Monday, December 18, 2006

WH, Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand

Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand

Guide for Reading [page references are to the old textbook, p. 667]
Vocabulary, p. 667
Penal colony

Caption, p. 668
Map, p. 669
Caption, p. 671

1. Lesson Plan Focus

In response to Canadian unrest and rebellion, the British Parliament gradually granted self-rule to the Dominion of Canada. Due to popular demand and fears of foreign interference, Britain also granted independence to Australia and New Zealand. In all three places, European settlers used force to displace and dominate native peoples.

2. In-class instruct

In three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.

3. Students should be able to summarize the results of their discussion in an outline or essay.

HW Section 3 Review
Extra Credit #6-7

AP Gov't Test Wed.

AP Gov't Test Wed. 100 multiple choice questions, Chs. 11 &12.

WH, Ch. 26 Sec. 2 Southeast Asia and the Pacific

Chapter 26 Section 2 Southeast Asia and the Pacific

Guide for Reading Questions [Page references are to the old textbook, p. 664]
Caption, p. 665
Map, p. 666

Lesson Plan Focus

Imperialist rivalries in Southeast Asia resulted in the colonization of many countries. Thailand, however, remained independent by avoiding conflicts and serving as a neutral zone between British and French colonies. The U.S. acquired the Philippines as a result of the Spanish-American War. In 1898, it also annexed Hawaii.

In-class Instruct

Students should produce radio broadcasts reporting from different parts of Southeast Asia and the Pacific during the 1800s. Each broadcast should focus on the impact of Western imperialism and includes newscasts from Vietnam, Indonesia, Burma, Thailand, the Philippines, Samoa, and Hawaii. The broadcasts should include facts about the advance of imperialism as well as interviews with national leaders (all contained in Section 2) and people on the street.

Each group should be prepared to handle questions about their area.

HW p. 667 #1-4
Extra Credit #5-6

Sunday, December 17, 2006

AP Gov't, Thomas P.M. Barnett, on National Security

Thomas P.M. Barnett, who is a strategic planner, who has worked in national security affairs since the end of the Cold War and has operated his own consulting practice, New Rule Sets Project since 1998. A New York Times best-selling author, Dr. Barnett is a forecaster of global conflict and an expert on military transformation and on issues relating to international security and economic globalization. He is the author of The Pentagon's New Map and a contributing editor to Esquire magazine.

AP Gov't, Current American Military Policy

Conversations host Harry Kreisler welcomes Andrew J. Bacevich for a discussion of the new American militarism. Bacevich discusses his career as a military officer and as a Princeton trained historian. He traces his intellectual odyssey and offers insights into the forces shaping current high expectations about the military's role in international politics. Series: "Conversations with History"

WH, Ch. 26 New Global Patterns, Sec. 1 Japan Modernizes

Chapter 26 New Global Patterns (1800-1914)
Sec. 1 Japan Modernizes

[page numbers refer to the former textbook]
Caption, p. 657
Caption, p. 659
Caption, p. 660
Caption, p. 661
Caption, p. 663

Homogeneous society

Section 1 Japan Modernizes

1. Lesson Plan Focus

To avoid domination by the West, Japan opened its doors to foreign influences and transformed itself into a modern industrial power. The change occurred rapidly due to Japan’s homogeneous society, great determination, and experience in cultural adaptation. Because it was a small island nation with few natural resources, Japan began building an empire to feed its industrial growth.

2. In-class Instruct

Construct a Cause and Effect chart on the Meiji restoration. Use the chart in the section as a model. Students should indicate the factors that led to the overthrow of the shogun and restoration of the Emperor in 1868. Then identify the major changes that occurred as a result of the restoration. Identify long-term effects as well.

3. Close

Compare the different ways that Japan and China responded to the growing power of the West. Which policy was wiser? Explain your answer.

Section 1 Review
#1-5, Extra Credit #6-7

Tuesday, December 12, 2006

AP Gov't, Failures Form

From: Dr. Smith
To: Parents
Date: 12 December 2006

Re: Failures

I understand that my daughter/son failed the Test on Chapters 9 & 10 in AP Government.

Parent: ___________________________________________
Date: ______________________________________

Sunday, December 10, 2006

WH, Ch. 25 Sec. 5 China and the New Imperialism

Chapter 25 Section 5 China and the New Imperialism

trade surplus
trade deficit

Taking Notes

1. Lesson Plan Focus
During the 1800s, western powers used diplomacy and war to win favorable trade agreements in China. The Qing dynasty suffered from a pooor economy, a corrupt bureaucracy, and the devastating Taiping Rebellion. Reformers sought to modernize China by importing technology and ideas from the West. In 1911, China was declared a republic with Sun Yixian as its president.

2. In-class Instruct
Students will assume the role of one of the following historical characters:
a) a British diplomat in China;
b) a peasant in the Taiping Rebellion;
c) a sympathizer with the "self-strengthening movement;
d) emperor Guang Xu;
e) a participant in the Boxer rebellion;
f) a member of the imperial court of Ci Xi;
g) a member of the Righteous Harmonious Fists;
h) Sun Yixian

Students will write a speech, in the role of the assigned character, addressing the following question: What is the best course of action for China? This should be a persuasive speech. You are to convince others of your point of view.

The Opium War
Primary Source
Meeting the Emperor
Imperialism in China to 1914

WH, Ch. 25 Sec. 4 The British Take Over India

Chapter 25 Section 4 The British Take Over India

Notebook Material

Taking Notes
Global Connections
Imperialism in India to 1858
Cotton: A Valuable Cash Crop
Geography and History

1. Lesson Plan Focus
British rule and policies that were insensitive to Indian culture led to the Sepoy Rebellion in 1857. After the failed rebellion, the British government increased its control, bringing both benefits and injustice to the people of India. Indians resisted by forming the Indian National Congress and the Muslim League.

2. In-class Instruct
Write an address or a speech to Parliment
a) Assume the role of a British entrepreneur with a variety of investments in India
b) Take the role of an upper-class Indian who supports British rule
c) Assume the role of an Indian who resents British domination

Each student will address Parliament commenting on British policies in India during the 1800s. The letter should reflect the probable interests and attitudes of their assigned character.

3. Write three policies that Britain could have followed to reduce Indian resentment and opposition.

#1, 3-6
Extra Credit #7 & 8.

Saturday, December 09, 2006

WH, India Ad - British Airways

India - British Airways advertisement demonstrating the traditional Indian greeting of namaste.

Friday, December 08, 2006

WH, Ch. 25 Sec. 3 European Challenges to the Muslim World

Chapter 25 Section 3 European Challenges to the Muslim World


Taking Notes
Caption, p. 628
Skills Assessment, p. 629
Connections to Today, p. 630

1. Lesson Plan Focus
During the 1800s, the Ottoman empire was threatened by economic decline, political corruption, nationalism, and the ambitions of European powers. In Egypt, Muhammad Ali hoped to modernize his country through political and economic reforms. Russia and Britian battled for influence in Iran, especially after the discovery of oil there.

2. In-Class Instruct
As a government official of Egypt, Iran, or the Ottoman Empire of the 1800s, you are aware of the declining power of the state. You are on special assignment. Outline the problems that are causing the state to decline and describe some actions that we can take to slow or reverse this trend.

1, 3-6 Extra Credit 7 & 8.

Mock Trial

Hello from the University of Pittsburgh's Mock Trial Organization! For the 3rd year in a row, we are hosting an invitational tournament for schools from around the country. You all should have gotten a regular mailing with information a few weeks ago, but if not, here is the basic information. This year we are hoping to expand the tournament even further to make it a more statewide competition. It will be held on January 6th and 7th, mostly in the Cathedral of Learning. Teams will compete using your official case for this year, competing twice as the plaintiff and twice as the defense. We will use the high school rules and case, but will follow the college tournament procedures, meaning teams will each compete 4 times against other schools. We will again be holding some "How To" sessions with some of Pitt's most experienced members, as we started last year. The tournament will begin at 10 a.m. on Saturday, and closing ceremonies will end at 3:30 on Sunday. If you would like a more detailed schedule, official registration form, or any other information, please contact us ASAP at The cost is $85 per team, and each school will be limited to bringing 3 teams. Spaces are limited and filling up, so let us know if you are interested. Thanks, and we hope to see you all in January!

-Keaton Carr
Tournament Chair
Pitt Mock Trial

Tuesday, December 05, 2006

AP Gov't, Theodore Roosevelt, Progressive Party candidate for the Presidency, 1912.

Click this to hear Theodore Roosevelt in a speech running for the Presidency.

Theodore Roosevelt, Presidential Candidate, Progressive Party, "The Right Of The People To Rule", Oyster Bay, New York, c. August, 1912 - "The great fundamental issue now before our people can be stated briefly. It is, "Are the American people fit to govern themselves, to rule themselves, to control themselves?"... A historic audio document, originally recorded on an Edison Blue Amberol Cylinder and available here in .mp3 format.

AP Gov't, LibriVox » The Constitution of the United States of America, 1787

This is a free site in which to hear a reading of the U.S. Constitution.

LibriVox » The Constitution of the United States of America, 1787

Monday, December 04, 2006

WH, Ch. 25 Sec. 2 The Partition of Africa

Ch. 25 Section 2 The Partition of Africa

Guide for Reading [page references to the old textbook, Questions, p. 635)]
Caption, p. 636 (ditto)
Map, p. 638 (ditto)

HW: Section 2 Review
#1-4, Extra Credit, #5-6.

Sunday, December 03, 2006

WH & AP Gov't

Supplemental listening material for the text is available:

WH, Ch. 25 The New Imperialism, Sec. 1 A Western-Dominated World

World History, Chapter 25 The New Imperialism (1800-1914)

Section 1 A Western-Dominated World

Captions, [page references to the old text p. 631, p. 633].
Vocabulary, [ditto p. 633]
sphere of influence

1. Lesson Plan Focus

Economic, political, and military interests spurred European imperialism in the 1800s. Other motivating factors included humanitarianism, religious fervor, and racism. Europeans of all classes supported imperialism. The imperialist powers of Europe established colonies, protectorates, and spheres of influence all around the world.

2. In-class Outline

You should write a three-part outline:
Reasons for Imperialism
Reasons for European Success
Forms of Imperial Control

Use the bold face headings for guidance in finding the major ideas for each part of the outline.
Each major idea should be supported by specific facts or examples.

3. Close

Do you agree or disagree with this statement:
“Western nations continue to exert some imperialistic control over some parts of the world.”

Section 1 Review
Extra Credit, #5-6.