the 16th century, leading to an increased use of technology for production?(4:00)What type of worker fell from 80% of the English population in 1520 to only 25% of the population in 1850?(5:09)How did the enclosure movement aid industrial capitalism?(5:40)List two important capitalist values.(5:55)What ideas about markets became popular as industrial capitalism took hold?(6:19)In capitalism, why is the desire to consume a good thing?(6:51)List two ways that workers responded to the horrible conditions present during the Industrial Revolution.(7:37)In what way is socialism apparently less “natural” than capitalism?(7:58)What was Utopian socialist thinker Charles Fourier right about?(8:34)Why is Karl Marx often considered the “father of communism?”(10:27)According to Marx, what creates social classes such as rich and poor?(10:54)According to Marx, when are people at their most efficient?(11:41)Summarize Marx’s argument that capitalism, in fact, is not natural?(11:51)How has industrial capitalism improved the world? (12:30)In what areas are socialism and capitalism still competing for dominance?(13:09)What distinguishes capitalism as an economic and cultural system?It encourages innovation and investment to boost wealth. (1:06)Where was mercantile capitalism a strong force in about the year 1200?Globally (1:41)What kind of company did the British and Dutch develop to finance bigger trade deals and spread out the risk of international trade?Joint stock companies (1:52)What kind of investment does industrial capitalism rely on?Investment (of capital) in machines and technology (2:27)What are some of the well-known downsides of capitalism?Long hours / low wages / difficult working conditions / child labor / unemployment (2:57)Where did industrial capitalism first emerge?Britain (3:07)How did the English Civil War contribute to the rise of industrial capitalism?During the war the government could not enforce its economic regulations, and the result was freer markets (3:39)What sector of the economy began booming in the 16th century, leading to an increased use of technology for production?Food Production/Agriculture (4:00)What type of worker fell from 80% of the English population in 1520 to only 25% of the population in 1850?Farm workers (5:09)How did the enclosure movement aid industrial capitalism?It meant that landowners grabbed land, making them more wealthy and able to invest in factories; it also forced the poor off the land, freeing them up to work in the new factories. (5:40)List two important capitalist values.Taking risks and appreciating innovation (5:55)What ideas about markets became popular as industrial capitalism took hold?The economy was controlled by markets; it was natural for people to participate in markets by making reasonable decisions about buying/selling (6:19)In capitalism, why is the desire to consume a good thing?Consumption spurs on production of goods, which results in jobs/economic growth (6:51)List two ways that workers responded to the horrible conditions present during the Industrial Revolution.Forming unions / Promoting socialism (7:37)In what way is socialism apparently less “natural” than capitalism?It depends on human choice/planning instead of just on relying on natural human behavior. (7:58)What was Utopian socialist thinker Charles Fourier right about?Humans aren’t always rational in their economic activity / Humans have desires that can’t be explained by self-interest (8:34)Why is Karl Marx often considered the “father of communism?”He co-wrote the Communist Manifesto. (10:27)According to Marx, what creates social classes such as rich and poor?Class struggle creates class consciousness, creating the classes themselves.(10:54)According to Marx, when are people at their most efficient?When they cooperate / share resources (11:41)Summarize Marx’s argument that capitalism, in fact, is not natural?People naturally want to be social/cooperative, but capitalism forces them into conflicts (worker vs. employer) instead. (11:51)How has industrial capitalism improved the world?By providing high levels of access to goods and services (12:30)In what areas are socialism and capitalism still competing for dominance?In questions of when society should cooperate to care for those who can’t pay for their own needs / In deciding which businesses the government should operate for the good of the people, as opposed to companies operating them for profit (13:09)A nation-state, as defined, must have a government that claims a distinct and is able to exercise control over it.Nationalism is often passed on through .Nationalism can trigger wars since nations often define themselves as something different from another .Nationalism can pull a nation together or it can be a force, as in the Ottoman Empire.Starting in the early 1600s and lasting for more than 250 years, Japan would be ruled by the bakufu.During this time, powerful local lords called were allowed to rule their regions and warriors called samurai were paid each year to behave themselves instead of acting like .The defeat of China in the made Japan aware that the European nations posed a threat.When Matthew Perry arrived in Japan, the policy toward foreigners was to sentence them to for setting foot on Japanese soil.Perry was an naval commodore who came to Japan to force them to open up their to trade with his country.The threat posed by Perry’s was enough to convince the Japanese to sign humiliating treaties giving away trading rights in Japan.These events convinced the Japanese to their nation.Meiji-era reforms included creating a government headed by a cabinet and a , along with an assembly called the .To strengthen the military, all Japanese men were required to enlist for , a practice which resulted in patriotism and loyalty to the .Meiji leaders also required both to attend elementary school.These education efforts were paid for by increasing taxes.According to John Green, public education exists not for the students or parents but to aid the .The Meiji government also spent tax money on harbors, lines, and .By 1869, Japan was beginning to expand its borders, claiming first Hokkaido, then and later invading .The example of Japan demonstrates that nationalism tends to thrive on .A nation-state, as defined, must have a government that claims a distinct and is able to exercise control over it. (2:03)Nationalism is often passed on through . (2:59)Nationalism can trigger wars since nations often define themselves as something different from another . (3:42)Nationalism can pull a nation together or it can be a force, as in the Ottoman Empire. (4:25)Starting in the early 1600s and lasting for more than 250 years, Japan would be ruled by the bakufu. (5:26)During this time, powerful local lords called were allowed to rule their regions and warriors called samurai were paid each year to behave themselves instead of acting like . (6:08)The defeat of China in the made Japan aware that the European nations posed a threat. (6:52)When Matthew Perry arrived in Japan, the policy toward foreigners was to sentence them to for setting foot on Japanese soil. (7:08)Perry was an naval commodore who came to Japan to force them to open up their to trade with his country. (7:26)The threat posed by Perry’s was enough to convince the Japanese to sign humiliating treaties giving away trading rights in Japan. (7:35)These events convinced the Japanese to their nation. (8:32)Meiji-era reforms included creating a government headed by a cabinet and a , along with an assembly called the . (8:44)To strengthen the military, all Japanese men were required to enlist for , a practice which resulted in patriotism and loyalty to the . (9:16)Meiji leaders also required bothThese education efforts were paid for by increasingto attend elementary school. (9:20)taxes. (9:44)According to John Green, public education exists not for the students or parents but to aid the . (10:06)The Meiji government also spent tax money on harbors, lines, and . (10:41)By 1869, Japan was beginning to expand its borders, claiming first Hokkaido, then and later invading . (10:58)The example of Japan demonstrates that nationalism tends to thrive on . (11:06)A nation-state, as defined, must have a centralized government that claims a distinct territory and is able to exercise control over it. (2:03)Nationalism is often passed on through public education / schools and textbooks. (2:59)Nationalism can trigger wars since nations often define themselves as something different from another nation / otherness. (3:42)Nationalism can pull a nation together or it can be a destabilizing force, as in the Ottoman Empire. (4:25)Starting in the early 1600s and lasting for more than 250 years, Japan would be ruled by the Tokugawa bakufu. (5:26)During this time, powerful local lords called daimyo were allowed to rule their regions and warriors called samurai were paid each year to behave themselves instead of acting like bandits. (6:08)The defeat of China in the Opium Wars made Japan aware that the European nations posed a threat. (6:52)When Matthew Perry arrived in Japan, the policy toward foreigners was to sentence them to death for setting foot on Japanese soil. (7:08)Perry was an American naval commodore who came to Japan to force them to open up their markets to trade with his country. (7:26)The threat posed by Perry’s warships was enough to convince the Japanese to sign humiliating treaties giving away trading rights in Japan. (7:35)These events convinced the Japanese to modernize their nation. (8:32)Meiji-era reforms included creating a government headed by a cabinet and aprime minister, along with an assembly called the Diet. (8:44)To strengthen the military, all Japanese men were required to enlist for three years, a practice which resulted in patriotism and loyalty to the emperor. (9:16)Meiji leaders also required both boys and girls to attend elementary school. (9:20)These education efforts were paid for by increasing property taxes. (9:44)According to John Green, public education exists not for the students or parents but to aid the social order. (10:06)The Meiji government also spent tax money on harbors, telegraph lines, andrailroads. (10:41)By 1869, Japan was beginning to expand its borders, claiming first Hokkaido, then Okinawa and later invading Taiwan. (10:58)The example of Japan demonstrates that nationalism tends to thrive onconflict. (11:06)TRUE OR FALSE:Europeans had to use silver to trade with China because they had too much of it and wanted to reduce their stockpiles of silver.After the British started selling opium in China, creating massive amounts of drug addiction, the Chinese seized opium shipments and tossed them into the sea.The Chinese lost the resulting war, signing the Treaty of Nanjing and giving up Hong Kong and other ports to Britain, along with a great deal of cash.The Chinese reversed these losses with the Taiping Rebellion, which made them the dominant financial power in Asia.European colonization of Africa began in the 16th century but proceeded slowly until about 1850. After that, almost the whole continent was colonized in just 50 years.The main reason why Europeans were so successful at expanding their influence across the globe was their strong sense of nationalism.One reason to grab colonies was to secure sources of raw materials for factories.Africa was difficult to colonize at first due to diseases like yellow fever, sleeping sickness, malaria, and nagana.African diseases became less of a barrier once Europeans had developed technology such as steam ships and guns, as well as medicines such as quinine.Africans were generally grateful that Europeans had come to Africa to help them improve their societies and civilize them.Most of Asia was colonized, but Japan actually became an imperial power instead of being victimized by imperialism.Europeans generally ruled their colonies by sending over rulers from Europe to do most of the major administrative tasks.Local rulers in India, Morocco, and Tunisia often retained true power even though their nations had been colonized.The Maori of New Zealand were defeated by the British, but only after a quarter-century of resistance.During the same general era as European imperialism, the United States embarked on a major project to colonize Mexico and Central America.Ethiopian king Menelik II was slain before his troops as an example of what happened to leaders who resisted imperialism.Britain gained control of the Suez Canal after the ruler of Egypt borrowed so much money that he bankrupted his country.The goal of imperialist nations was to extract value out of the lands they colonized.TRUE OR FALSE:Europeans had to use silver to trade with China because they had too much of it and wanted to reduce their stockpiles of silver.(0:42)After the British started selling opium in China, creating massive amounts of drug addiction, the Chinese seized opium shipments and tossed them into the sea.(1:51)The Chinese lost the resulting war, signing the Treaty of Nanjing and giving up Hong Kong and other ports to Britain, along with a great deal of cash.(2:47)The Chinese reversed these losses with the Taiping Rebellion, which made them the dominant financial power in Asia.(3:21)European colonization of Africa began in the 16th century but proceeded slowly until about 1850. After that, almost the whole continent was colonized in just 50 years.(3:54)The main reason why Europeans were so successful at expanding their influence across the globe was their strong sense of nationalism.(4:02)One reason to grab colonies was to secure sources of raw materials for factories.(4:33)Africa was difficult to colonize at first due to diseases like yellow fever, sleeping sickness, malaria, and nagana.(5:07)African diseases became less of a barrier once Europeans had developed technology such as steam ships and guns, as well as medicines such as quinine.(6:15)Africans were generally grateful that Europeans had come to Africa to help them improve their societies and civilize them.(7:43)Most of Asia was colonized, but Japan actually became an imperial power instead of being victimized by imperialism.(8:06)Europeans generally ruled their colonies by sending over rulers from Europe to do most of the major administrative tasks.(8:58)Local rulers in India, Morocco, and Tunisia often retained true power even though their nations had been colonized.(9:33)The Maori of New Zealand were defeated by the British, but only after a quarter-century of resistance.(10:40)During the same general era as European imperialism, the United States embarked on a major project to colonize Mexico and Central America.(11:06)Ethiopian king Menelik II was slain before his troops as an example of what happened to leaders who resisted imperialism.(11:19)Britain gained control of the Suez Canal after the ruler of Egypt borrowed so much money that he bankrupted his country.(11:53)The goal of imperialist nations was to extract value out of the lands they colonized. (12:19)TRUE OR FALSE:Europeans had to use silver to trade with China because they had too much of it and wanted to reduce their stockpiles of silver.FALSE – Throughout the 18th century Europeans had nothing else the Chinese wanted to trade for (0:42)After the British started selling opium in China, creating massive amounts of drug addiction, the Chinese seized opium shipments and tossed them into the sea. TRUE (1:51)The Chinese lost the resulting war, signing the Treaty of Nanjing and giving up Hong Kong and other ports to Britain, along with a great deal of cash.TRUE (2:47)The Chinese reversed these losses with the Taiping Rebellion, which made them the dominant financial power in Asia.FALSE – The Taiping Rebellion failed, triggering a foreign invasion of China and led to the British becoming the main economic power in China. (3:21)European colonization of Africa began in the 16th century but proceeded slowly until about 1850. After that, almost the whole continent was colonized in just 50 years.TRUE (3:54)The main reason why Europeans were so successful at expanding their influence across the globe was their strong sense of nationalism.FALSE – The biggest reason they could do it was because they had already industrialized. (4:02)One reason to grab colonies was to secure sources of raw materials for factories.TRUE (4:33)Africa was difficult to colonize at first due to diseases like yellow fever, sleeping sickness, malaria, and nagana.TRUE (5:07)African diseases became less of a barrier once Europeans had developed technology such as steam ships and guns, as well as medicines such as quinine.TRUE (6:15)Africans were generally grateful that Europeans had come to Africa to help them improve their societies and civilize them.FALSE – Africans fiercely resisted being colonized, but were overwhelmed by superior technology. (7:43)Most of Asia was colonized, but Japan actually became an imperial power instead of being victimized by imperialism.RUE (8:06)Europeans generally ruled their colonies by sending over rulers from Europe to do most of the major administrative tasks.FALSE – They usually got local rulers to agree to implement their policies.(8:58)Local rulers in India, Morocco, and Tunisia often retained true power even though their nations had been colonized.TRUE (9:33)The Maori of New Zealand were defeated by the British, but only after a quarter-century of resistance.TRUE (10:40)During the same general era as European imperialism, the United States embarked on a major project to colonize Mexico and Central America.FALSE – The U.S. expanded westward and took land from the Native American tribes. (11:06)Ethiopian king Menelik II was slain before his troops as an example of what happened to leaders who resisted imperialism.FALSE – Menelik II defeated the Italians in battle using European technology and kept his nation independent. (11:19)Britain gained control of the Suez Canal after the ruler of Egypt borrowed so much money that he bankrupted his country.TRUE (11:53)The goal of imperialist nations was to extract value out of the lands they colonized.TRUE (12:19)Thanks again for all your hard work with your students! Have a great school year, and if you need more resources for your history and social studies classes, I invite you to visit me at: can also get some useful teaching ideas from my Pinterest boards, which I up- date on a regular basis with teaching materials from all over the internet. Another place I post is at my WordPress blog, which includes great free resources such as my “Quick and Easy Great Depression Simulation,” which only takes 10 minutes of class time! Links are below: THE WORD!If you like and use any of my products, please feel free to share their cover images and your remarks on your own Pinterest boards, or on Facebook, Twitter, or any other social media. You can do this easily from the main product page on TpT, where helpful “share” buttons appear!HOW TO GET FREE STUFF FROM TEACHERS PAY TEACHERSDid you know that TpT has a program for rewarding buyers who take the time to rate and review a product? Do both, and you will earn credits that you can use to- ward future purchases. Full information on this great deal is available here: TO GET NOTIFIED WHEN I POST NEW PRODUCTSJust follow the first link on this page, and when you reach my Teachers Pay Teachers store, click on the little green star underneath my name. That’s all you have to do! ................
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