Explaining how the Manchus overthrew the Ming dynasty, established the multiethnic Qing, and doubled the size of the Chinese empire. [Identify issues and problems in the past]
Evaluating China’s cultural and economic achievements during the reigns of the Kangxi and Qianlong emperors. [Examine the influence of ideas, human interests, and beliefs]
Assessing the extent of European commercial penetration of China and the ability of the Chinese government to control European trade. [Analyze cause & effect relationships]
Explaining the origins and character of centralized feudalism in Japan under the Tokugawa shogunate and how the country achieved political stability, economic growth, and cultural dynamism. [Analyze cause & effect relationships]
5C: Demonstrate understanding of major cultural trends in Asia between the 16th and 18th centuries by:
Assessing the influence of both new currents in Confucianism and Chinese art, architecture, and literary styles on cultural life. [Draw upon visual and literary sources]
Analyzing how and why Islam continued to expand in India, southeast Asia, and China. [Demonstrate and explain the influence of ideas, human interests, and beliefs]
Day 54: Begin with “The Confucian Family, 1600-1800,” documentary analysis from Chapter 5 (Wiesner). Use same format as previous chapters, dividing the class into partners or small groups for these 10 documents. Assign readings and notes for Chapters 27 & 28 (B&Z). Be sure to have the first part of Ch. 27 completed by tomorrow.
Day 55: Ask students to create a map of Southeast Asia for the 18th century, including important cities, bodies of water, and political entities. Hand out directions and blank maps.
Day 56: Use HOT Lessons in U.S. and World History’s “document analysis, “Building the State: Architecture and Government in the 17th Century, 1661-1715,” to create a study that spans several continents. (Two day exercise)
Day 57: Conclude the documents analysis.
Day 58: Ask students to continue to consider the question of the place of women in Chinese society, from what they have read and learned from the textbook and yesterday’s work. Hold a class discussion to consider the status and role of women across the globe in the period 1000-1600 C.E. See Internet Activity for this chapter. What conclusions can they draw? Bring the discussion up-to-date, using news articles on the subject of women’s status around the world today.
Day 59: Consumerism in the Global Age: Use background information from OAH Magazine of History (April 2004), “Tea, Porcelain, and Sugar in the British Atlantic World” and that provided by Sweet Nexus: Sugar and the Origins of the Modern World (1600-1800). Ch. 4, Wiesner, to complete a document analysis and discussion on the subject of consumerism in the Modern World.
Day 60: Library assignment comparing the major world religions as of the mid-18th century in terms of numbers
of adherents worldwide, relative degree of success at winning new converts, tenets that appeal to various classes of people.
Day 61: Library work on research assignment.
Day 62: Using selected Primary Source Links for Chapter 28 (B&Z) found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter28/primary_source_links.html, construct a descriptive essay of life in the Ottoman Empire in the 18th century.
Week XII-XV: Era 7: “An Age of Revolutions, 1750-1914.” QUESTION: How do the French Revolution, the Industrial Revolution, and the Napoleonic Era unleash revolutionary spirit among a diverse group of people and across the globe? STANDARD 1: The causes and consequences of political revolutions in the late 18th and early 19th centuries.
1A: Demonstrate understanding of how the French Revolution contributed to transformations in Europe and the world by:
Explaining how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic Empire. [Reconstruct patterns of historical succession and duration]
Evaluating leading ideas of the revolution concerning social equality, democracy, human rights, constitutionalism, and nationalism. [Interrogate historical data]
Analyzing how the revolution changed French society, including political and religious institutions, social relations, education, family life, and the status of women. [Analyze cause & effect relationships]
Analyzing connections between the French and Haitian revolutions, and assessing the impact of the Haitian movement on race relations and slavery in the Americas and the French empire. [Analyze cause & effect relationships]
STANDARD 2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850.
2A: Demonstrate understanding of early industrialization and the importance of developments in England by:
Analyzing the characteristics of the “agricultural revolution” that occurred in England and Western Europe, assessing its importance for the growth of industrialization. [Analyze cause & effect relationships]
Identifying the major characteristics of the industrial revolution, and comparing industrial economies with other forms of economic organization. [Compare and contrast differing institutions]
Analyzing connections between early industrialization and Britain’s commercial relations with Continental Europe, the Mediterranean, India, the Caribbean, and other world regions. [Analyze cause & effect relationships]
2B: Demonstrate understanding of how industrial economies expanded and societies experienced transformations in Europe and the Atlantic basin by:
Explaining connections among population growth, industrialization and urbanization, and evaluating the quality of life in early 19th-century cities. [Evidence historical perspectives]
Analyzing the effects of industrialization and urbanization on development of class distinctions, family life, and the political and economic status of women. [Analyze cause & effect relationships]
Analyzing connections between industrialization and the rise of new types of labor organizations and mobilization. [Analyze cause & effect relationships]
2C: Demonstrate understanding of the causes and consequences of the abolition of the trans-Atlantic slave trade and slavery in the Americas by:
Assessing the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere. [Interrogate historical data]
Day 63: Review the ideas of the philosophes regarding monarchy. Ask students to compare and contrast the views of John Locke, Montesquieu, and Thomas Hobbes, using excerpts of their works as primary source analysis. Then, turn to the question of material consumption by examining fashion in 18th century France. See Michael Kwass’ article in the American Historical Review, “Big Hair: A Wig History of Consumption in 18th century France,” as background for constructing this discussion (http://www.historycooperative.org/journals/ahr/111.3/kwass.html) Assign: reading and notes, Chapter 29, Bentley & Ziegler.
Day 64: Brief simulation exercise. Review the political and social circumstances surrounding the French Revolution. Ask students to recall key events of the English Civil War and the Glorious Revolution as well as the American Revolution. List those on the board. Then, hand out cards to students assigning them a role in the French Revolution: from Clergy to Nobility to 3rd Estate (ex: butcher, teacher, lawyer, street sweeper, brewer, doctor). Try to maintain proportion to historical period. Re-enact the episode of the Tennis Court Oath with students. What are the goals of the 3rd Estate? Why? Ask all students to analyze the document “What is the 3rd Estate” by Abbe de Sieyes found in the Primary Source Links for B&Z at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter29/primary_source_links.html
Assign: hand out to read and mark: the Bill of Rights documents of the English Revolution, the American Revolution, and the French Revolution for comparative analysis.
Day 65: Documents analysis: 3 Great Documents. What do these 3 documents have in common? Differences? Lecture on the place of women in the French Revolution. Highlight the work of Olympe De Gouges, Rose Lacombe, Pauline Leon, and Mary Wollstonecraft. Assign: read and analyze, “Declaration of the Rights of Woman and Woman Citizen” and Abigail Adams’ excerpts of letters to her husband, “Remember the Ladies.” See http://www.nps.gov/archive/inde/education/U4-1WS1.htm.
Day 66: Compare excerpts of De Gouges’ document with the “Declaration of the Rights of Man” and with Abigail and John Adams’ letters. Then, analyze Frederick Douglass’ appeal for suffrage and Emmeline Pankhurst’s appeal. How does John Adams’ letter to Abigail foreshadow these appeals? Why did it take more than a century for these rights to be achieved? Assign: read and take notes, Ch. 30 B&Z.
Day 67: How do the ideals of the French Revolution transform slave societies in the Western Hemisphere? Using what you have read in the textbook, complete the exercise found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter29/internet_activities_3.html. Then, ask students to locate 3 news articles about life in Haiti, the Dominican Republic, or Martinique. Use different sources. What has been the long-term legacy of slavery in the Caribbean? Assign: Prepare to view film, Sugar Cane Alley by reading articles on the history of sugar.
Days 68 & 69: View film. Using what you have learned in the film, respond to one of selected essay questions including questions on the impact of human desire for sugar, the African diaspora, the legacy of the slave trade in the 20th century, or the meaning of education for descendants of slavery in the 3rd world.
Day 70: Analyze portrait paintings of Napoleon, commissioned by the Emperor. What image does the artist portray of this man? Study Napoleon’s history through viewing excerpts of the PBS series on Napoleon at: http://www.pbs.org/empires/napoleon/. Assign: read and analyze excerpts of the Napoleonic Code found at: www.historyguide.org/intellect/code_nap.html. How does Napoleon’s Code both reinforce and reject the ideas of the French Revolution or Enlightenment?
Day 71: Discuss what you learned from the assigned document. Complete the Interactive Map Analysis of Napoleon’s Empire found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter29/interactive_map_quiz.html, and hold a discussion on the impact of Napoleon’s conquests on the idea of nationalism. Assign: read and respond to questions from Herder’s statements on nationalism found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter29/internet_activities_4.html.
Day 72: Consider the impact of urbanization, industrialization, and migration on population. Read Thomas Malthus’ arguments on population, p. 830, Bentley & Ziegler. Do his arguments resonate for Americans today? How might his argument change, given modern socio-economic problems and variations in standard of living around the world? Was there a religious component to Malthus’ argument? In what ways have modern religions shaped the discussion on population and poverty? Read “Contexts and Connections: Birth Control” to further develop your arguments. Assign: primary source, “Marx and Engels on Bourgeoisie and Proletarians.”
Day 73: In the computer lab, study the Interactive Map on Industrialization found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter30/interactive_map_quiz.html, then locate 3-5 news articles dealing with global issues of working class poverty, wages, or standards of living (if possible, choose at least one that is about Latin America). What concerns expressed by Marx and Engels are still valid today? What solutions do modern politicians and economists suggest for these problems? How have the problems and the solutions to them changed or not changed over time? How do young people today react to the terms, “capitalism” and “communism?” Assign: read and take notes, Chapter 31, Bentley & Ziegler. Be sure to have the first 10 pages done by tomorrow.
Day 74: Complete the primary source analysis of photographs on women, children, work and leisure in the Industrial Age of Europe, found in “Lesson in World History” (see bibliography) at: The World the Industrial Revolution Made, 1750-1914.”
Day 75: Using primary source “Ponciano Arriaga Calls for Land Reform,” dating from 1856, compare and contrast his concerns with those of Marx and Engels. Were their concerns “global” or “local?” Have these concerns changed over time? Use current news articles as evidence.
Day 76: Using textbook readings and the following documents, “The Meaning of Freedom for an Ex-Slave,” (p. 871, B&Z), the two sites given under #3 in Internet Activities for Chapter 30 at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter30/internet_activities_1.html (on female industrial workers), and Margaret Sanger’s discussion on birth control found at “Contexts and Connections” for Chapter 30 at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter30/contexts_and_connections.html, write an essay that explains the ways in which choices were limited for working class and poor women in 19th century Europe and America.
Day 77: Multiple Choice Test covering Chapters 27-31.
Weeks XV-XIX: Era 7: “An Age of Revolutions, 1750-1914:” QUESTION: What were the political, social, and economic consequences of the Age of Revolutions for peoples around the globe? STANDARD 3: How Eurasian societies were transformed in an era of global trade and rising European power, 1750-1850.
3A: Demonstrate understanding of how the Ottoman Empire attempted to meet the challenge of Western military, political, and economic power by:
Assessing the effects of population growth and European commercial penetration on Ottoman society and government in the 18th and 19th centuries. [Analyze cause & effect relationships]
Analyzing why the empire was forced to retreat from the Balkans and the Black Sea region. [Analyze multiple causation]
3B: Demonstrate understanding of Russian imperial expansion in the late 18th and 19th centuries by:
Analyzing why Russia was successful in wars of expansion with the Ottoman Empire and Muslim Turkic peoples of Central Asia. [Analyze cause & effect relationships]
Explaining the characteristics of Russian absolutism and reasons for the emergence of movements to reform or oppose the czarist regime. [Interrogate historical data]
3C: Demonstrate understanding of the consequences of political and military encounters between Europeans and peoples of South and Southeast Asia by:
Analyzing causes of the decline of the Mughal empire and the rise of the British East India Company as a political and military power in India. [Construct patterns of historical succession and duration]
Describing the advance of British power in India up to 1850, and assessing both its social and economic impact and the efforts of Indians to resist European conquest and achieve cultural renewal. [Consider multiple perspectives]
Describing patterns of British trade linking India with both China and Europe, and assessing the impact of world trade on Indian agriculture and industry. [Analyze cause & effect relationships]
3D: Demonstrate understanding of how China’s Qing dynasty responded to economic and political crises in the late 18th and 19th centuries by:
Analyzing the economic and social consequences of rapid population growth in China between the 17th and 18th centuries. [Analyze cause & effect relationships]
Analyzing causes of governmental breakdown and social disintegration in China in the late 18th century. [Analyze multiple causation]
Analyzing why China resisted political contact and trade with Europeans and how the opium trade contributed to European penetration of Chinese markets. [Evidence historical perspectives]
Explaining the reasons for the Chinese diaspora in Southeast Asia and the Americas, and assessing the role of overseas Chinese in attempts to reform the Qing. [Formulate historical questions]
3E: Demonstrate understanding of how Japan was transformed from feudal shogunate to modern nation-state in the 19th century by:
Analyzing the internal and external causes of the Meiji Restoration. [Formulate historical questions]
Explaining the transformation of Japan from a hereditary social system to a middle class society. [Examine the influence of ideas]
Explaining changes in Japan’s relations with China and the Western powers from the 1850s to the 1890s. [Reconstruct patterns of historical succession and duration]
STANDARD 5: Patterns of global change in the era of Western military and economic domination, 1850-1914.
5A: Demonstrate understanding of the causes and consequences of European settler colonization in the 19th century by:
Explaining why migrants left Europe in large numbers in the 19th century, and identifying temperate regions of the world where frontiers of European settlement were established or expanded. [Draw upon data in historical maps]
Comparing the consequences of encounters between intrusive European migrants and indigenous peoples in such regions as the US, Canada, South Africa, Australia, and Siberia. [Compare and contrast differing values and institutions]
Analyzing geographical, political, economic, and epidemiological factors contributing to the success of European colonial settlement of such regions as Argentina, South Africa, Australia, New Zealand, Algeria, Siberia, or Canada. [Analyze multiple causation]
5B: Demonstrate understanding of the causes of European, American, and Japanese imperial expansion,
Explaining leading ideas of Social Darwinism and pseudoscientific racism in 19th century Europe, and assessing the importance of these ideas in activating European imperial expansion in Africa and Asia. [Identify issues and problems in the past]
Analyzing the motives that impelled several European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China between the 1850s and 1914. [Interrogate historical data]
5C: Demonstrate understanding of transformations in South, Southeast, and East Asia in the era of the “new imperialism” by:
Explaining the social, economic, and intellectual sources of Indian nationalism and analyzing reactions of the British government to it. [Analyze cause & effect relationships]
Analyzing Japan’s rapid industrialization, technological advancement, and national integration in the late 19th and early 20th centuries. [Formulate historical questions]
STANDARD 6: Major global trends from 1750 to 1914.
6: Demonstrate understanding of major global trends from 1750 to 1914 by:
Describing major shifts in world population and urbanization in this era and analyzing how such factors as industrialization, migration, changing diets, and scientific and medical advances affected world-wide demographic trends. [Interrogate historical data]
Comparing processes by which industrialization occurred in Great Britain, France, Germany, the United States, Russia, Japan, or other countries and analyzing how industrialization in these countries affected class relations and the social position of women. [Compare and contrast differing values, behaviors, and institutions]
Assessing the importance of ideas associated with republicanism, liberalism, and constitutionalism on 19th century political life in such states as Great Britain, Germany, Russia, Mexico, Argentina, the Ottoman Empire, China, or Japan. [Identify issues and problems in the past]
Identifying patterns of social and cultural continuity in various societies and analyzing ways in which peoples maintained traditions and resisted external challenges in this era of expanding Western hegemony. [Reconstruct patterns of historical succession and duration]
Day 78: Begin by examining the Interactive Maps for the Ottoman Empire and Imperial Russia found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter32/interactive_map_quiz.html. Then, turn to the Internet Activity 1 (http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter32/internet_activities_1.html) to examine several documents that reflect change over time in the Ottoman Empire. Include in your analysis of the Ottoman Empire the document found at “Primary Source Links” called “Treaty between the United States and the Ottoman Empire” at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter32/primary_source_links.html.
In examining change over time with respect to the Ottoman Empire, you should also consider the position of the United States at the time of the Treaty (1862). Why would the US want a trade agreement with the Ottomans and vice-versa? Assign: reading and notes, Ch.32 & 33, Bentley and Ziegler.
Day 79: Library work: design a group chart of the many religious communities and nationalities within the Ottoman Empire in 1800. Include Sunni and Shi’ite Muslims, Druses, Wahabis, Jews, and Christians, as well as the many different nationalities. List the regions or major areas where each group resided. What was the general picture of the makeup of the Ottoman Empire? Do you think the Ottomans were influenced by Enlightenment ideals? Evidence? What was the prevailing policy toward religions under Ottoman rule? What was the relationship between religion and political authority? (From UCLA National Standards’ examples of student achievement, Standard 3A) Students should coordinate their research to add to the chart and speak to their contributions tomorrow at class time. Teacher should read as background information: “Ottoman Orientalism,” by Ussama Makdisi in the American Historical Review of June, 2002, found at: http://www.historycooperative.org/journals/ahr/107.3/ah0302000768.html.
Day 80: Completion and discussion of the chart. Using excerpts of the Tanzimat reforms, ask students to re-enact making these proclamations in the mid-19th century. Then, discuss as a large group, how would the following groups react? Religious leaders? Merchants? Artisans? Non-Turkish groups such as Armenians, Bulgarians, Macedonians, or Serbs? From your readings, debate the level of success of these reforms. (Example of student achievement for Standard 3A, National Standards)
Day 81: Read the “Proclamation of the Young Turks” (p. 886). What influences do you see in this document? How does it both parallel and supercede its counterparts in the West? Assign documents for analysis from Stearns, Ch. 21, “The Emancipations and Their Consequences.” Be prepared at class time tomorrow to hold a discussion based on the questions found on pp. 301-302.
Day 82: The Proclamation of the Young Turks guaranteed education for its citizens. Were women included in that guarantee? How did women gain the right to education elsewhere? Compare and contrast the documents found in Stearns, Ch. 22, “Women and Education in the 19th Century.” Using library and internet sources, do a modern comparison and contrast with educational achievements among US, European, Indian, and Turkish women today.
Day 83: Form small groups to examine the documents for Ch. 32 “Internet Activities” found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter32/internet_activities_2.html. Using these documents and the textbook, hold a large group discussion on the questions and Standard 3B: “explaining the characteristics of Russian absolutism and reasons for the emergence of movements to reform or oppose the czarist regime.” Assign: Construct a leaflet advocating reforms to the czarist regime. Each poster should clearly define the time period and audience to whom the leaflet will be distributed (peasants prior to 1861, army officers, middle class, minority groups within Imperial Russia, intellectuals).
Day 84: Consider the impact on minorities in Imperial Russia: Analyze primary source documents on Jewish life under Czarist Russia: “A Little Jewish Girl in the Russian Pale 1890” in B&Z Primary Source Links, found at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter32/primary_source_links.html and selections from The Jew in World History (see bibliography).
Day 85: Complete the documents analysis from Ch. 20, Stearns, “The Opium War: Chinese and English Views.” Using the historical evidence, ask students to choose one of the discussion questions and develop an argument for it to present to the class. Students should form small groups for the presentation.
Days 86, 87 and 88: Using the documents and text found in “Lessons in World History” (see bibliography), complete the 6 part unit on Japan, the Meiji Restoration, and the comparative exercises on men and women workers, “The Industrial Revolution in Japan, 1868-1912.”
Day 89: Lecture and discussion based on “From Industrial Revolution to Industrial Food,” in Food: A Culinary History. Ask students to create a daily menu that represents food consumption in Europe pre-Industrial Revolution and on the reverse side, post-Industrial Revolution. Students should specify which area of Europe, which time period and which class of people their menu depicts, based on what they learned from the lecture.
Day 90: Library work: Divide the class into two groups in order to create two maps, showing the location of major cities of the world, one dated about 1750 and the other about 1900. During the second part of the class, hold a discussion, using the maps: Where did new large cities appear? Why did more large cities appear in Europe?
Day 91, 92, 93, 94: Using the documents and background information from “Lessons in World History,” complete activities for Parts 1-9 in “New Imperialism: Africa, 1884-1914.” If less time is available use the DBQ Lesson #4 “Industry and Empire in the 19th Century” in World History Unfolding. Use Basil Davidson’s “The Bible and the Gun” and “This Magnificent African Cake” to coincide with several of the lessons and give a brief lecture using Stephen Jay Gould’s The Mismeasure of Man to introduce the concepts of racial hierarchies in the 19th century. Students should create a map of Africa, 1914 during this work as well.
Day 95: Imperialism across the globe: Using Internet Activities 1 & 2, ask students to construct a debate that takes into account the view of the newly emerging German nation and the emerging rebellion against imperialism in Britain’s Indian colony.
Day 96: Read the “Contexts and Connections” essay on p. 937 (B&Z). Then, turn to the two documents found online at: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter33/contexts_and_connections.html. Discuss the questions following the reading of the documents. How is this debate over language still an issue today? What meaning does it hold for the nation-state? For cultural survival?
Day 97: Multiple Choice and Essay Questions selected from: http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter32/essay_quiz.html (Bentley & Ziegler, Ch. 32).