Chapter 26 World War I and the Russian Revolution: 1914–1924
Section 1 The Great War Begins
Terms, People, and Places
entente
militarism
Alsace and Lorraine
ultimatum
mobilize
neutrality
Note Taking
Checkpoint (s)
What two large alliances took shape before the beginning of World War I?
How did international competition and nationalism increase tensions in Europe?
What happened because of the assassination of Francis Ferdinand and his wife?
How did the alliance system deepen the original conflict between Austria-Hungary and Serbia into a general war?
Why were young men on both sides eager to fight when World War I started?
Map Skills
By 1914, most of Europe was divided into two armed camps, the Allies and the Central Powers. Millions of troops stood ready for war.
1. Locate
(a) Germany (b) Alsace-Lorraine (c) the Balkans (d) Serbia
2. Regions
Why would Germans worry about the alliance between France and Russia?
3. Synthesize Information
Based on the information on the map, which alliance do you think had the greater military advantage in 1914?
Biography
Kaiser William II
How did the kaiser’s desire for respect influence his policies?
HW, SECTION 1 Assessment
Reading Skill: Summarize
2. Use your completed chart to answer the Focus Question: Why and how did World War I begin in 1914?
Comprehension and Critical Thinking
Analyze Information
3. Why did European nations form alliances?
Identify Central Issues
4. Why might the Balkans be called the “powder keg of Europe”?
Recognize Causes
5. How did Austria’s government react to the assassination of Archduke Francis Ferdinand?
Determine Relevance
6. What role did geography play in the outbreak of World War I?
EC: Writing About History
Section 2 A New Kind of War
Terms, People, and Places
stalemate
zeppelin
U-boat
convoy
Dardanelles
T. E. Lawrence
Note Taking
Checkpoint (s)
How did the Allies stop the Germans from executing the Schlieffen Plan?
What made World War I much more deadly than previous wars?
In what way was the Eastern Front different from the Western Front?
How did World War I affect the Ottoman empire and European colonies and dominions?
Map Skills
World War I was fought on several fronts in Europe. Despite huge loss of life and property, the two sides came to a stalemate on the Western and Eastern fronts in 1915 and 1916.
1. Locate
(a) Paris (b) Battle of the Marne (c) Verdun (d) Tannenberg
2. Movement
Using the scale, describe how the battle lines moved on the Western Front from 1914 to 1918.
3. Draw Inferences
Based on this map, why do you think many Russians were demoralized by the progress of the war?
Map Skills
From 1914 to 1918, the Ottoman empire struggled against enemies on multiple fronts.
Location
Given that Britain controlled Egypt at this time, describe how the Ottoman empire’s location affected what happened to it during World War I.
HW, SECTION 2 Assessment
Reading Skill: Identify Supporting Details
2. Use your chart and concept web to answer the Focus Question: How and where was World War I fought?
Comprehension and Critical Thinking
Draw Conclusions
3. Why did a stalemate develop on the Western Front?
Synthesize Information
4. Describe three ways in which technology affected the war.
Predict Consequences
5. Governments on both sides of World War I tried to keep full casualty figures and other bad news from reaching the public. What effect do you think news about disastrous defeats such as Tannenberg and Caporetto would have had on the attitudes of people back home?
Recognize Causes
6. How did nationalism within the Ottoman empire come into play during the war?
EC: Writing About History
Section 3 Winning the War
Terms, People, and Places
total war
conscription
contraband
the Lusitania
propaganda
atrocity
Fourteen Points
self-determination
armistice
Note Taking
Checkpoint (s)
Why was it important for both sides to keep civilian morale high during the war?
How did Russia’s loss of morale affect the strategic position of the Allies in World War I?
What are three factors that led the United States to enter the war?
Why did Germany ask the Allies for an armistice in November 1918?
Biography
Edith Cavell
Why do you think the British government spread the story of Edith Cavell?
HW, SECTION 3 Assessment
Reading Skill: Summarize
2. Use your completed outline to answer the Focus Question: How did the Allies win World War I?
Comprehension and Critical Thinking
Summarize
3. What measures did wartime governments take to control national economies and public opinion?
Recognize Effects
4. What impact did wartime failures have on Russia?
Draw Conclusions
5. Describe how the entry of United States into the war was a turning point.
Analyze Information
6. Reread the poem by Siegfried Sassoon. What does it suggest about the effects of trench warfare?
EC: Writing About History
Section 4 Making the Peace
Terms, People, and Places
pandemic
reparations
radicals
collective security
mandate
Note Taking
Checkpoint (s)
What were some of the human, economic, and political costs of the war?
How did the goals of the Big Three leaders conflict at the Paris Peace Conference?
Why were the German delegates surprised when they read the treaty?
Why did the League of Nations fail to accomplish Wilson’s dreams?
Note Taking
Reading Skill: Categorize
Map
Europe, 1914 Europe, 1920
Map Skills
The peace treaties that ended World War I redrew the map of Europe.
1. Locate
(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig
2. Regions
Which countries lost territory in Eastern Europe?
3. Draw Conclusions
Why might the distribution of territory after World War I leave behind widespread dissatisfaction?
Analyzing Political Cartoons
This cartoon portrays one view of the peace treaties that ended World War I.
* The turkey symbolizes Germany.
* Britain holds a carving knife and fork, ready to carve the turkey.
* Other Allies await the feast.
1. What does carving up the turkey symbolize?
2. What attitude do you think that the cartoonist has towards the treaties?
HW, SECTION 4 Assessment
Reading Skill: Summarize
2. Use your completed concept web and table to answer the Focus Question: What factors influenced the peace treaties that ended World War I, and how did people react to the treaties?
Comprehension and Critical Thinking
Make Generalizations
3. Describe conditions in Europe after World War I.
Draw Conclusions
4. How did the peace treaties both follow and violate the principle of self-determination?
Draw Inferences
5. Wilson’s closest advisor wrote of the Paris Peace Conference, “there is much to approve and much to regret.” What do you think he might have approved? What might he have regretted?
EC: Writing About History
Section 5 Revolution and Civil War in Russia
Terms, People, and Places
proletariat
soviet
Cheka
commissar
Note Taking
Checkpoint (s)
What provoked the March Revolution?
Why did Germany want Lenin to return to Russia in 1917?
How were the Bolsheviks able to seize power from the provisional government?
How did the Red army defeat the White army to end the civil war?
How did the government and the economy under Lenin differ from “pure” communism?
Biography
Vladimir Ilyich Lenin
How do you think Lenin’s early life affected his later political ideas?
HW, SECTION 5 Assessment
Reading Skill: Summarize
2. Use your completed timeline to answer the Focus Question: How did two revolutions and a civil war bring about Communist control of Russia?
Comprehension and Critical Thinking
Draw Conclusions
3. What were the causes of the March Revolution?
Recognize Ideologies
4. How did Lenin adapt Marxism to conditions in Russia?
Recognize Cause and Effect
5. What were the causes and effects of the civil war in Russia?
Recognize Effects
6. Why did Lenin compromise between the ideas of capitalism and communism in creating the NEP?
EC: Writing About History
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Monday, November 26, 2007
Friday, November 23, 2007
"Stupid in America"
A report by John Stossel entitled "Stupid in America."
About This Video
20-20 investigation by John Stossel entitled "Stupid in America" highlighting some of the flaws with the education system in the United States.
The story started out when identical tests were given to high school students in New Jersey and in Belgium. The Belgian kids cleaned the American kids' clocks. The Belgian kids called the American students "stupid", which gave the piece its name.
Jay Greene, author of "Education Myths," points out that "If money were the solution, the problem would already be solved. We've doubled per pupil spending, adjusting for inflation, over the last 30 years, and yet schools aren't better."
EC: Help Bring "The Singing Revolution" to Philadelphia
You can help bring “The Singing Revolution” to your region.
Sign up and get others to sign up for a screening now! Just enter your zip code/postal code and your e-mail address below. Once there is a minimum of 1,500 people in Philadelphia or this area, the film makers will bring the film to that location for one week. We will be notified by e-mail where and when the film is playing.
Collect and enter valid email addresses for EC. You will get one EC point for each valid email address you collect and enter on The Singing Revolution web site. Good luck.
Tuesday, November 20, 2007
Upcoming Attraction
The next Upcoming Attraction, the Chapter 25 Test, is scheduled for the first day we are back from the break, on Monday.
Monday, November 19, 2007
4th Period Only, 20 November 2007, Tuesday
20 November 2007
Dr. Smith
Room #267
4th Period (only)
World History II
Hand out Study Guides--Section 3 and Section 4--for Chapter 25 Test the first day back, Monday, after Thanksgiving break.
Chapter 25 Section 4 Economic Imperialism in Latin America
Answer Ch. 25 Sec. 4
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
Home Work
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
Extra Credit
"Writing About History"
Dr. Smith
Room #267
4th Period (only)
World History II
Hand out Study Guides--Section 3 and Section 4--for Chapter 25 Test the first day back, Monday, after Thanksgiving break.
Chapter 25 Section 4 Economic Imperialism in Latin America
Answer Ch. 25 Sec. 4
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
Home Work
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
Extra Credit
"Writing About History"
An Article from Boston Globe (Scary)
Young people reading a lot less
Report laments the social costs
By David Mehegan, Globe Staff | November 19, 2007
We know what young people are doing more of: watching television, surfing the Web, listening to their iPods, talking on cellphones, and instant-messaging their friends. But a new report released today by the National Endowment for the Arts makes clear what they're doing a lot less of: reading.
The report - a 99-page compendium of more than 40 studies by universities, foundations, business groups, and government agencies since 2004 - paints a dire picture of plummeting levels of reading among young people over the past two decades. Among the findings:
Only 30 percent of 13-year-olds read almost every day.
The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004.
Almost half of Americans between ages 18 and 24 never read books for pleasure.
The average person between ages 15 and 24 spends 2 to 2 1/2 hours a day watching TV and 7 minutes reading.
"This is a massive social problem," NEA chairman Dana Gioia, said by phone from Washington. "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading."
It is not just the amount of reading. According to the report, reading ability has fallen as well. While scores have improved for 9-year-olds, they dropped sharply for 17-year-olds. Only about a third of high school seniors read at a proficient level, a 13 percent decline since 1992. "And proficiency is not a high standard," Gioia said. "We're not asking them to be able to read Proust in the original. We're talking about reading the daily newspaper."
Apparently, things are not much better among college students. In 2005, almost 40 percent of college freshmen (and 35 percent of seniors) read nothing at all for pleasure, and 26 percent (28 percent of seniors) read less than one hour per week. Even among college graduates, prose-reading proficiency declined from 40 percent in 1992 to 31 percent in 2003.
The report incorporates national studies that have been carried out since the NEA's 2004 report, "Reading at Risk," found that literary reading - fiction, poetry, and plays - had crashed over 20 years among adult Americans. The new report, titled "To Read or Not to Read: A Question of National Consequence," focuses on reading in general, and it reaches down to younger age levels. While not all studies are exactly comparable in some details (such as time spans), overall they trend in the same direction.
"We took information from so many sources, you would expect some results in the opposite direction," Gioia said. "But I was impressed and depressed at how consistent the information was on the general decline in reading and reading ability."
Changes in young people's reading habits have not escaped notice in the publishing and library fields.
"I'm not hearing of a dramatically big drop, but I would say the number of serious readers, the kids who used to come in and get 20 and 30 books - we're just not seeing that," said Caroline Ward, a children's librarian in Stamford, Conn., who is past president of the children's division of the American Library Association. "We see some, but fewer than we used to."
The report found that the more books there are in a young person's home, the higher the average scores in science, civics, and history, all reading-based subjects. The report notes that average annual household spending on books, adjusted for inflation, dropped 14 percent between 1985 and 2005, and that consumer book sales declined 6 percent from 2000 to 2006.
The report does not explain why youth reading has declined, but Gioia said he suspects three main reasons: "First, something is not happening in our educational system. Second, we are surrounded by nonstop media, but for the most part it does not acknowledge reading. When the media made a celebrity of J.K. Rowling, 10 million people bought her book. Oprah Winfrey put 'Anna Karenina' on the best-seller list. Third, our lives are completely cluttered with a million gadgets."
Indeed, the report suggests that multitasking is a factor. It found that more than half of middle and high school students use other media most or some of the time while reading, and that 20 percent of the time they spend reading they are also watching TV, playing video games, sending messages, or otherwise using a computer.
Besides plotting statistical trends, the report cites economic consequences. Seventy-two percent of employers rated high school graduates deficient in writing, and 38 percent cited reading deficiency. One out of five American workers reads at a lower level than necessary to do his or her job. Not surprisingly, proficient readers are more likely to attain management jobs and higher incomes.
Possibly the most striking finding is that, regardless of income, levels of reading for pleasure correlate closely with levels of social life, voting, and political activism, participation in culture and fine arts, volunteerism, charity work, and even regular exercise.
"The poorest Americans who read did twice as much volunteering and charity work as the richest who did not read," Gioia said. "The habit of regular reading awakens something inside a person that makes him or her take their own life more seriously and at the same time develops the sense that other people's lives are real."
That finding confirms previous studies, said Timothy Shanahan, an education professor at the University of Illinois at Chicago and past president of the International Reading Association. "If you're low in reading ability, not only would you not read the newspaper, but you won't watch news on TV or listen to it on radio," Shanahan said. "You're less likely to take part in activities like sports or church. Being low in literacy is self-isolating, tends to push you out of culture altogether."
Patricia S. Schroeder, president and chief executive of the Association of American Publishers, said part of the problem could be that adults can make children feel that reading is a duty. A common complaint she hears from children and young adults is that few books relate to their lives or interests. "Reading is not really easy," she said, "unless they get into something they want to read about."
David Mehegan can be reached at mehegan@globe.com.
© Copyright 2007 The New York Times Company
Report laments the social costs
By David Mehegan, Globe Staff | November 19, 2007
We know what young people are doing more of: watching television, surfing the Web, listening to their iPods, talking on cellphones, and instant-messaging their friends. But a new report released today by the National Endowment for the Arts makes clear what they're doing a lot less of: reading.
The report - a 99-page compendium of more than 40 studies by universities, foundations, business groups, and government agencies since 2004 - paints a dire picture of plummeting levels of reading among young people over the past two decades. Among the findings:
Only 30 percent of 13-year-olds read almost every day.
The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004.
Almost half of Americans between ages 18 and 24 never read books for pleasure.
The average person between ages 15 and 24 spends 2 to 2 1/2 hours a day watching TV and 7 minutes reading.
"This is a massive social problem," NEA chairman Dana Gioia, said by phone from Washington. "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading."
It is not just the amount of reading. According to the report, reading ability has fallen as well. While scores have improved for 9-year-olds, they dropped sharply for 17-year-olds. Only about a third of high school seniors read at a proficient level, a 13 percent decline since 1992. "And proficiency is not a high standard," Gioia said. "We're not asking them to be able to read Proust in the original. We're talking about reading the daily newspaper."
Apparently, things are not much better among college students. In 2005, almost 40 percent of college freshmen (and 35 percent of seniors) read nothing at all for pleasure, and 26 percent (28 percent of seniors) read less than one hour per week. Even among college graduates, prose-reading proficiency declined from 40 percent in 1992 to 31 percent in 2003.
The report incorporates national studies that have been carried out since the NEA's 2004 report, "Reading at Risk," found that literary reading - fiction, poetry, and plays - had crashed over 20 years among adult Americans. The new report, titled "To Read or Not to Read: A Question of National Consequence," focuses on reading in general, and it reaches down to younger age levels. While not all studies are exactly comparable in some details (such as time spans), overall they trend in the same direction.
"We took information from so many sources, you would expect some results in the opposite direction," Gioia said. "But I was impressed and depressed at how consistent the information was on the general decline in reading and reading ability."
Changes in young people's reading habits have not escaped notice in the publishing and library fields.
"I'm not hearing of a dramatically big drop, but I would say the number of serious readers, the kids who used to come in and get 20 and 30 books - we're just not seeing that," said Caroline Ward, a children's librarian in Stamford, Conn., who is past president of the children's division of the American Library Association. "We see some, but fewer than we used to."
The report found that the more books there are in a young person's home, the higher the average scores in science, civics, and history, all reading-based subjects. The report notes that average annual household spending on books, adjusted for inflation, dropped 14 percent between 1985 and 2005, and that consumer book sales declined 6 percent from 2000 to 2006.
The report does not explain why youth reading has declined, but Gioia said he suspects three main reasons: "First, something is not happening in our educational system. Second, we are surrounded by nonstop media, but for the most part it does not acknowledge reading. When the media made a celebrity of J.K. Rowling, 10 million people bought her book. Oprah Winfrey put 'Anna Karenina' on the best-seller list. Third, our lives are completely cluttered with a million gadgets."
Indeed, the report suggests that multitasking is a factor. It found that more than half of middle and high school students use other media most or some of the time while reading, and that 20 percent of the time they spend reading they are also watching TV, playing video games, sending messages, or otherwise using a computer.
Besides plotting statistical trends, the report cites economic consequences. Seventy-two percent of employers rated high school graduates deficient in writing, and 38 percent cited reading deficiency. One out of five American workers reads at a lower level than necessary to do his or her job. Not surprisingly, proficient readers are more likely to attain management jobs and higher incomes.
Possibly the most striking finding is that, regardless of income, levels of reading for pleasure correlate closely with levels of social life, voting, and political activism, participation in culture and fine arts, volunteerism, charity work, and even regular exercise.
"The poorest Americans who read did twice as much volunteering and charity work as the richest who did not read," Gioia said. "The habit of regular reading awakens something inside a person that makes him or her take their own life more seriously and at the same time develops the sense that other people's lives are real."
That finding confirms previous studies, said Timothy Shanahan, an education professor at the University of Illinois at Chicago and past president of the International Reading Association. "If you're low in reading ability, not only would you not read the newspaper, but you won't watch news on TV or listen to it on radio," Shanahan said. "You're less likely to take part in activities like sports or church. Being low in literacy is self-isolating, tends to push you out of culture altogether."
Patricia S. Schroeder, president and chief executive of the Association of American Publishers, said part of the problem could be that adults can make children feel that reading is a duty. A common complaint she hears from children and young adults is that few books relate to their lives or interests. "Reading is not really easy," she said, "unless they get into something they want to read about."
David Mehegan can be reached at mehegan@globe.com.
© Copyright 2007 The New York Times Company
Sunday, November 18, 2007
Chapter 25 New Global Patterns: 1800-1914
Chapter 25
New Global Patterns: 1800–1914
Section 1 Japan Modernizes
Terms, People, and Places
Matthew Perry
Tokyo
Meiji Restoration
Diet
zaibatsu
homogeneous society
First Sino-Japanese War
Russo-Japanese War
Note Taking
Checkpoint (s)
By the mid-1800s, why did so many groups of people in Japan feel discontented?
How did Japan react when it was forced to accept unequal treaties?
What changes did the reforms of the Meiji Restoration bring about in Japan?
Comparing Viewpoints
Colonization in Korea
The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s.
Critical Thinking How do the two views on the results of colonization in Korea differ?
Positive Effects
Mining, fishery, and manufacturing have advanced. The bald mountains have been covered with young trees. Trade has increased by leaps and bounds. . . . Study what we are doing in Korea. . . . Japan is a steward on whom devolves [falls] the gigantic task of uplifting the Far East.
—Japanese academic Nitobe Inazo
Negative Effects
The result of annexation, brought about without any conference with the Korean people, is that the Japanese . . . by a false set of figures show a profit and loss account between us two peoples most untrue, digging a trench of everlasting resentment deeper and deeper. . . .
—From the Declaration of Korean Independence, 1919
Checkpoint
How did industrialization help start Japan on an imperialist course?
HW
2. Use your completed chart to answer the section Focus Question: How did Japan become a modern industrial power, and what did it do with its new strength? Hint
Comprehension and Critical Thinking
Identify Central Issues
3. What problems weakened shogun rule in Japan in the mid-1800s?
Recognize Causes
4. What caused Japan to end over 200 years of seclusion?
Draw Conclusions
5. List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.
Connect to Geography
6. Why was control of Korea desirable to both China and Japan?
EC
"Writing About History"
Section 2 Imperialism in Southeast Asia and the Pacific
Objectives
Terms, People, and Places
French Indochina
Mongkut
Spanish-American War
Liliuokalani
Note Taking
Checkpoint (s)
How did the Burmese and the Vietnamese respond to attempts to colonize them?
How did the United States gain control of the Philippines?
Why did some Americans think the United States should control Hawaii?
Map Skills
Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets.
1. Locate
(a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines
2. Regions
Which Europeans claimed territory on the mainland?
3. Draw Inferences
According to the map, which Europeans controlled the widest variety of resources?
HW
Reading Strategy: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?
Comprehension and Critical Thinking
Summarize
3. What steps did Siam take to preserve its independence?
Draw Conclusions
4. Why were Filipino rebels disappointed when the United States took control of the Philippines?
Synthesize Information
5. How did Hawaii become part of the United States?
Make Comparisons
6. Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different?
EC
"Writing About History"
Section 3 Self-Rule for Canada, Australia, and New Zealand
Objectives
Terms, People, and Places
confederation
dominion
métis
indigenous
penal colony
Maori
Note Taking
Checkpoint (s)
How did the British respond to the Canadians’ desire for self-rule?
What effect did colonization have on Australia’s indigenous population?
Compare and contrast the European settlement of Australia and New Zealand.
Map Skills
Canada grew throughout the latter half of the 1800s.
1. Locate:
(a) Quebec (b) Ontario (c) British Columbia (d) Saskatchewan
2. Movement
Why did British Columbia become a part of Canada before Alberta and Saskatchewan?
3. Make Comparisons
Compare Nova Scotia’s natural resources to those of Manitoba.
Map Skills
British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.
1. Locate
(a) Simpson Desert (b) Great Sandy Desert (c) Sydney (d) Perth.
2. Regions
What physical features probably slowed British settlement of Australia’s interior?
3. Draw Inferences
What types of economic activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?
HW
Reading Skill: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Australia, and New Zealand settled and how did they win self-rule?
Comprehension and Critical Thinking
Sequence
3. What steps led to Canadian self-rule?
Compare
4. Compare the European settlement of Australia with that of Canada.
Identify Causes
5. Why did the Maori fight colonists in New Zealand?
Synthesize Information
6. What ethnic tensions did Australia, Canada, and New Zealand face?
EC
"Writing About History"
Section 4 Economic Imperialism in Latin America
Objectives
Terms, People, and Places
regionalism
caudillo
Benito Juárez
La Reforma
peonage
Monroe Doctrine
Panama Canal
Note Taking
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
HW
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
EC
"Writing About History"
New Global Patterns: 1800–1914
Section 1 Japan Modernizes
Terms, People, and Places
Matthew Perry
Tokyo
Meiji Restoration
Diet
zaibatsu
homogeneous society
First Sino-Japanese War
Russo-Japanese War
Note Taking
Checkpoint (s)
By the mid-1800s, why did so many groups of people in Japan feel discontented?
How did Japan react when it was forced to accept unequal treaties?
What changes did the reforms of the Meiji Restoration bring about in Japan?
Comparing Viewpoints
Colonization in Korea
The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s.
Critical Thinking How do the two views on the results of colonization in Korea differ?
Positive Effects
Mining, fishery, and manufacturing have advanced. The bald mountains have been covered with young trees. Trade has increased by leaps and bounds. . . . Study what we are doing in Korea. . . . Japan is a steward on whom devolves [falls] the gigantic task of uplifting the Far East.
—Japanese academic Nitobe Inazo
Negative Effects
The result of annexation, brought about without any conference with the Korean people, is that the Japanese . . . by a false set of figures show a profit and loss account between us two peoples most untrue, digging a trench of everlasting resentment deeper and deeper. . . .
—From the Declaration of Korean Independence, 1919
Checkpoint
How did industrialization help start Japan on an imperialist course?
HW
2. Use your completed chart to answer the section Focus Question: How did Japan become a modern industrial power, and what did it do with its new strength? Hint
Comprehension and Critical Thinking
Identify Central Issues
3. What problems weakened shogun rule in Japan in the mid-1800s?
Recognize Causes
4. What caused Japan to end over 200 years of seclusion?
Draw Conclusions
5. List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.
Connect to Geography
6. Why was control of Korea desirable to both China and Japan?
EC
"Writing About History"
Section 2 Imperialism in Southeast Asia and the Pacific
Objectives
Terms, People, and Places
French Indochina
Mongkut
Spanish-American War
Liliuokalani
Note Taking
Checkpoint (s)
How did the Burmese and the Vietnamese respond to attempts to colonize them?
How did the United States gain control of the Philippines?
Why did some Americans think the United States should control Hawaii?
Map Skills
Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets.
1. Locate
(a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines
2. Regions
Which Europeans claimed territory on the mainland?
3. Draw Inferences
According to the map, which Europeans controlled the widest variety of resources?
HW
Reading Strategy: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?
Comprehension and Critical Thinking
Summarize
3. What steps did Siam take to preserve its independence?
Draw Conclusions
4. Why were Filipino rebels disappointed when the United States took control of the Philippines?
Synthesize Information
5. How did Hawaii become part of the United States?
Make Comparisons
6. Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different?
EC
"Writing About History"
Section 3 Self-Rule for Canada, Australia, and New Zealand
Objectives
Terms, People, and Places
confederation
dominion
métis
indigenous
penal colony
Maori
Note Taking
Checkpoint (s)
How did the British respond to the Canadians’ desire for self-rule?
What effect did colonization have on Australia’s indigenous population?
Compare and contrast the European settlement of Australia and New Zealand.
Map Skills
Canada grew throughout the latter half of the 1800s.
1. Locate:
(a) Quebec (b) Ontario (c) British Columbia (d) Saskatchewan
2. Movement
Why did British Columbia become a part of Canada before Alberta and Saskatchewan?
3. Make Comparisons
Compare Nova Scotia’s natural resources to those of Manitoba.
Map Skills
British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.
1. Locate
(a) Simpson Desert (b) Great Sandy Desert (c) Sydney (d) Perth.
2. Regions
What physical features probably slowed British settlement of Australia’s interior?
3. Draw Inferences
What types of economic activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?
HW
Reading Skill: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Australia, and New Zealand settled and how did they win self-rule?
Comprehension and Critical Thinking
Sequence
3. What steps led to Canadian self-rule?
Compare
4. Compare the European settlement of Australia with that of Canada.
Identify Causes
5. Why did the Maori fight colonists in New Zealand?
Synthesize Information
6. What ethnic tensions did Australia, Canada, and New Zealand face?
EC
"Writing About History"
Section 4 Economic Imperialism in Latin America
Objectives
Terms, People, and Places
regionalism
caudillo
Benito Juárez
La Reforma
peonage
Monroe Doctrine
Panama Canal
Note Taking
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
HW
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
EC
"Writing About History"
Friday, November 16, 2007
Awesome interactive sites for students and learners
Jimmy has an interesting video with awesome interactive sites for students and learners.
Catholic Identity
Catholic Identity and Latin America: Who Was Oscar Romero?
Catholic Identity and New Zealand
A New Zealand Catholic convert was jailed since he did not possess the proper immigration papers but he refused to return to his native Iran because he feared persecution.
Catholic Identity and
Vietnam
Catholic Identity and the history of the Church in China
Catholic Identity and the history of the Church in
India
Catholic Identity and Genocide
Catholic Identity and schools in America
Historical Sketch of Catholic Schools
Catholic Identity and Zionism
This is an article describing how a Cardinal endorses Zionism.
Catholic Identity and 19th Century England
In particular, you may have an interest in Newman Clubs and John Henry Newman. Newman was an Anglican who converted to Roman Catholicism in what has been identified as the Oxford Movement.
Catholic Identity and Russia
The East-West Schism, or Great Schism, divided Chalcedonian Christianity into Western (Latin) and Eastern (Greek) branches, i.e. Western Catholicism and Eastern Orthodoxy. Though normally dated to 1054, the East-West Schism was actually the result of an extended period of estrangement between Latin and Greek Christendom. The primary causes of the Schism were disputes over papal authority—Pope Leo IX claimed he held authority over the four Eastern patriarchs—and over the insertion of the filioque clause into the Nicene Creed by the Western Church. Eastern Orthodox today claim that the primacy of the Patriarch of Rome was only honorary, and that he has authority only over his own diocese and does not have the authority to change the decisions of Ecumenical Councils. There were other, less significant catalysts for the Schism, including variance over liturgical practices and conflicting claims of jurisdiction. Cf. Great Schism.
In Christian theology the filioque clause (filioque meaning "and [from] the son" in Latin) is a heavily disputed clause added to the Nicene Creed, that forms a divisive difference in particular between the Roman Catholic Church and the Eastern Orthodox Church. In the place where the original Nicene Creed reads "We believe in the Holy Spirit ... who proceeds from the Father", the amended version reads "We believe in the Holy Spirit ... who proceeds from the Father and the Son". The addition is accepted by Roman Catholic Christians but rejected by Eastern Orthodox Christians. Many Eastern Catholic churches do not use the clause in their creed, but profess the doctrine it represents, as it is a dogma of the Roman Catholic faith. Insofar as Protestant churches take a position on the doctrine, acceptance of the filioque is normative. The clause is most often referred to as "the filioque" or simply filioque.
Cf. Filioque Clause.
Balkan Nationalism and
Mother Teresa and her teachings are good subjects to research.
Loyalty to Religion or Nationalism
John F. Kennedy's speech in Houston to Protestant Ministers. The speech focuses on the issue of Catholic identity and religious loyalty.
FAQ; How Do I Print Materials for Dr. Smith's Classes?
How do I print materials for Dr. Smith's classes? How do I ensure that the unnecessary background material is not printed?
NB:
For all of Dr. Smith's classes, to print from the class blog or any materials for my course:
1. Do not use Word or other coding-intensive word processing program. If you use Word all of the unnecessary background data
is printed as well. You don't need the extra material to print as it is wasteful.
2. Cut and paste using Notepad or another similar program.
3. Go to "Start," a list of programs should pop up.
4. Click on "Accessories" and find "Notepad," and open this program.
5. Highlight the text from the blog that you want copied, by right-clicking on the text--e.g., you may need a Vocabulary list
if a hard copy is not available, then, cut and paste the text into Notepad to print.
NB:
For all of Dr. Smith's classes, to print from the class blog or any materials for my course:
1. Do not use Word or other coding-intensive word processing program. If you use Word all of the unnecessary background data
is printed as well. You don't need the extra material to print as it is wasteful.
2. Cut and paste using Notepad or another similar program.
3. Go to "Start," a list of programs should pop up.
4. Click on "Accessories" and find "Notepad," and open this program.
5. Highlight the text from the blog that you want copied, by right-clicking on the text--e.g., you may need a Vocabulary list
if a hard copy is not available, then, cut and paste the text into Notepad to print.
Wednesday, November 14, 2007
EC: Seedwiki Ch. 25
Priority List of Edits Needed:
Chapter 25 New Global Patterns: 1800–1914
No one has even begun Ch. 25.
Chapter 25 New Global Patterns: 1800–1914
No one has even begun Ch. 25.
Vocabulary: "Causes of World War I" video
"Causes of World War I"
Video Vocabulary
NAME:
Period:
1. "Rube Goldberg"
2. Archduke
3. testimony
4. Sarajevo
5. Franz Ferdinand
6. motorcade
7. Austro-Hungarian Empire
8. Serbia
9. embroiled
10. dynasty
11. toppled
12. czar
13. Slavs
14. revolution
15. humiliation
16. status
17. colonial
18. turmoil
19. democracy
20. assassination
21. alliances
22. arms race
23. competition
24. raw materials
25. nationalism
26. imperialism
27. industrialization
28. patriotism
29. noble
30. sentiment
31. patchwork
32. squabbled
33. negotiated
34. peasants
35. bedrock
36. stability
37. continental
38. economic
39. mercantilism
40. prosperous
41. middle-class
42. social structure
43. representatives
44. Garibaldi
45. central government
46. mass education
47. national identity
48. nation-state
49. pious
50. mythology
51. Alsace-Lorraine
52. Victor Hugo
53. Balkan Peninsula
54. Bosnia
55. Herzogovina
56. Yugoslavia
57. Gavrilo Princeps
58. "Black Hand"
59. socialism
60. capitalism
61. fervor
62. reservoir
63. efficiency
64. domination
65. rivalry
66. manufacturing
67. British East India Company
68. Manchu Dynasty
69. lucrative
70. spheres of influence
71. "the sun never set on the British Empire"
72. monopolize
73. palatial
74. skirmishes
75. Russo-Japanese War
76. balance of power
77. inferiority
78. yearned
79. ambitious
80. reverence
81. arsenal
82. notorious
83. autocracy
84. splendid isolation
85. agitation
86. Hungarians
87. mobilization
88. inevitable
89. totalitarian
90. repercussion
91. plantation
92. Ceylon
93. civilization
94. administration
95. Rudyard Kipling
96. "White Man's Burden"
Video Vocabulary
NAME:
Period:
1. "Rube Goldberg"
2. Archduke
3. testimony
4. Sarajevo
5. Franz Ferdinand
6. motorcade
7. Austro-Hungarian Empire
8. Serbia
9. embroiled
10. dynasty
11. toppled
12. czar
13. Slavs
14. revolution
15. humiliation
16. status
17. colonial
18. turmoil
19. democracy
20. assassination
21. alliances
22. arms race
23. competition
24. raw materials
25. nationalism
26. imperialism
27. industrialization
28. patriotism
29. noble
30. sentiment
31. patchwork
32. squabbled
33. negotiated
34. peasants
35. bedrock
36. stability
37. continental
38. economic
39. mercantilism
40. prosperous
41. middle-class
42. social structure
43. representatives
44. Garibaldi
45. central government
46. mass education
47. national identity
48. nation-state
49. pious
50. mythology
51. Alsace-Lorraine
52. Victor Hugo
53. Balkan Peninsula
54. Bosnia
55. Herzogovina
56. Yugoslavia
57. Gavrilo Princeps
58. "Black Hand"
59. socialism
60. capitalism
61. fervor
62. reservoir
63. efficiency
64. domination
65. rivalry
66. manufacturing
67. British East India Company
68. Manchu Dynasty
69. lucrative
70. spheres of influence
71. "the sun never set on the British Empire"
72. monopolize
73. palatial
74. skirmishes
75. Russo-Japanese War
76. balance of power
77. inferiority
78. yearned
79. ambitious
80. reverence
81. arsenal
82. notorious
83. autocracy
84. splendid isolation
85. agitation
86. Hungarians
87. mobilization
88. inevitable
89. totalitarian
90. repercussion
91. plantation
92. Ceylon
93. civilization
94. administration
95. Rudyard Kipling
96. "White Man's Burden"
Tuesday, November 13, 2007
Monday, November 12, 2007
Vocabulary: Jason Evert
Vocabulary: Jason Evert
Name:
Period:
1. Grand Canyon
2. manipulate
3. condemnation
4. morality
5. genitals
6. virgin
7. Ephesians
8. holy
9. scourging
10. Shroud of Turin
11. woven
12. cross-beam
13. pierce
14. pornography
15. emasculate
16. Maxim
17. air-brushed
18. computer generated
19. CDC
20. leprosy
21. Vogue
22. modesty
23. mu-mu
24. radiant
25. dignity
26. gentleman
27. lady
28. purity
29. concussion
30. submission
31. conscience
32. prude
33. respect
34. 4-D
35. estrogen
36. STDs
37. fertility
38. Mayo Clinic
39. injection
40. veterinarian
41. hormonal
42. uterus
43. conceive
44. PDR
45. herpes
46. asymptomatic
47. gonorrhea
48. HPV
49. cervical
50. vaccine
51. NIH
52. patriot
53. veil
54. CSI
55. breed
56. Proverbs
57. slack
58. eBay
59. random
60. allergy
61. eczema
62. Chlamydia
63. Depo-Provera
64. Armenia
Name:
Period:
1. Grand Canyon
2. manipulate
3. condemnation
4. morality
5. genitals
6. virgin
7. Ephesians
8. holy
9. scourging
10. Shroud of Turin
11. woven
12. cross-beam
13. pierce
14. pornography
15. emasculate
16. Maxim
17. air-brushed
18. computer generated
19. CDC
20. leprosy
21. Vogue
22. modesty
23. mu-mu
24. radiant
25. dignity
26. gentleman
27. lady
28. purity
29. concussion
30. submission
31. conscience
32. prude
33. respect
34. 4-D
35. estrogen
36. STDs
37. fertility
38. Mayo Clinic
39. injection
40. veterinarian
41. hormonal
42. uterus
43. conceive
44. PDR
45. herpes
46. asymptomatic
47. gonorrhea
48. HPV
49. cervical
50. vaccine
51. NIH
52. patriot
53. veil
54. CSI
55. breed
56. Proverbs
57. slack
58. eBay
59. random
60. allergy
61. eczema
62. Chlamydia
63. Depo-Provera
64. Armenia
Friday, November 09, 2007
Alicia Keys
Have you seen Alicia Keys? Blogs can be useful for finding out information. Here is something you may not have seen.
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