Eleventh Grade: World History and Geography. Unit 4: Era 6 - An Age of Global Revolutions. Century to 1914

Transcription

1 Eleventh Grade: World History and Geography Unit 4: Era 6 - An Age of Global Revolutions Big Picture Graphic Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements? Previous Unit: Era 5: The Emergence of the First Global Age, 15 th to 18 th Centuries This Unit:, 18 th Century to 1914 Next Unit: Era 7: Global Crisis and Achievement, Questions to Focus Assessment and Instruction: 1. How and why did life change during the Age of Global Revolutions? 2. What were the global consequences of political revolutions in this era? 3. How and why was the growth of industrialism a global phenomenon? 4. How did a small number of European states achieve control over most of the world by the end of this era? Michigan Citizenship Collaborative Curriculum Page 1 of 24

2 Unit Abstract and Historical Overview The time period from the can be characterized as an age of global revolutions. Dramatic changes in relations within and between nations were the source of major political upheavals. Simultaneously, changes in the means of production transformed the world both economically and politically. Thus, this era sees the emergence of new forms of liberal, constitutional governments, the development of new economic relationships, and the intensification of inter-regional and global interactions. One way to make sense of the era is to focus on three interrelated, world-wide events: political revolution, industrial revolution, and the growth of European influence over most of the world. While traditionally historians have viewed these events almost exclusively from a European perspective, world historians now view these events as having global impact. The Industrial Revolution had arguably the greatest impact across the world during this era. By 1914, the changes in energy, transportation, and production increased the capacity to produce and distribute goods, and stimulated what many historians have called the Rise of the West. Prior to the Industrial Revolution, Europe, China, India, and Japan were comparable economically and socially. In fact, these countries had similar production levels and life expectancies. That changed dramatically over the next century and a half. By 1900, Europe and the United States produced about 80 percent of all manufactured goods. Understanding what created the conditions for this change and its impact on the world is central to the historical study of this era. Against this economic and geographic backdrop, historians place the transformations around governance structures. A new modern state emerged during this era, defined by new ideas concerning the relationships between citizens and the state, among citizens as nations, and between nations and nation-states. The idea of people being citizens rather than subjects and other enlightened ideas spread throughout Europe and transformed the roles and responsibilities of governments. Old forms of determining legitimacy (e.g. divine right, mandate of heaven) gave way to popular sovereignty in political struggles across the world. People also began to see new connections with neighbors and attempted to form nation-states to formalize these relationships. Equally important were the numbers of people who began to see themselves as stateless (e.g. Irish, Serbs, Slavs) and sought to join the new forms of sovereignty. Thus, liberal attempts to establish popular sovereignty stood next to nationalist revolts (where people attempted to develop nation-states) as important political and social movements during the era. Armed conflicts, particularly liberal and nationalist revolutions, civil wars, and wars of imperial expansion also figure prominently in this era. The 19 th century world saw the American Civil War, wars of unification in Italy and Germany, the Opium War, and the Taiping Rebellion. Democratic revolutions beginning in the Atlantic world helped to redefine ideas about power, thereby generating movements for new forms of government, self-determination, the abolition of slavery, the expansion of suffrage, and human rights. Coerced labor in the form of slavery and serfdom was abolished during this era. Fueled by new industrial demands and supported by new industrial products such as steam boats, weapons and quinine European powers were both motivated and enabled to construct a new type of imperialism. As a result, Europe s and the West s political and economic power was unparalleled. By the end of this era, people s understandings of Michigan Citizenship Collaborative Curriculum Page 2 of 24

3 themselves and their role in the world changed as nationalism, industrialism, imperialism, and democracy grew. Suggested Organization for Era 6 Topics Content Expectations Duration Nationalism and Political 6.1.1; 6.2.1; 6.2.2; weeks Revolutions Industrialization 6.1.1; 6.1.2; 6.1.3; 6.1.4; 6.2.3; 6.3.1; weeks Imperialism 6.1.1; 6.1.2; 6.1.5; 6.2.4; 6.3.1; 6.3.2; weeks Unit Assessments 1. Write a thesis paper using evidence from this era to formulate a response to: How and why did life change during the Age of Global Revolutions? Students should support their thesis with evidence based on the unit of study. 2. Using the essay they wrote for Era 5, Topic 2 (WH03, Topic 2, assessment 2), students revise it based on what they have learned in this era, to answer the question: Was Europe's rise to power a result of its demographic, economic, and social trends in Europe, including the Renaissance, Reformation Counter Reformation, and Enlightenment rather than changes outside Europe such as the decline of other major empires? Students use historical evidence to support their argument. Michigan Citizenship Collaborative Curriculum Page 3 of 24

4 Topic 1: Nationalism and Political Revolutions Topic Abstract: In this topic students specifically examine several revolutions during this time period in order to compare why they happened, what happened during the revolution (political, economic and/or social changes), as well as the short and long term consequences of the revolutions. Students examine documents that influenced people to take up arms against their governments and explore the first steps each revolutionary group took towards instituting change. They then explore the actual events of each revolution, finalizing their understanding by examining the immediate and long term effects of each revolution. Through investigating the counter-forces that limited the scope of democratic and nationalist revolutions, students examine how those movements produced conservative reactions across the world. By the end of the topic, students not only understand each revolution as a stand alone event, but also as a progression of revolutionary movements around the world, including how liberal, democratic, and nationalistic ideas shaped the new type of state systems. Focus Questions 1. How did the rise of nationalism and the growth of nation-states lead to political revolutions? 2. What were the global consequences of political revolutions in this era? 3. How and why did life change during the Age of Global Revolutions? Content Expectations WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. WHG 6.2.1: Political Revolutions - Analyze the Age of Revolutions by comparing and contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions (American, French, Haitian, Mexican or other Latin American, or Chinese Revolutions). WHG 6.2.2: Growth of Nationalism and Nation-states - Compare and contrast the rise of the nation-states in a western context (e.g., Germany, Italy) and non-western context (e.g., Meiji Japan). WHG 6.3.1: Europe - Analyze the economic, political, and social transformations in Europe by analyzing and explaining the impact of economic development on European society explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of women Michigan Citizenship Collaborative Curriculum Page 4 of 24

5 using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase). Key Concepts constitutionalism democracy inalienable rights liberalism nationalism popular sovereignty republicanism revolution rule of law secularism social contract Duration 2 weeks Lesson Sequence Lesson 1: Coming of Revolution: Setting the Stage Lesson 2: Democratic/Liberal Revolts Lesson 3: Revolutionary Consequences and the Growth of Nationalism Assessment Selected Response Items Constructed Response Items Extended Response Items WHG WHG WHG WHG WHG Students write a 2-3 page paper comparing at least three revolutions of this era, including their causes, local consequences, and global consequences. Students construct a graphic organizer that compares the rise of a western and nonwestern nation-state and evaluates the role of nationalism as a cause of each. The graphic organizer should address the influence of constitutionalism, republicanism, nationalism, human rights, and secularization in the progression and conclusion of each revolution or national movement. Michigan Citizenship Collaborative Curriculum Page 5 of 24

6 Performance Assessments Resources Equipment/Manipulative Computer Poster boards and markers Student Resource Liberty, Equality, Fraternity: Exploring the French Revolution. George Mason University: Center for History and New Media. 5 March 2008 < Slavery and the Haitian Revolution. George Mason University: Center for History and New Media. 5 March 2008 < World Continents, Outline Maps. Eduplace.com. 5 March 2008 < Teacher Resource American Independence. The Internet History Sourcebooks Project. History Department Fordham University, New York. 5 March 2008 < A Country Study: Bolivia. Library of Congress. 5 March 2008 < A Country Study: Haiti. Library of Congress. 5 March 2008 < Country Studies. Library of Congress. 5 March 2008 < Access the history of many countries through the searchable database. French Revolution. The Internet History Sourcebooks Project. History Department Fordham University. New York. 5 March 2008 < Nationalism. The Internet History Sourcebooks Project. History Department Fordham University. New York. 5 March 2008 < World History for Us All. Landscape Teaching Unit March 2008 < Resources for Further Professional Knowledge Anderson, Benedict R. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso, Michigan Citizenship Collaborative Curriculum Page 6 of 24

7 Kennedy, Paul M. The Rise and Fall of the Great Powers Economic Change and Military Conflict from 1500 to 2000 New York, NY: Random House, Knight, Franklin W. The Haitian Revolution. The American Historical Review. 2000, 105:1. Hobsbawm, Eric. The Age of Revolutions, Vintage books, The Invention of Tradition, E. J. Hobsbawm and T.O. Ranger, eds., Cambridge: Cambridge University Press, Michigan Citizenship Collaborative Curriculum Page 7 of 24

8 Instructional Organization Lesson 1: Coming of Revolution: Setting the Stage Content Expectations: WHG 6.1.1; WHG Key Concepts: inalienable rights, liberalism, nationalism, popular sovereignty, republicanism, rule of law, secularism, social contract Abstract: In this lesson students examine the global context in which the revolutions in this era occurred. Begin by having students engage in a quick write about Enlightenment ideas and other cultural changes happening in Europe and the Americas during the previous era. After student share their thoughts with a partner, divide them into groups to examine primary documents from the time period (e.g., writings by Rousseau, Voltaire, Locke) (see WHFUA Landscape Unit 7.2 Lesson 1: Students groups should identify how ideas such as liberalism, popular sovereignty, and liberty were different from earlier political ideas such as absolutism and the divine rights of kings. Have the groups share their lists of differences. In a class discussion, have students predict what they see as possible conflicts in society, particularly concerning political and social structures. Next, students use a graphic organizer to engage in a concept formation activity by analyzing examples and non-examples of nationalism (see WHFUA Landscape Unit 7.6 Lesson 1: As a class, develop a working definition and critical attributes for the concept of nationalism. The lesson ends with a discussion of how the rise of nation-states and nationalism might lead to revolution in some areas of the world. Lesson 2: Democratic/Liberal Revolts Content Expectations: WHG 6.1.1; WHG Key Concepts: constitutionalism, democracy, inalienable rights, liberalism, nationalism, popular sovereignty, republicanism, revolution, rule of law, secularism, social contract Abstract: As a class discuss the timeline of events leading to the American Revolution, major events and global consequences (see WHFUA Landscape Unit 7.6 Lesson 2: Then divide students into groups to research another political revolution: French, Haitian, Mexican or other Latin American, and Chinese revolutions (Taiping and Boxer Rebellions). Each group should first analyze at least one primary document that emerged from their particular revolution (e.g., newly written constitutions; see WHFUA Landscape Unit 7.6 Lesson 3: After analyzing the document(s), students construct a brief making their case for revolution. Individuals within each group are assigned a specific task for the brief: a description of revolutionary and counterrevolutionary forces, a list of the goals of the revolution, a description significant individuals Michigan Citizenship Collaborative Curriculum Page 8 of 24

9 and places of the revolution, an explanation of how the revolution ended, and a description of its global consequences. The group should also construct a visual about the causes, events and consequences of the particular revolution. The groups then present their analysis to the class while other students compile a chart of the causes, goals, significant individuals, how the revolution ended, and global consequences. Lesson 3: Revolutionary Consequences and the Spread of Nationalism Content Expectations: WHG 6.1.1; WHG 6.1.3; WHG 6.2.1; WHG 6.2.2; WHG Key Concepts: constitutionalism, democracy, inalienable rights, liberalism, nationalism, popular sovereignty, republicanism, revolution, rule of law, secularism, social contract Abstract: Using the chart they created during Lesson 2, students look for commonalities. Terms such as slavery, popular sovereignty, secularization, liberalism, inalienable rights, nationalism, and constitutionalism should emerge as common themes across revolutions. In a quick-write, and for discussion, have students predict possible future problems based on both the immediate ending of the revolution and the emergence of these new governments. After examining at the immediate end of the revolutions, students finish their chart by using primary and secondary sources to fill out the long term consequences column. Next, students consider the ripple effect of these revolutions. They work with a partner to label on a world map when and where these revolutions occurred (they will use these maps again in Topic 2, Lesson 5). Finally, engage students in a class discussion of whether the revolutions could be connected to the flow of ideas with existing trade routes. The lesson should end with students reading about and comparing nationalistic movements in a western context (e.g., Germany, Italy) and non-western context (e.g., Meiji Japan). Michigan Citizenship Collaborative Curriculum Page 9 of 24

10 Topic 2: Industrialization Topic Abstract: In this topic, students focus on the Industrial Revolution as a global phenomenon by investigating large global patterns and comparing the causes, processes and effects of industrialization in several nations around the world. They begin by considering the question: How and why was the growth of industrialism a global phenomenon? Students then examine demographic data to analyze changes in urban centers and populations across 400 years. This analysis allows students to frame key questions related to why and when did the Industrial Revolution happen? Why did the Industrial Revolution happen where it did? To answer these questions, students create and compare timelines showing the causes and spread of industrialism in several areas of the world. Throughout the topic students explore the flow of ideas and technology that enabled the Industrial Revolution to occur, as well as an analysis of both the immediate and long term effects of industrialization (e.g., population growth, general prosperity, creation of a working class, urbanization, changes in political and economic systems). Students compare these nations to Russia, a country that did not industrialize during this era. The topic concludes with students using maps and data to analyze the global origins and spread of political and industrial revolutions and migration patterns during this era. Focus Questions 1. How and why was the growth of industrialism a global phenomenon? 2. Why does the Industrial Revolution happen when and where it does? 3. Why were the short and long term effects of industrialization inevitable? Content Expectations WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. WHG 6.1.2: World-wide Migrations and Population Changes - Analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations of Europeans, Africans, and Asians during this era, including the impact of industrialism, imperialism, changing diets, and scientific advances on worldwide demographic trends. WHG 6.1.3: Increasing Global Interconnections - Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization the global spread of major innovations, technologies, and commodities via new global networks. Michigan Citizenship Collaborative Curriculum Page 10 of 24

11 WHG 6.1.4: Changes in Economic and Political Systems - Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era (agriculture and absolutism). WHG 6.2.3: Industrialization - Analyze the origins, characteristics, and consequences of industrialization across the world by comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following: Britain, Germany, United States, or France describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements describing the environmental impacts of industrialization and urbanization. WHG 6.3.1: Europe - Analyze the economic, political, and social transformations in Europe by analyzing and explaining the impact of economic development on European society explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of women using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase). WHG 6.3.2: East Asia - Analyze the political, economic, and social transformations in East Asia by explaining key events in the modernization of Japan (Meiji Restoration) and the impact of the Russo-Japanese War describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions. Key Concepts capitalism communism industrialization labor unions liberalism socialism urbanization working class Duration 3 weeks Michigan Citizenship Collaborative Curriculum Page 11 of 24

12 Lesson Sequence Lesson 1: The Industrial Revolution as a Global Phenomenon Lesson 2: The Industrial Revolution: Why here? Why now? Lesson 3: The Social, Economic, Political, and Environmental Effects of the Industrial Revolution Lesson 4: Changes in Economic and Political Systems Lesson 5: Global Patterns of Revolution and Migration Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG WHG As a modernization consultant to the Japanese government on the eve of the Meiji Restoration, create a how to industrialize and modernize pamphlet based of your knowledge of Japanese society and the Industrial Revolution in Europe. Include the pros and cons, necessary conditions, short and long term effects, and pictures from at least two specific examples of what industrialism might look like. Write a newspaper article from the year 1900 outlining the political and economic responses to the rise of industrialism around the world. You should include at a minimum the rise of labor unions, the rise of socialism and capitalism, the theory of communism, and reform movements, including the fight for women s rights. Create a children s story book from the perspective of a globetraveling steamboat during this era. Your book should explain the routes you take, what kind of cargo you are carrying (including people), as well as how you believe that you are changing the world. Write a letter from England, France, Germany, or Japan to a relative in the Americas explaining how industrialization has changed your life politically, economically, and socially, as well as environmental changes that you have noticed. Use specific examples from what you have learned in this topic. Michigan Citizenship Collaborative Curriculum Page 12 of 24

13 Resources Equipment/Manipulative Large Map of the World Poster boards and markers Student Resource Industrial Revolution. The Internet History Sourcebooks Project. 5 March 2008 < Teacher Resource Biography of Adam Smith. The Concise Encyclopedia of Economics. 5 March 2008 < Industrialism: Progress or Decline? The Norton Anthology of English Literature: Norton Topics Online. 5 March Contains an overview, photographs, and primary source documents related to the plight of the working class. Karl Marx and Fredrick Engels: Selected Works. Marxist Internet Archive. 5 March 2008 < Largest Cities throughout History. About.com: Geography. 5 March 2008 < Statistical information about cities throughout history. Plight of Women s Work in the Early Industrial Revolution in England and Wales. Women in World History Curriculum. 5 March 2008 < Tables Showing the Spread of the Industrial Revolution. The Internet History Sourcebooks Project, History Department Fordham University, New York. 5 March 2008 < World History for Us All. Panoramic Teaching Unit 7.0. PowerPoint Presentation. 5 March 2008 < Resources for Further Professional Knowledge Christian, David. Maps of Time: An Introduction to Big History. University of California Press, Pp Christian, David. This Fleeting World: A Short History of Humanity. Berkshire Publishing Group, Pp The global story of industrialism. Global Industrialization. Bridging World History: A Video Course for High School and College Teachers. 5 March 2008 < Michigan Citizenship Collaborative Curriculum Page 13 of 24

14 A thirty minute video discussing the Industrial Revolution in a global context. Requires a free sign in. Marks, Robert. The Origins of the Modern World: An Ecological and Global Narrative. Rowman & Littlefield Publisher, Inc., Stearns, Peter. The Industrial Revolution in World History. Westview Press, Michigan Citizenship Collaborative Curriculum Page 14 of 24

15 Instructional Organization Lesson 1: The Industrial Revolution as a Global Phenomenon Content Expectations: WHG 6.1.1; WHG 6.1.2; WHG Key Concepts: industrialization Abstract: Begin the lesson by displaying a wall map and charts showing the most populous cities in the world in 1500, 1800, and 1900 (available: Have students compare the three charts and share what they notice (e.g., they should notice that in 1500 Beijing, China has the highest population and London, England isn t in the top 10; in 1800 Beijing is still number 1 and London has climbed to number 2; in 1900 London has surpassed Beijing). Guide students to recognize that there was a change in the location of the world s most populated areas to the West (Europe and eventually the United States) starting around the 1800s. Ask students why they think this shift happened (if needed, prompt them to think about the rise of industrialism). Explain to students that historians call this rise and spread of industrialism the Industrial Revolution. Have students engage in a quick write to explain why this period might be termed a revolution based on their understandings from the last unit. Discuss the following questions with the class: Would there be similarities to the political revolutions? What would be different? Who might the major players be? Is this a revolution? Show students World History for US All PowerPoint: Era 7 located at: Throughout the PowerPoint presentation discuss more of the global picture of industrialism in this era including migration patterns and how they connected to the Industrial Revolution. Lesson 2: The Industrial Revolution: Why here? Why now? Content Expectations: WHG 6.1.1; WHG 6.1.3; WHG 6.2.3; WHG 6.3.1; WHG Key Concepts: industrialism, labor unions, urbanization, working class Abstract: Begin the lesson by having students work in pairs to investigate the causes of the Industrial Revolution including when and why it started in Great Britain. Students should focus on Britain s geography and the global processes (such as the availability of raw materials in Britain s colonies) that enabled Britain to become the leader in the rise of industry. Compile a class list of the causes of the Industrial Revolution. Next, divide students into six groups with each group representing one of the following countries: Russia, Japan, Britain, Germany, United States, and France. Explain to the groups that they are to construct a poster display that describes industrialization in their country. Each poster display should include a timeline depicting the timing of key inventions, governmental policies (political and economic), and the specific events that led to industrialization. The posters should also include descriptions of outside influences, major Michigan Citizenship Collaborative Curriculum Page 15 of 24

16 players, major ideas, immediate consequences (such as urbanization and population growth), and an example of a law concerning labor or trade. Finally, the poster should include data about population growth as well as economic indicators. Each group presents their poster display to the class. In the presentation, students explain why and when industrialization occurred in their country. After all the presentations, engage students in a class discussion about Russia s situation during this era. Use the following question to guide the discussion: Why didn t Russia experience industrialization to the same extent as other nations did during this time period? Also discuss events that happened simultaneously in different countries and identify what they had in common. Finally, discuss how the role of the individual in the economy may have changed as a result of industrialization. Lesson 3: The Social, Economic, Political, and Environmental Impact of the Industrial Revolution Content Expectations: WHG 6.1.1; WHG Key Concepts: capitalism, communism, industrialization, labor unions, liberalism, socialism, urbanization, working class Abstract: Begin the lesson by having students examine how the role of the individual was changing during industrialization. Examples may include artwork and photography from the era (depicting urban and rural conditions), an excerpt from Ibsen s A Doll s House, speeches from the Seneca Falls convention, and photographs of children in factories, depictions of environmental impacts. As a class, discuss how people s lives changed because of industrialization. Next, have students work with a partner to use these and other sources to construct a chart of the social, economic, political, and environmental impact of the Industrial Revolution around the world. Students should uncover new political and economic forces (e.g., capitalism, socialism, communism, democracy). Combine pairs into groups of six and have them compare their charts, adding information where necessary. Finally, have students engage in a five minute write of the most significant consequence of industrialization, using information from the lesson to support their position. Post students essays around the room. Lesson 4: Changes in Economic and Political Systems Content Expectations: WHG 6.1.3; WHG 6.1.4; WHG Key Concepts: capitalism, communism, industrialization, labor unions, liberalism, socialism, urbanization, working class Abstract: In this lesson, students compare the emerging political and economic systems of this era with those of the last. They begin by completing two separate two-column lists. The first compares industrialism with agriculture, and the second list compares democracy with absolutism. As a class, discuss the charts using the following questions: What were the differences in the ways that groups of people were affected by the Industrial Revolution? How would different Michigan Citizenship Collaborative Curriculum Page 16 of 24

17 groups of people have viewed the industrial revolution? Its benefits? Its perils? Student answers should open up an opportunity to discuss both class conflict and the role of the government in economics and social life. Next, give students excerpts from the Wealth of Nations and the Communist Manifesto, as well as documents from major socialist/labor parties during this era. Student should read to explore the following questions: What did author believed about industrialization? What did he believe should happen? Why? After working alone, students should work in groups of four to compare answers, finally making a class list on the board. Tell students that these emerging political and economic ideologies will have a major role in events in the next eras. Lesson 5: Global Patterns of Revolution and Migration Content Expectations: WHG 6.1.1; WHG 6.1.2; WHG 6.1.3; WHG 6.2.3; WHG Key Concepts: capitalism, communism, industrialization, labor unions, liberalism, socialism, urbanization, working class Abstract: Using their political revolution maps from Topic 1, Lesson 3, have students label centers of industrialization (with dates). Using demographic data, students should then identify and label mass migrations of groups of people (at least five different groups of people), depicting with an arrow where they are coming from and where they are going to, with dates (this should include the Napoleonic Empire and its fallout). After sharing their maps with a partner, students write an essay answering the following question: How and why was the growth of industrialism a global phenomenon? In their essays, students should include the causes and consequences of industrialization and its relationship to political revolutions and migration. Michigan Citizenship Collaborative Curriculum Page 17 of 24

18 Topic 3: Imperialism Topic Abstract: In this topic students explore how a small number of European states came to dominate the globe and how the colonial experience varied in different regions of the world. Students begin with an examination of the causes of imperialism, including their social, political, and economic roots. Through a regional approach, students explore the colonial experience of indigenous people in Africa and Asia. They then compare the imperialist policies of Japan, Britain, and France to analyze Europe s growing influence in and domination over most of the world. Throughout the topic, students consider how the development of nationalist movements, industrialization, and fierce imperialistic competition set the stage for world war. Focus Questions 1. How did a small number of European states achieve control over most of the world by the end of this era? 2. How did the colonial experience compare in different regions of the world? Content Expectations WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. WHG 6.1.2: WHG 6.1.5: WHG 6.2.4: World-wide Migrations and Population Changes - Analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations of Europeans, Africans, and Asians during this era, including the impact of industrialism, imperialism, changing diets, and scientific advances on worldwide demographic trends. Interpreting Europe s Increasing Global Power - Describe Europe s increasing global power between 1500 and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe (e.g., Renaissance, Reformation, demographic, economic, and social changes) or factors external to Europe (e.g., decline of Mughal and Ottoman empires and the decreasing engagement of China and Japan in global interactions). Imperialism - Analyze the political, economic, and social causes and consequences of imperialism by using historical and modern maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asia, and East Asia describing the connection between imperialism and racism, including the social construction of race Michigan Citizenship Collaborative Curriculum Page 18 of 24

19 comparing British policies in South Africa and India, French polices in Indochina, and Japanese policies in Asia analyze the responses to imperialism by African and Asian peoples. WHG 6.3.1: WHG 6.3.2: WHG 6.3.3: Europe - Analyze the economic, political, and social transformations in Europe by analyzing and explaining the impact of economic development on European society explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of women using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase). East Asia - Analyze the political, economic, and social transformations in East Asia by explaining key events in the modernization of Japan (Meiji Restoration) and the impact of the Russo-Japanese War describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions. Africa - Evaluate the different experiences of African societies north and south of the Sahara with imperialism (e.g., Egypt, Ethiopia, and the Congo). Key Concepts imperialism nationalism racism Duration 3 weeks Lesson Sequence Lesson 1: The Big Picture of Imperialism Lesson 2: Imperialism in Africa Lesson 3: The Colonial Experience North and South of the Sahara Lesson 4: Imperialism in Asia Lesson 5: Comparing Imperial Policies Michigan Citizenship Collaborative Curriculum Page 19 of 24

20 Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments WHG WHG WHG WHG WHG WHG Have students write a paper addressing the following questions: How did relatively few European states come to achieve such control over most of the world by the end of this era? and How did the colonial experience compare in different regions of the world? The paper should include evidence gathered in this topic and use specific examples from each of the regions/nations studied. Resources Equipment/Manipulative Butcher paper Computer and projector Markers Student Resource A Country Study: Ethiopia. Library of Congress. 3 March 2008 < A Country Study: Zaire (Former). Library of Congress. 3 March 2008 < Pearcy, Thomas and Mary Dickson. Imperialism in Africa to the eve of World War I. W.W. Norton. 4 Jan March 2008 < The Story of Africa. BBC World Service. 3 March 2008 < The True Conception of Empire. 3 March 2008 < Teacher Resource Chinese History to Qing Dynasty. University of Southern California: Specialized Libraries and Archival Collections, March 2008 < Michigan Citizenship Collaborative Curriculum Page 20 of 24

21 Colonialism in the Congo: Conquest, Conflict, and Commerce, the Choices Program. Brown University. 3 March 2008 < Halsall, Paul. Internet African History Sourcebook March 2008 < Imperialism. The Internet History Sourcebooks Project. 3 March 2008 < The Qing Dynasty ( ): Painting. Metropolitan Museum of Art History. 3 March 2008 < The Story of Africa. BBC World Service. 3 March 2008 < Resources for Further Professional Knowledge Smith, Bonnie. Imperialism: A History in Documents. Oxford University Press, Michigan Citizenship Collaborative Curriculum Page 21 of 24

22 Instructional Organization Lesson 1: The Big Picture of Imperialism Content Expectations: WHG 6.1.1; WHG 6.1.2; WHG 6.1.5; WHG Key Concepts: imperialism, nationalism, racism Abstract: Use PowerPoint slides 65 and 67 from the World History for Us All curriculum, Panorama Teaching Unit, Era 7 (available at to provide a big picture of this topic. Slide 65 shows a colonial map of the world at the end of the era; slide 67 shows statistical data on how much land surface Europeans controlled by Explain to students that this was the global situation at the end of the era. Then present students with the unit problem, How did relatively few European states come to achieve such control over most of the world by the end of this era? Have students discuss their hypotheses with a partner for about five minutes. Then explain to students that throughout the topic they will be gathering evidence to support or refute their hypotheses. Tell them that the imperial experience wasn t the same everywhere; therefore they will also gather information to answer the: How did the colonial experience compare in different regions of the world? Next, have students read in their text or other sources about the motives behind the Age of Imperialism. As they read, students construct a chart of imperial forces and their motives and motivations for imperialism. After comparing charts with a partner, engage students in a class discussion about the common causes of imperialism (such as the need for raw materials, racism and superiority, increased technology). During the discussion, different types of colonialism should be identified. Lesson 2: Imperialism in Africa Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG Key Concepts: imperialism, nationalism, racism Abstract: In this lesson students begin by reflecting on what they know about Africa as a continent in a quick write. Guide students in their quick write to make sure they are not treating Africa as one large country. Encourage students to describe important geographical features in Africa, as well as the development of overlapping economic and political regions based on influence from the Arab world and the West. Next, have students work with a partner to share their quick writes. The partners then use their textbooks and previous class notes to create a one-page note sheet entitled Previously in Africa to explain what had been happening on the continent through Students should include an extensive description of the internal and external slave trade. In doing so, they also examine a map of Africa on the eve of imperialism. Next, give students a copy of The True Conception of Empire by Joseph Chamberlain to read and discuss in small groups. Based on this document, as well as what they know of industrialization, the slave Michigan Citizenship Collaborative Curriculum Page 22 of 24

23 trade, and any other documents from the time period (political cartoons would work well), have students analyze the reasons Africa would appeal to Europe. In a class discussion students answer the question: Why Africa, why now? In their response they should include not only conditions in Africa, but also conditions in Europe (nationalism, industrialization, racism) and growing technological and medical advances. Students should also take notes on the unit problem in regards to Africa: How did relatively few European states come to achieve such control over most of the world by the end of this era? Students compare a map of Africa on the eve of World War I (that shows how Africa was divided among the European powers) with a map of Africa from the 1700s. They discuss what lasting effects this division has had on the African people. Lesson 3: The Colonial Experience North and South of the Sahara Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG Key Concepts: imperialism, nationalism, racism Abstract: In this lesson, students analyze and compare the different experiences with and reactions to imperialism north and south of the Sahara. To do this, divide students into three groups representing Egypt, Ethiopia, and the Congo. Individually students research and write an extended magazine article of the experiences of the indigenous people living in their assigned region during this era. Working in their groups they share the content of their articles and then work together to design a magazine cover for their region. Reorganize the groups so that each group contains a representative from each region (jigsaw activity). Have each representative explain their region s cover and how it reflects the experiences of and reactions to imperialism. Lesson 4: Imperialism in Asia Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG Key Concepts: imperialism, nationalism, racism Abstract: In this lesson students discuss motives for Western expansion into Asia. They compare what they learned about imperialism in Africa to imperialism in Asia. Next, students compare the reactions of Africans and Asians to imperialism by closely examining China. First, review with students what they have learned in previous eras and topics about the Qing Dynasty. Next, have students create a reaction to imperialism timeline from the Chinese perspective (from 1800 to 1914). Students should include events such as the Opium Wars and Taiping and Boxer rebellions. After students have created their timelines, discuss how the Chinese experience compared to the African experience and the experience of other places in Asia. As a final question, ask students: How did western imperial policies lead to the decline of the Qing Dynasty? Lesson 5: Comparing Imperial Policies Michigan Citizenship Collaborative Curriculum Page 23 of 24

24 Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG 6.3.2; WHG Key Concepts: imperialism, nationalism, racism Abstract: Begin the lesson by having students read in their text or another source about Japan during this era (they should reference what they learned about the Meiji Restoration in previous topics). Discuss growing nationalism and imperial motives in Japan during the last part of the era. Next, have students construct a chart comparing Japanese imperial policies in Asia with British policies in South Africa and India and French policies in Indochina (optional: have students add the United States to the Imperial Power column), such as the one below: Imperial Power Policies Local Reaction to those Policies Japan in Asia Britain in S. Africa Britain in India France in Indochina After students compare their charts in small groups of four or five students, have them engage in small group discussions comparing imperialist policies and reactions to those policies. Throughout their discussion, they should revisit the topic questions: How did a small number of European states achieve control over most of the world by the end of this era? and How did the colonial experience compare in different regions of the world? Michigan Citizenship Collaborative Curriculum Page 24 of 24