Unit+4+-+Industrialism+and+the+Race+for+Empire

= **Welcome to UNIT 4 - Industrialism and the Race for Empire! (You thought things moved quickly before? WAIT until you see how mankind moves in this next period of time - roughly 1800-1900)** = ||  ||
 * This unit describes the effects of the industrial revolution on Western nations and the nations' race to divide Asia and Africa among themselves. Colonial rule brings more hardships than benefits to native peoples, who eventually rebel against Western rulers. (from your text)**

__**ENDURING UNDERSTANDINGS**__
 * Students will understand that:**
 * **There were many factors that led to the establishment of European nation-states**
 * The **Industrial revolution had dramatic impacts on the world (political, economic and social)**
 * **Imperialism in Africa and Asia still affects the world today**
 * **The reactions of regions of the world to Western economic domination were not always positive**
 * **The march of democracy and progress happened for many but certainly not all people.**

__**ESSENTIAL QUESTIONS**__
 * 1) **What were the factors that led to the rise of nationalism?**
 * 2) **What were the causes, characteristics and consequences of the industrial revolution?**
 * 3) **What were the political, economic and social impacts of the Industrial Revolution?**
 * 4) **How did the industrial revolution lead to imperialism?**
 * 5) **Why did imperialism start in Europe?**
 * 6) **What was the incentive of Europe to become imperialists over other countries?**
 * 7) **Why were Africa and Asia imperialized?**
 * 8) **How did imperialism change the world then and now?**
 * 9) **Do the benefits of imperialism outweigh the costs?**
 * 10) **How did democracy and technology evolve in Industrialized countries?**


 * __PAGES OF //MODERN WORLD HISTORY// FOR THIS UNIT__**
 * 1) **//"The Beginnings of Industrialization" pp. 283-288//**
 * 2) **//"Reforming the Industrial Revolution" pp. 300-307//**
 * 3) **//"Nineteenth Century Progress" pp. 328-333//**
 * 4) **//"The Scramble for Africa" pp. 336-344//**
 * 5) **//"British Imperialism in India" pp. 357-361//**
 * 6) **//"US Economic Imperialism" pp. 382-387//**

= __**Activity: //A Microcosm of Nationalist Ambitions//**__ = As you compete with each other focus on your thoughts and feelings. Reflect on them, and be sure to share your thoughts with your classmates when we are finished. ===This is an in-class activity. __Be sure to reflect upon your experience. Due: the following class .__ Use Google Doc as per the usual instructions, BLOCK (just the letter in capitals) LAST NAME (family name if you will) GIVEN NAME (as it appears in Power School) ACTIVITY NAME (Nationalist Ambitions)===

Questions that your reflection should address:

 * 1) === **How is nationalism something that is abstract? That is, how is it something that people make up?** ===
 * 2) === **Why do nations seek to trade in items that they might already have? How does this enhance their own sense of nationalism?** ===
 * 3) === **What motivates nations to provide aid to other nations?** ===
 * 4) === **How can nationalism promote cooperation amongst nations? How can it promote competition amongst nations?** ===
 * 5) === **Is nationalism a positive force in a people’s identity? When can it be a negative force?** ===

= __**Nationalism...//what a concept!//**__ = Nationalism, in terms of human history, is relatively new. It stems first from the notion of their actually being a nation (not always a 'nation-state' or country). Thus, it is a force that develops in the late 18th century and has been with us ever since. There are elements that are required (see below). That said, though, note that an actual nation-state is not needed for one to be a nationalist. For example, there are French nationalists living in the province of Quebec in Canada which seek independence in some way from Canada. They do not have a nation-state //per se//, but they are nationalists nonetheless (see below). The same can be said of many people in the world today. With your partner(s) find a nationalist movement which is similar to the one described above (re: Quebec in Canada) in a country from the list below:
 * Read over this hand-out [[file:Nationalism.pdf]]**
 * In class mini-research**
 * Philippines
 * Thailand
 * Indonesia (in the last 20 years)
 * United States of America
 * France
 * Spain
 * United Kingdom
 * Mexico
 * Sudan (last 10 years)


 * Create a chart** that answers these questions:
 * 1) Group seeking independence.
 * 2) Reason.
 * 3) Present situation.
 * Post the Chart as instructed by your teacher.**



= ** Nationalism is a powerful force and will also have a hand in helping fuel a different kind of revolution, a revolution that was about to change life for everyone, not just in one country, or region, but for the entire world: the Industrial Revolution. Probably nothing that we have studied so far has had as great an impact on your life today!** =


 * [[image:braykowh/ind_rev_pic.jpg align="center" caption="ind_rev_pic.jpg"]] ||

=__ Viewing Assignment - //The Impact of the Industrial Revolution// __= // [|The Impact of the Industrial Revolution] // **(See the effects of the Industrial Revolution - how wealth & better health changed the world by Hans Rosling)**

=**__ Rippling Effect - //Mind Mapping the Impact of Technology// __**= There is always an effect when we introduce a new form of technology, i.e. television or computers etc. The effect goes on and on and hence it's just like the ripple caused by throwing a stone into water.
 * Using a mind mapping application, for example [|Mind42.com]**
 * Create a diagram that has at least 10 nodes coming from the hub (which will be the technology you choose).**

** This MAY also be done as an in-class activity. If so, then utilizing a mind map website is unnecessary. **
= **//__Discussion - Industrial Revolution: Why Study It?__//** =

//**This was an exciting time for humanity but it also caused a lot of disruption and change which made some people uncomfortable with how fast things were moving (are there people like that today?)**//
 * **There was an EXPLOSION of inventions and technological advances in agriculture, industry, transportation, communication...**
 * **Global power and wealth shifted to the industrialized nations**
 * **Economic and social systems were transformed as nations changed production and distribution methods**

//**SO why bother studying it?**//
 * **We're still in it! (Are we living in an extension of the Industrial Revolution?)**
 * **The gap and tension between the "Have's and the Have-not's" is still very real in our world.**
 * **Tensions between labor and the owners of the 'means of production' and other problems of industrialization are still present. What are those? **
 * Following the Keynote presentation complete attempt the estimates of how the industrial revolution changed England (see handout given in class).
 * Hand out:[[file:Industrial Revolution Introduction.pages]]

=// __**Reading Assignment - Interaction with the author**__ //= //We can get a feeling for how dramatic these changes were by examining the short chapter, "Men and Machines"// from E.H. Gombrich's book//, A Little History of the World.//

//**I'd like you to read this short introduction to the Industrial Revolution from Ernst Gombrick's**// **//A Little History of the World. While reading and after you are done reading the beginning section, you must RESPOND to what you've just heard in the same way you __use the bottom section__ of your Cornell notes to respond to readings. These responses could be://**


 * questions that are raised by what's just been read


 * insightful connections with something you already know


 * comments on the author's point of view, opinion or perspective


 * "how we know" what's being discussed


 * challenges (based on fact or knowledge, not on prejudice or emotion) to the validity of statements


 * comments about why this MATTERS


 * feelings or emotional response


 * efforts to deepen your understanding of what you've heard

//**Notice that __none of these interactions are SUMMARIZING__ what's been said. THIS IS ANNOTATING YOUR READING (INTERACTING WITH THE AUTHOR). It will take your understanding of readings to a new level.**//

//**When we are ready, you will discuss and compare your annotations with a group and I will share some of mine. The remaining part of the short article will be your assignment for next period.**// //**Upload as Google Doc**// Class Family name Given name as per Power School (English) Assignment name //**, i.e. A Kim Dushik (Dave) Men and Machines. (This will be discussed in class).**//

=**__ Essay Writing __**=

Argumentative writing - Planning Sheet [[file:Argument planning sheet Unit II Assessment copy.doc]]

 * __Use the document above to produce a document. Be sure to put your name on it. Save it into Good Doc as Letter of block Family name Given Name Essay Outline__**

So, how did this start?? [|VIDEO CLIP]
=__ Reading Assignment __= Read your text to complete the following document. This should be handed in as a **__hard copy.__**

**//__Charting Assignment: Retrieval Chart - Positive and Negative/ Short and Long Term Effects__//**

**Next, we need to analyze the EFFECTS of the Industrial Revolution __both__ __short/long__ term AND positive/negative. Use this to list the EFFECTS you find from various sources (class discussion, video segments, text readings)** **Use this chart:** **Refer to ('read') pp. 280-294 of our text for additional information to complete this assignment**

**Reactions to the Industrial Revolution: Luddites and Communists** =Read pp. 300-305=

**__Analyzing Pictures (Major Assignment - Warm-up)__**

//A **photo essay** is a set or series of photographs that are intended to tell a story or evoke a series of emotions in the viewer. A photo essay will often show pictures in deep emotional stages. Photo essays range from purely photographic works to photographs with captions or small notes to full text essays with a few or many accompanying photographs. This is certainly another type of primary source we can analyze to get a "picture" of life throughout history.//

__**Analyzing Pictures**__
Photo #1 Photo #2
 * Let's look at 2 examples of child labor during the Industrial Revolution.**

//**Step #1: OBSERVATION**// //Study the picture quietly for a few minutes. Describe exactly what you see, including people, clothing, jewelry, or other objects or writing in the picture.//

//**Step #2: INFERENCES**// //Are there people in the picture? If so, what are they doing? What can you tell about the person or persons from looking at the picture? Is it a picture from today or long ago? How can you tell? What do you think the artist or photographer was trying to convey? Based on what you observed, what can you infer or guess about the picture?//

//**Step #3 QUESTIONS**// //What questions does this picture raise in your mind? Where could you find answers to them?//

//**Step #4 COLLABORATIVE ANALYSIS**// //Get with a partner and discuss your observations. Were they the same? If not why are they different? What is the message of the pictures shown?//

//**Assessment - Photo essay**// //** Impacts of the Industrial Revolution: Economic, Political and Social. **// //In this assessment you will have __**create**__ a photo essay that demonstrates your understanding of the major economic, political and social impacts of the Industrial Revolution AND how they continue to affect the modern world.//


 * The key to success in this project is thoughtful selection and discussion of images. The word count is 200 - 250 words maximum and this will be strictly adhered to. Be exact in your argument. Your pictures should show a positive and a negative (the sides of the argument).**

//This is an individual project and must be presented in a KEYNOTE.//

//It must include://
 * Introductory paragraph with your thesis and main arguments (200 words maximum)
 * 2 carefully selected images for each factor (economic, political, social)
 * Short description of the significance of each image
 * Short discussion of how each impact has affected the modern world
 * MLA citation of all sources (including images)

//Please familiarize yourself with the assessment rubric below.//

Due: Next class to be uploaded to Google Docs as, for example, A Kim Jung Eun (Buddy) Photo Essay. Or, Class Family name Given name (English name - if it exists) "Name of project".
The spread of the Industrial Revolution from England to America and then the rest of the world led to an era of reforms to try to counter the negative effects of industrialism. Some examples of 19th century reform movements that led to changes for people:
 * === Labor unions and gradual improvement of some working conditions ===
 * === Abolition of slavery ===
 * === Fight for Women's Rights ===
 * === Free public education ===
 * === Suffrage Movement (England and then US) ===

1. Define the term __//**Suffrage**//__

2. Respond to the SKILLBUILDER questions (on your student wiki) related to the following pie charts (from p. 314 of your text)...
 * [[image:timeline/Expansion_of_Suffrage_in_Britain_Graph.jpg caption="Expansion_of_Suffrage_in_Britain_Graph.jpg"]] ||


 * Along with these reforms came a wave of democratic feelings (nationalism?) in many of Britain's colonies. Canada, Australia and New Zealand become DOMINIONS (self-governing in domestic affairs but still in British empire). The Irish also fight and win some control of themselves and there was even a movement in the ever-expanding US by the southern states to form their own nation free from what they felt was the imperial north! (Get more of this story in US History!) **

**The rapid industrialization also sparked a wave of new TECHNOLOGIES and new IDEAS that TRANSFORMED humanity as never before!** Respond to these questions as requested by your teacher.
 * __ An Age of Democracy and Progress __**
 * **INVENTIONS**
 * **MEDICINE**
 * **SCIENCE**
 * **PSYCHOLOGY**
 * **MASS CULTURE**
 * [[image:timeline/An_age_of_democracy_and_progress_visual_summary.jpg caption="An_age_of_democracy_and_progress_visual_summary.jpg"]] ||

1. How would you have felt being European during this time period?  2. How would you have seen other parts of the world that weren’t going through this rapid change and development?

= = **__The Age of Imperialism __**

=**__SkillBuilder: Analyzing Political Cartoons (Partner work)__** = = **Examine the 'Images of Imperialism' handout. Choose __//4//__ of the images in the packet and answer the following questions** //__using evidence from the image__// **to support your ideas. Handout will be given to you in class.** = = **1) Is this image pro or anti imperialism? How do you know?** = = **2) What views of African and Asians are being communicated in each of the illustrations?** = = **3) What views are being communicated about the British/ Americans in their role as imperialists?** = = **4) What message is being conveyed by the author about the benefits** __//OR//__ **costs of imperialism?** =

**__The Rise of Imperialism - Research Activity (post as to how your teacher requests)__** Spend 10mins investigating the term //**‘Imperialism’**// on the internet (take brief notes). Make sure that you select //reliable// sources to read. Be ready to discuss the term with the class...and then

// Read the poem below: ‘[|The White Man’s Burden’]by Rudyard Kipling (1899) and complete the following questions. //


 * 1) ======What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?======
 * 2) ======Do you agree or disagree with Kipling’s characterization? Why or why not?======
 * 3) ======What does this say about the attitude of Europeans and Americans toward the rest of the world during the mid 1800 - early 1900’s? Use specific examples from the poem.======
 * 4) ======Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?======

= __Case Study: British Imperialism in India (__ Start January 7th, 2013 __)__ = = =
 * Prepare to take notes from the lecture and pictures shown in class.
 * As you listen consider what things were positive for India and for Great Britain as a consequence of British Imperialism.
 * Apply how British imperialism contributed to the rise of Indian nationalism.
 * Complete the handout on this case study. Handout will be given to you in class.
 * Focus of handout will be Indian Nationalism and the eventual separation of India/Pakistan & East Pakistan (Bangladesh)

=__ Case Study: American Imperialism __=
 * Read and take notes from **//"US Economic Imperialism" pp. 382-387//**
 * **//Be prepared to discuss the question: "When is being an imperialist power an advantage?"//**

Finally, what about East Asia? We have not been there for awhile...how did Imperialism affect this area of the world in the late 1800's/early 1900's? Note things from the lecture and discussion.

__Homework: Essay Preparation__
Some people believe that imperialism was a horrible experience for both the imperialized and the imperialist. That it negatively impacted all peoples that it touched. Others contend that despite only minor negatives imperialism provided opportunities for all parties, both the colonized and the colonizer, that ultimately improved their lot. ** //Should imperialism be considered as an absolutely negative experience for all those that experienced it?// ** === **Now that you have read some background on imperialism, created an impact chart, and responded to documents and visuals it is time to take what you have learned and WRITE! For next class period, write an ESSAY PLAN (Thesis and supports). //__PRINT OUT__// your plan and have it ready to turn in.** ===

=**Final Thoughts**= =Imperialism (Modern Imperialism) impacted on several regions of the world, Latin America, East Asia, India, and especially Africa. With it came some good and some bad. The world today is still reeling from its experience with imperialism.=