Presentation for the debate on the Congo Free State

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Presentation Instructions
Powerpoint Rubric 

Hyde park or the MP Debate Congo.

Case Study Belgium in the Congo.

The Belgian Congo

Smart board lesson
Read this selection from Rudyard Kipling’s The White Man's Burden (1899) and answer the following questions: Take up the White Man's burden-- Send forth the best ye breed-- Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-- Your new-caught, sullen peoples, Half-devil and half-child. 1. What does he mean by “the White Man’s Burden”? 2. What was the exile of which he spoke? 3. What does the word captives indicate?

Homework #2-2

1. How did you feel while playing the “Scramble for Africa” game?
2. Why did your group decide to choose the countries it chose?
3. Which country do you think was your group’s most valuable colony? Why?
4. Who did not get to play a role in the “Scramble for Africa” game?
5. What do you think you learned from playing the “Scramble for Africa” game?
6.What could be done to make playing the “Scramble for Africa” game more enjoyable?

Aim: What was the "Scramble for Africa"?

Smartboard lesson

Aim: What is Imperialism?

DO NOW:
1. Do countries have the right to expand?
2. Are industrialized societies superior?
 Smartboard lesson


Debrief Document
Terminology
Motives

Aim: What were the effects of the Industrial Revolution? Period 1

Do Now:

1. How did  the Industrial Revolution change people’s lives?
2. What are the new inventions and new types of energy
now being used?

Smartboard lesson

Homework #1-2

1.     Is it ever justified for one culture to dominate another?
2.    What does it mean to be civilized?  What does it mean to be uncivilized?
3.    Should cultural customs, like female genital circumcision, be stopped?
Who has the right to decide what a culture can and can’t do? 
Can female genital circumcision be justified in any case?
4.    Is using violence to prevent diamond smuggling justified?  Should blood diamonds be sold?

Homework #1-2 Periods 5 and 8

1.     Is it ever justified for one culture to dominate another?
2.    What does it mean to be civilized?  What does it mean to be uncivilized?
3.    Should cultural customs, like female genital circumcision, be stopped?
Who has the right to decide what a culture can and can’t do? 
Can female genital circumcision be justified in any case?
4.    Is using violence to prevent diamond smuggling justified?  Should blood diamonds be sold?

Assessment DBQ Industrial Revolution

Aim: Who was Karl Marx?

HW#15

1. What were the social effects of the Industrial Revolution?
2. How did the Industrial Revolution affected cities & population distrubution?
3. Explain how the Industrial Revolution changed the living conditions for both the middle and working class.

Aim: What reforms needed to be made in order to change the situation?

Aim: What was daily life like for Child Laborers living during the Industrial Revolution?

The Task
You will take on the role of a child labor. What was life like for
people your age and younger during the Industrial Revolution?
You will analyze a series of Web sites containing information on
the various types of jobs children worked during this time.
You must carefully research your role. You must decide what
reforms should be made in order to help you change your
situation!

Each team member will research one of the following roles:
Factory Worker
Miner
Seafood & Farm Hand
Newsboy
When you are finished, you will meet to discuss your roles and
then choose which job your group thinks was the worst for the
time period.

Step 3: Once all of your group members have completed their
research, you will meet to discuss your findings. Which role do
you think had it the worst? Important! You need to listen to each
other and give everyone a chance to talk about their role. Hear
each role and thoroughly discuss the pros and cons to each
profession before making a decision. If you disagree with each
other, calmly discuss your side with your team mates, if you can’t
come to a decision, take a vote…majority rules! When you are
finished, answer the questions on the Group Project Sheet. Make
sure all group members' names are on the sheet and it’s
completely filled out. Don’t leave any blanks!

Step 4: Assemble your Individual Project Packets and hand in to
me by the due date. This should include all of the following neatly
stapled together…

Role Research Sheets: These are just the sheets of paper where
you took notes when researching your role.

Role Representation Sheet: This sheet contains all of the
information you found on your profession. It also includes a
picture of a person representing your assigned role. It can be
copied from a Web site, or hand drawn. Make sure you label it!
Roll Representation Sheet

Group Sheet: This sheet must be filled out by all group members.
Don’t leave any blanks!
 Group Worksheet
Final Analysis: This part should be done individually and should
not match your other group members' answers. Please note,
answers of "I don't know" are unacceptable. You must think hard
and answer all parts of this task for credit. If you lost your sheet,
please answer the following questions on a separate piece of
paper:
1. Many parts of the world still use child laborers today. What
items in your house may have been made by children?
2. Why do you think children are still working around the world?
3. Do you think child labor this is right or wrong? Explain.
4. What can you do to help children working as child laborers
today?
5. What would be the impact of your actions?
 Final Analysis
Bibliography: This sheet should list all of your sources. Make sure
you cite at least three Web sites!
http://www.easybib.com/

The Process
Just like child laborers of the Industrialization, you too will work
hard and long on your job. However, instead of physical labor,
you will use brain power to complete this task! Follow these steps
to complete your quest...
Step 1: First, divide up the work! Each person in the group should
have already been assigned a role. Your choices are: Textile,
Worker, Miner, Farm Hand or Newsboy.

Step 2: Next, each person will spend time going to their individual
role pages to gather research for their assigned role. When you
begin your research, make sure you have paper to take notes on
all the information you will find on the Internet sites I provide for
you. Put your name on these papers and keep them because you
will hand them in at the end as your "rough research copy." Make
sure you write down the URL of all Web sites used! Note: You
may gather information from other sources as well, but please cite
all work!

Factory Worker
Description of Role 1: Factory Worker
You have been assigned the role of a Factory Worker. While
researching this role, consider the following: What was life like for
child laborers in this profession during the Industrial Revolution?
How and where did they live? What hardships did they face?
What are some of the experiences they had? How did they dress,
look, act, etc?
Use these internet links to research your role:
The History Place
http://www.historyplace.com/unitedstates/childlabor/
Child Laborers
http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html
Daily Life
http://www.victorianweb.org/history/hist8.html
Children During the Industrial Revolution
http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html
Child Factory Workers
http://www.spartacus.schoolnet.co.uk/IRchild.htm
Effects
http://www.socialstudieshelp.com/USRA__Workers_Lives.htm
Additional Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm

Miner
Description of Role 2: Miner
You have been assigned the role of a Miner. While researching
this role, consider the following: What was life like for child
laborers in this profession during the Industrial Revolution? How
and where did they live? What hardships did they face? What are
some of the experiences they had? How did they dress, look, act,
etc?
Use these internet links to research your role:
The History Place
http://www.historyplace.com/unitedstates/childlabor/
Child Laborers
http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html
Daily Life
http://www.victorianweb.org/history/hist8.html
Children During the Industrial Revolution
http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html
Individual Miner’s Stories
http://www.learningcurve.gov.uk/victorianbritain/industrial/source4.htm
Child Miners
http://www.show.me.uk/site/show/STO1041.html
Additional Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm

Seafood Worker / Farm Hand
Description of Role 3: Seafood Worker / Farmer Hand
You have been assigned the role of a Seafood Worker / Farm
Hand. While researching this role, consider the following: What
was life like for child laborers in this profession during the
Industrial Revolution? How and where did they live? What
hardships did they face? What are some of the experiences they
had? How did they dress, look, act, etc?
Use these internet links to research your role:
The History Place
http://www.historyplace.com/unitedstates/childlabor/
Child Laborers
http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html
Daily Life
http://www.victorianweb.org/history/hist8.html
Children During the Industrial Revolution
http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html
Primary Source
http://books.google.com/books?id=DNd5_LRxjt8C&pg=PA201&lpg=PA201&dq=child+shuckers+industrial+revolution&source=web&ots=5azFvE7D74&sig=KaEp-Y3ac10nSpT8ndLPvQiv_jw
Agricultural Changes
http://www.clemson.edu/caah/history/FacultyPages/PamMack/lec
122/britir.htm
Additional Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm

Newsboy
Description of Role 4: Newsboy (Newsie)
You have been assigned the role of a Newsboy. While
researching this role, consider the following: What was life like for
child laborers in this profession during the Industrial Revolution?
How and where did they live? What hardships did they face?
What are some of the experiences they had? How did they dress,
look, act, etc?
Use these internet links to research your role:
The History Place
http://www.historyplace.com/unitedstates/childlabor/
Child Laborers
http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html
Daily Life
http://www.victorianweb.org/history/hist8.html
Children During the Industrial Revolution
http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html
Hot Off the Press
http://teched.vt.edu/gcc/html/PrintingsPast/Newsboys.html
Newsies Strike!
http://www.geocities.com/goosecast14133/History.html
Additional Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm

Assessment period 1 and 2

Multiple Choice and DBQ Exam

Aim: Is Nationalism a positive or negative force in history? Period 1 and 2

Smartboard lesson

Powerpoint

What was the Agrarian(Farming) Revolution? Period 5 and 8

HW#11

Who was Simon Bolivar? He is called El Liberator (The Liberator) and the "George Washington of South America." In your own words (feel free to explore various mediums such as photos, art, collage, graffiti, poems, music, dance, etc.) please write at least one paragraph explaining who he was and why he was so important to Latin American History. Include at least one picture and a map of South America indicating what countries he was involved in liberating. Websites:

http://www.bolivarmo.com/history.htm
http://en.wikipedia.org/wiki/Sim%C3%B3n_Bol%C3%ADvar
http://www.embavenez-us.org/kids.venezuela/simon.bolivar.htm

Aim: How did events in Europe trigger wars of independence in South America?

Do Now:

1. How does political change affect structures of power? (Example: how did the election of Barrack Obama change the US?)

2. What role does wealth (money) play in the demonstration (use) of power? 

Powerpoint 

Aim: How Did France Change Under Napoleon?

Do Now: (Take out HW.)
1. How would you explain the code of Hammurabi? (A)
2. How is the code of Hammurabi similar to the Bill of Rights?(A)
3. What changes to education would you recommend?(S)


Smartboard lesson
Group work

HW #10

HOW FAR DID NAPOLEON REALLY REFORM FRANCE?
This is an extended piece of writing, so you should plan your work in the back of
your book first. You should organize your answer into five sections, which you can
later put into paragraphs. The five areas are: Education, The Government, The
Church, Rights and Freedoms and Society. To answer the BIG question, you need to
look at how far Napoleon reformed each of the sections. For example, in some
areas there had been great change, but in others, there were few differences
from the time of King Louis. You can include in your answer quotes and opinions
from the man himself to support your own thoughts. Once you have planned what
you are going to include in your sections, you need to write a brief introduction to
your work, and sum up your arguments with a strong conclusion. Get you teacher to
check it, put it all together in the front of your book, and VOILA! One essay!

Alternative HW #10

THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.
Theme: Nationalism
Throughout history, nationalist movements have begun in different countries and
regions with the hope of achieving either unification or independence. The results
of these movements have been mixed.

Task:
Select one country or region and
• Describe the historical circumstances that led the people of this country or
region to begin a nationalist movement
• Describe a goal of the nationalist movement
• Discuss a method used to achieve this goal
• Discuss the results of this nationalist movement on this country or region

You may use any country or region from your study of global history. Some suggestions you
might wish to consider include Germany, Kenya, India, China, Latin America, the Balkans,
and the Middle East.

HW # 9 (Include picture or drawing.)

BONAPARTE, NAPOLEON
NAME:
BIRTH DETAILS:
POLITICAL IDEAS:
RISE TO IMPORTANCE:
EXPLAIN HOW HE BECAME POWERFUL IN FRANCE:

Aim: What were the effects of the French Revolution?

Do Now:
1.Who was the philosopher most influential to the American, French and Latin American Revolutions?

2. What is Nationalism?

3. Did the French Revolution solve the problems of the French people?


Smartboard lesson
Group work