Each group will take a look at the Imperialist quest and journey of 5 countries - Japan, France, England, Spain, and Germany. Through these countries we can see the different results of Imperialist efforts around the world. The big question is ...
Were the efforts of Imperialist countries success because of political strategies or economic policies (of both the countries themselves and/or corporations within those countries)?
To help you answer this question, and gather the background information needed to back-up you stand you and your group will ...
1. Create 3 maps for each country, each map showing the
territories/colonies of that country during the periods of ...
a. 1800-1810
b. 1840-1860
c. 1890-1900
2. In looking at how these maps changed, you will need to be able to answer -
a. What changed? (did the colonies increase or decrease in number? why?)
b. What led to this change? A matter of new political ideas, economic policies, or
technological change?
3. Analyze your answers for each country, and then come to an answer (with support) for the big question. You will post your argument in answering the big question, support for your point of view, and links to the sources you used in a well organized blog post that includes your maps (which you should reference in your post).
As a class we will create a master timeline of some of the revolutions from 18th century to early 20th century. This is by no means an extensive list, but the ground floor of revolution and calls for independence through-out the world. All of these revolutions and fights for independence we will be looking at have a common theme. Once we have the whole timeline created, we will examine that theme more closely.
We have already signed-up for your revolution/independence battle, now here is what you will be doing for them.
1. Discover the years in which your revolution took place.
2. Discover the major figure(s) that led the revolution. There may be one or multiple, and if your revolution had phases, list the major one for each phase.
3. Discover who they were wanting independence from - a certain country, ruling class, political party, way of life?
4. Discover major battle or events of the revolution.
5. Discover if they had outside help during their fight (either/or political and military assistance)
Once you have this information, you will construct a timeline of your revolution/fight for independence. You will list the major events (with photos/drawings) during the revolutions, and state how the revolution/fight for independence ended (again photo/drawing). Also on the timeline, for your major figures you will need a photo, quick bio, and their role within the revolution. And lastly you will need to include a map showing where your revolution took place.
Your group's timeline is due by the end of class on Thursday March 19 - we will then piece all of the timelines together in class on Friday and discuss the common theme among them all.
Your job is to correct some of the problems that urbanization created during the Industrial Revolution. In class we identified several overall problems that occurred during the Industrial Revolution - from over-population, pollution, work conditions, to poor city planning.
With a partner you need to
Part I
1. Identify a specific problem (so within work conditions, you may want to solve for safety of women in the work place - remember the long hair problem)
2. Identify a modern technology to solve your problem (I'm taking the hair bands/ponytail holders back)
3. Then create a 2 to 3 min organized presentation, with visuals (use Keynote), to tell me
A. Why that problem is the most pressing problem of the Industrial Revolution to solve
B. Why/How your technology will solve for the problem
C. How it would change/improve life during the Industrial Revolution
4. You will give your presentation on Friday (if you won't be here Friday - either a) film your presentation b) give your presentation early c) your partner will have to carry the whole load of the presentation and you are still responsible for the presentation)
Part II
You will re-create a more organized Industrial Revolution city. Using the provided pieces (see the front table), create a city including the following items ...
45 houses
4 churches
5 stores
8 pubs
2 coal mines
6 nice houses
2 schools
26 factories
3 cemeteries
2 private schools
2 theaters
2 jails
3 hospitals
10 tenements
railroad connecting your coal mines to your factory district and a railroad line to out of town
add roads (half inch wide) and iron bridges as needed (all buildings will need road access)
Also on the front table are the land needed to organize your city upon with the river already included.
So I realize you are going to need some resources to gather background information for your project. Here are a few places to start ...
1. Your textbook is a very fine place to start
2. Google - remember good search rules use site:edu when searching
3. Here is a John Green video, you'll have to watch this on your own phone off the network or via VPN
The Industrial Revolution changed society and business, not always in the most glorious of ways. Yes, there were lots of new developments, new jobs, new wealth. But as we talk about with all things dealing with economics - nothing comes free. From now to Spring Break, we will look at the Industrial Revolution - the good (new inventions!) and the bad (new pollution) and the ugly (child labor and death).
Wednesday and Thursday - it's the Urban Game!
We'll take a very quick journey from a small rural village to a urban center of industry, while looking at the social impact along the way.
Starting Friday - We'll become Time Lords! We will fire up the Tardis and travel back to the Industrial Revolution, taking a modern technology with us, and help solve a particular problem of the Industrial Revolution (that'll you'll identify) and then project forward how that would impact both that time period and the future (time can be a wibbly-wobbly-timey-whimy thing). More detail on this particular assignment to come, so check back on Friday.
Do you have Galileo's rookie card? How about the card of John Locke the year he won the MVP for philosophy? During the Renaissance, Europe awoke to new economic and artistic ideas (or rediscovered the classics in some cases). In the Enlightenment, Europe applies these new ideas and discoveries to the fields of science and government. As we saw looking at the greats of the Absolute Monarchs, governments were centered around a few very powerful people. But has people started to become more wealthy, thanks to new technologies and economics - yeah economics! - they wanted more power and say in the governments that they lived under. During the Scientific Revolution and Enlightenment, there were some major steps forward in how peopled viewed the world around them and how they viewed the role of government. These ideas came from a lot of places, but we will focus on the following (the household names).
Nicolaus Copernicus
Galileo Galilei
Francis Bacon
Rene Descartes
Thomas Hobbes
John Locke
Baron de Montesquieu
Voltaire
Jean-Jacques Rousseau
Here is what my challenge to you is ... create 'baseball' or 'trading cards' for all 9 of the scientist/philosophers. You will work in small groups to assist in the research phase but EACH student is responsible for creating 9 'baseball' cards on their OWN! Again, each of you will create your OWN cards for ALL of the scientist/philosophers.
In groups of 3, you will break-up the scientist/philosophers to research and then report back to your group members. Using this information you will create a 'baseball' card for each scientist/philosopher - 9 in total. Here is the directions and rubric for creating the baseball cards.
To aide you in your research, for each scientist/philosopher I will post two links. One of background information on their findings, beliefs, influence. And one of a primary source (something written by them), so that you can see for yourself (and use quotes) their ideas and influence.
The Absolute Monarchs of Europe were some of the most powerful and rich figures in European history. The had centralized power within their government structures, for some they were the state. This reminds me of the great 1980s/90s TV show - Lifestyles of the Rich and Famous. A show in which the host - Robin Leach, would travel the world showing the audience the wealth and power of the privileged.
For this unit I challenge you to make a Lifestyles of the Rich and Famous video over an absolute monarch.
In your video you will include ...
1. The time period of your monarch
2. The country/territory your monarch ruled
3. Examples of your monarchs wealth and power
- how did they 'show off' their wealth?
- how did they make sure everybody knew they were in charge?
4. Bonus: Cameos from other absolute monarchs
Your video can be done in several ways - I have legos, you can make puppets, you can act out your parts. Think outside the box! You must have a 'host' - a Robin Leach-like character (bring on the over the top accents!), you must have a monarch (the video is about them), and you must have a director (somebody in charge of the direction and vision of the video, also keeps the project on time).
In addition to your video, we will have a quiz over the absolute monarchs on Monday 2/2. To gather information on the different monarchs, other than your own, you may interview other groups through out the week, gather information from other group videos on Friday (we will watch all the projects in class on Friday).
