Period 5 Unit Calendar 16-17

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  Look at the maps on the following pages of Strayer: pp. 114-115; pp. 312-313; pp. 614-615; pp. 778-779. What evidence is there that Period 5 is the “European moment” in World History based on these maps? How would you characterize the other periods (as in, what might you dub Period 3), based on the maps and your knowledge of world history thus far?
  
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  Read the Stearns essay “Rethinking the Long 19^th Century in World History: Assessments and Alternatives.” Stearns writes, “This article lays out the problems with the standard current frameworks, and then offers an alternative option that may better capture the key global emphases.” http://worldhistoryconnected.press.illinois.edu/9.3/forum_stearns.html
  
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    What problems does he discuss with this periodization?
    
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    What is his alternative?
    
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    What is your opinion, based on having read the Strayer pages and the Stearns pieces and having learned about the Long 19^th Century earlier in high school (whether it was called that or not)?
    
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  In addition to completing the reading, please complete the Socratic Seminar Planning and Reflection Sheet
  

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  Review Strayer, pp. 756, Condorcet, “Sketch of the Progress of the Human Mind”
  
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  Hume, “On Miracles,” Reilly VII pp. 754-755 (stop at Thirdly on 755)
  
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  Strayer, pp. 961 “Editorial on China’s Examination System”
  
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  Rousseau, “The Social Contract,” pp. 757-8 (stop after 4. Slavery)
  

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  What is Hume’s POV? In what ways are the understandings of education and the construction of knowledge in Europe changing during the Enlightenment?
  
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  How does the Hume compare with traditional Chinese education and construction of knowledge? (NB: The China documents are from 1898 in response to increasing economic and cultural influence of the West, but still shed light on conservative Chinese views on human capability and education).
  
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  How is Rousseau an outgrowth of Hume? Using your prior knowledge, how will writings such as The Social Contract lead to revolutions in the Atlantic World?
  
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  Based on what you know about Chinese philosophy, how are the Western and Chinese views of human potential fundamentally different? Strikingly similar?
  
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  To what extent is the Enlightenment a major change in global intellectual thought? A continuity?
  

Read Strayer Chapter 16 and prepare for a reading quiz. Use the chart on 16-a (found after page 825; Step 2: Comparing Atlantic Revolutions) to take notes.

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  Complete the Document Study at the end of Chapter 16 to prepare for a Socratic Seminar.
  
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  Essential Questions:
  
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    How does the concept of “rights” emerge and change at the turn of the nineteenth century?
    
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    In what different ways does the idea of “rights” find expression in these documents (and in the Portrait on page 808)?
    
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    Historians frequently debate the relative importance of ideas in sharing historical events. What impact do ideas of rights expressed in these documents had on the historical development of the Atlantic world and beyond?
    
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    **How might these four authors have responded to one another? On which points might they agree and disagree? (I am particularly interested in your work on this question)
    
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  In addition to completing the reading, please complete the Socratic Seminar Planning and Reflection Sheet
  

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  Read Marks, “The Industrial Revolution and Its Consequences” (online)
  
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  Essential Question:
  
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    Britain (and therefore, the West) is widely considered the leader and developer of industrial processes and economies. To what extent does Marks complicate this history of industrialization? Based on your past learning in this class and others, to what extent do you agree with his argument?
    

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  Read Strayer pp. 835-841 and complete Step 3 of Chapter Wrap Up (pp. 17-a and 17-b which come after p. 877).
  
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  Essential Question: How did the concept of social class change as a result of the Industrial Revolution?
  
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  In addition to completing the reading, please complete the Socratic Seminar Planning and Reflection Sheet
  

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  Read Strayer pp. 842-846, Sources 17.3 (Smiles) and 17.4 (Marx) + Luddite Primary Sources (see separate handout online)
  
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  Be prepared to engage in a Socratic Seminar style discussion in which you will speak from one of these three perspectives (assigned in class).
  
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  Essential Question: Why did different social groups respond as they did to economic and social changes of the IR?
  
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  In addition to completing the reading, please complete the Socratic Seminar Planning and Reflection Sheet
  

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  Read Strayer pp. 846-860 and prepare for an SAQ
  

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  Read Strayer pp. 879-889
  
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  Analyze the visual sources on the Scramble for Africa at the end of Chapter 18. Use the questions below each source to guide your note-taking. We will use the final questions at the end of the visual sources to guide a Socratic Seminar
  
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  In addition to completing the reading, please complete the Socratic Seminar Planning and Reflection Sheet
  

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  Read Strayer pp. 889-902. Prepare for an SAQ.
  

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  Read Strayer pp. 902-912 “Believing and Belonging: Identity and Cultural Change in the Colonial Era”
  
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  In-class: Practice multiple choice
  

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  Using the documents given in class, prepare for an in-class DBQ.
  

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  Read Strayer pp. 931-941 (China) and 947-955 (Japan).
  

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  Read pages 187-220 from Standage’s History of the World in 6 Glasses. As you read annotate and take notes to respond to the following Essential Questions in a Socratic Seminar:
  

1. 
   How does tea embody the eras of industrialization and imperialism? Provide specific evidence from the text to support your answer.
   
2. 
   What were the consequences of “Britain’s peculiar enthusiasm for tea”?
   
3. 
   How does this reading help explain the link between industrialization and imperialism beyond the idea of “looking for natural resources”?
   

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  Essential Question: How does National Identity evolve because of imperialism, for both the colonized and the colonizers, as seen through George Orwell’s essay “Shooting an Elephant”?
  
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  Read the short story “Shooting An Elephant” by George Orwell. Annotate for when you think narrator has the situation IN CONTROL (I), when the situation is OUT OF CONTROL of the narrator (O), and places where NATIONAL IDENTITY (N) is shaped (either for the narrator or the Burmese)
  
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  In addition to completing the reading, please complete the Socratic Seminar Planning and Reflection Sheet
  

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  Read Strayer pp 941-947. Prepare for an SAQ or Multiple Choice Questions (surprise! )