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