Check for your name and Please staple together and turn in the

following:

• Pg 73A: Opening Japan DBQ• Pg 73: Opening Japan Paragraph prep • Pg 74A: Japan Paragraph

Please do not talk at this time Jan 15/16

HW: Finish Vocab Word Maps for Social Darwinism and Racism. Pg 77AFinish any DBQ questions you have not finished in class. Packets are on line

Then, tell your partner what you already know about Evolution.

Video on EvolutionCopy the following chart on pg. 76A in your notebook to

take notes on Evolution while we watch the video!

Define

Evolution:

Survival of the Fittest:

Natural Selection:

Title: Evolution and Social Darwinism Pg. 76A

Define

Evolution:

Survival of the Fittest:

Natural Selection:

the theoretical process by which all species develop from earlier forms of life

Natural selection conceived of as a struggle for life in which only those organisms best adapted to existing conditions are able to survive and reproduce

The process in nature by which, according to Darwin's theory of evolution, only the organisms best adapted to their environment tend to survive and transmit their genetic characteristics in increasing numbers to succeeding generations while those less adapted tend to be eliminated.

Title: Evolution and Social Darwinism Pg. 76A

Darwin and Social DarwinismSocial Darwinism is the application of Darwin’s Theory of

Evolution to Human Societies. Essentially it says that those societies that are the most successful are the ones that come from humans with superior genetic stock.

In the 1800’s, Europeans felt this meant that they were the most successful (To them that meant having the best technology, the most scientific learning and the ability to conquer others) because they were more advanced humans. They also thought that people with less technology, scientific learning and so on were naturally going to die out eventually, like the dinosaurs and Neanderthals because they were genetically unfit to survive.

To the Europeans who considered Social Darwinism scientific fact, they, personally, were examples of Darwin’s idea of Survival of the Fittest.

Social Darwinism became a powerful motive in Imperialism. Many Europeans felt it gave them the right to take over other regions of the world.

HW: Vocab Word Maps- Pg 77APlease make a Vocab Template for each word

• Racism1. Glossary Definitionbeliefs that a particular

race is superior to another

• Social Darwinism1. Glossary Definitionthe evolution theory of

“survival of the fittest” applied to society; the idea that those fittest for survival enjoy wealth and success because they are superior

3. Related Words ethnocentrism Social Darwinism prejudice hatred inequality oppression

1. Glossary Definition beliefs that a particular race is superior to another Versions of the Word racist

5. Graphic

Word Map For: Racism Name:

2. Examples slavery Hitler and the Nazi Party the KKK segregation and the Civil Rights

Movement genocides in Rwanda and Darfur

4. My Definition when someone of one race thinks that they are better than someone of another.

Pg 77A

3. Related Words class conflict Charles Darwin evolution Enlightenment Scientific Revolution industrialization

1. Glossary Definition the evolution theory of “survival of the fittest” applied to society; the idea that those fittest for survival enjoy wealth and success because they are superior Versions of the Word Social Darwinist

5. Graphic

Word Map For: Social Darwinism Name:

2. Examples Scramble for Africa Opium War “Opening” of Japan Manifest Destiny “White Man’s Burden” opposition to unions

4. My Definition a way of rationalizing success by applying Darwin’s evolutionary theory to social hierarchy to say that the wealthy deserved it because they were “naturally” superior.

Pg 77A

In 1800, Europeans and North Americans controlled about 35% of the world’s land. They had little interest in expanding much further. However, by 1914, they controlled roughly 85% of the world’s land...

1800

1914

Imperialism…

• Imperialism is this period where the countries of Europe and the US leave everything they know and go out into the world to conquer other countries.

• They leave indoor plumbing and paved roads, hot water and trains and fresh food to travel to remote places that have none of those things. Then they take them over.

Why?

Let’s find out….

History

Detective Work!

Our Question…

WHY did European countries (BRITAIN, U.S., FRANCE, GERMANY, etc.) decide to start taking over countries (China, South Africa, etc.)?

WHAT FACTORS DROVE IMPERIALISM?

FYI- These factors are called Motives.

Imperialism Group Work- Pg. 78A• In your group, please READ each primary source document

ONE AT A TIME. For each document, DISCUSS each question on the document AS A GROUP and ANSWER the questions in complete sentences on a separate piece of paper. EACH PERSON MUST WRITE DOWN ANSWERS to the questions.

Check in with your partners on each document. Different people will see different things and all of it is significant. Say, “Group member’s name, What do You see?”

• Once you have read all the documents and answered each question, your group is to prepare a POSTER and PRESENTATION explaining what FACTORS DROVE IMPERIALISM.

Please sit in your group from yesterday and get a poster paper.

You may also want some pens or colored pencils.

Please do not talk at this time Jan 17

HW: Cornell Notes for Chpt 11, Sec 1 (Pg 80A) due Wednesday/Thursday

Quiz on Motives for Imperialism Friday 1/24. Pgs. 78-79 due Friday also.

Imperialism Group Work• In your group, please READ each primary source document

ONE AT A TIME. For each document, DISCUSS each question on the document AS A GROUP and ANSWER the questions in complete sentences on a separate piece of paper. EACH PERSON MUST WRITE DOWN ANSWERS to the questions.

Check in with your partners on each document. Different people will see different things and all of it is significant. Say, “Group member’s name, What do You see?”

• Once you have read all the documents and answered each question, your group is to prepare a POSTER and PRESENTATION explaining ONE of the Motives of Imperialism. I will give you the Motive you will do.

• You will have half the period to make your poster and half the period to present it.

Poster/Presentation: Your group is to prepare a POSTER and PRESENTATION explaining what factors drove Imperialism.

• B Level • Poster and presentation

demonstrates clear understanding the Assigned Motive

• Poster includes a Formal Definition of the Motive

• Poster includes at least ONE quotation or a direct reference to a Primary Source

• Every group member speaks during the presentation

• Group EXPLAINS how Motive convinced Europeans to leave home and conquer other countries.

• A Level• All the B level work• Poster uses color,

symbols and/or imagery to convey meaning.

• Poster uses correct grammar and spelling

• Poster shows care and effort

• Presenters share presentation duties equally

• Presenters use formal language.

Posters/Presentation- What you need

Posters-•1 Motives for Imperialism and what it means with Definition•1 Quote or reference to a Primary source

•Extras-•Examples •More pictures!

Presentation-•Explain How Motive got people to leave home and conquer other countries.•Every student in the group must talk at least once.

Poster Presentation Notes:

• As each group presents, make sure you have complete information and understanding on your Motive for Imperialism.

• Add to your notes on pg. 78 and compose your Final Definition for each motive.

Check your work

• Exploratory- Europeans were curious about the world and interested in the science. Foreign lands provided new environments and things to investigate.

• Economic- Europeans needed raw materials like wood and cotton to put in their factories and they needed to find people to buy all the goods they were making.

• Political- European countries wanted to prove that their country was the BEST. If they could capture more colonies, they could show they had a better country.

• Military- Europeans wanted to establish military bases all over the world so they could protect their colonies and trade routes.

• Religious- Europeans believed that they had a duty to save the souls of foreigners by converting them to Christianity.

• Ideological- Europeans thought their culture was superior and they would only be helping foreigners if they forced them to do things in a European way.

Please do not talk at this time Jan 22/23

HW: Quiz on Motives for Imperialism Friday. Imperial Motives papers due Friday too!

Please get out your Cornell Notes from last night and your

Motives handout from last week.

Pg. 79A: To what Extent/Degree- Imperialism

To What Extent/Degree- this phrase is asking you to show the percentage something is related to something else.

For example: To what degree is Lost a good TV show?

It Sucks Its OK Its Great!0% 50% 100%

You decide, according to your own criteria for a great TV show, where Lost falls on the line. You explain your criteria and how Lost meets it or does not meet it to explain your placement.

Lets Practice!Draw a line on pg. 79A. Put a mark along the line from Not At All (0%)

to Very Much (100%) and explain why you placed yourself there?

• To what extent is President Obama popular?

• To what extent is Twilight the movie an accurate portrayal of Twilight the book?

• To what degree is Social Darwinism based on hard scientific fact?

• To what degree was the Industrial Revolution a Success?

Not at All Somewhat Very Much0% 50% 100%

• Which factors/motivations were most justified? Which were least justified?.– Factors: Economic, Religious, Political, Exploratory,

Military, Ideological

Most Justified Least Justified

Now pick one and tell my WHY you placed it where you did on the line.

Remember Justify?

Justify Give solid, specific reasons to prove that decisions, actions, or conclusions are right or just.

Scramble for AfricaAdd these notes to your Cornell Notes

• Africa rich in natural resources – First place targeted by

Europeans

• Berlin Conference (1884)– European countries

set rules for the division of Africa

– Set up the Congo Free State: first private colony in Africa

Cutting Up Africa

Tell your partner:Who is missing from this table?What information is missing from that map?

Imperialism in Africa – Territories controlled by Europeans by 1914

The Congo Free State• Motto: “Work and

Progress”– 30 million people– 80x the size of

Belgium itself– Rich in rubber and

ivory

• Personal property of King Leopold II of Belgium

Please get a Congo DBQ Packet (Pg. 81A-D) and a Document Folder.

• Please read the two letters from King Leopold II in the Doc Folder:

• Leopold’s Open Letter (Document A)

• Leopold to the Missionaries (Document B)

• As you read fill out the chart on Pg 81A.

Now look at Document C

• The Casement Report

• With your partner, answer the questions on your paper about Document C.

Please do not talk at this time Jan 24

HW: No Homework!

Imperial Motives Quiz!

Please staple and turn in pgs. 78-80.

Pg 78A/B Imperial Motives QuestionsPg. 79A: To what Extent/Degree-

ImperialismPg 80A: Chapter 11.1 Cornell Notes

Please get out your Congo DBQ, Pg. 81A-D and a

Document Folder from the front of the room.

Now look at Documents D and E

• “Mola and Yoka” • Peter Forbath

• With your partner, answer the questions on your paper about Documents D and E.

King Leopold’s Rule

Essential Question: How did the Belgians treat the native Congolese in the Congo Free State?

Textbook (Document F) The following is an excerpt from YOUR textbook explaining the colonization of the Congo by

King Leopold II and the Belgians.

• “Leopold claimed that his primary motive in establishing the colony was to abolish the slave trade and promote Christianity. However, he licensed companies that brutally exploited Africans by forcing them to collect sap from rubber plants. At least 10 million Congolese died due to the abuses inflicted during Leopold’s rule. As a result of his cruelty, humanitarians around the world demanded changes. In 1908, the Belgian government took control of the colony away from Leopold. The Belgian Congo, as the colony later became known, was 80 times larger than Belgium.”

 • Source: McDougal Littel, Modern World History: Patterns of

Interaction. Published 2006.

Textbook (Document F)

Please answer with your partner:

•Is there any new information on how the Belgians treated the Congolese that your textbook has provided you? Explain.

 

 •Is there any information on how the Belgians treated the Congolese that your textbook is missing? Explain.

  

 •On a scale of 1-10 (10 being the best), how would you rate your textbook on telling the history of how the Belgians treated the Congolese? Explain.

Legacy of a Forgotten Holocaust

• 1904 Casement Report– 1908, under pressure from

Europe and US, Leopold gives up Congo

• 10 million Congolese killed in the brutality

• New race for colonies in Africa between France, Britain, Italy, Portugal, and Spain

• UN commission named the Congo the least developed nation in the world this year– Genocide and mutilation

remain in Africa to this very day

Listen to the yell of Leopold's ghost,

Burning in Hell for his hand-maimed host.

Hear how the demons chuckle and yell

Cutting his hands off, down in Hell

--The Congo, by Vachel Lindsay

The Heart of Darkness

“The vilest scramble for loot that ever disfigured the history of the human conscience”—Joseph Conrad

• Title: Evolution and Social DarwinismPg. 76A

• Vocab Word Maps: Social Darwinism/Racism- Pg 77A

• Pg 78A/B Imperial Motives Questions

• Pg. 79A: To what Extent/Degree- Imperialism

• Pg 80A: Chapter 11.1 Cornell Notes

• Pg 81A/D Congo DBQ