Chapter+25+-+Imperialism

= 2/27 (Wednesday) IMPERIALISM =

= Chapter 23 & 24 Test Numbers: The curve is 6 points. The retake cut-off is 44. If you scored less than 44, you may retake the test by Friday, March 1st. If you want to retake the test, please let me know so I can send a copy of the test to the TC (trying to save paper, don't you know). If you want to take the test after school on Friday, I'll be offering retakes in room 7044 at 3:30 =

=I. Review test= =II. How was anti-semitism related to nationalism?= =III. Imperialism and the world market= =IV. Imperialism case study - China and the Opium Wars.=


 * [|Details]
 * [[file:mr-hannigan/PowerPoint - China & Opium Wars.pptx|Download]]
 * 7 MB

= Due Today: M 782-788 (Industrialization & World Economy) =

= 2/28 (Thursday) THE GREAT MIGRATION = = = =Target: 1. Examine POV examples.= =2. Discuss the great migration.=

=I. Warm-up: Basketball POV= =II. Return Nationalism POV sentences and discuss= =III. The Great Migration=


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 * [[file:mr-hannigan/PowerPoint - Basketball POV.pptx|Download]]
 * 68 KB
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 * [[file:mr-hannigan/DBQ - Growth of Nationalism POV sentences.docx|Download]]
 * 125 KB

= Due Today: M 788-794 (Great Migration). = = =

== Prompt: Discuss the connection between the Great Migration and 19th Century European social, political and economic developments. ==

== Models: The Great Migration was determined socially to some extent by the increase in overpopulation in European countries, politically by government abuses, especially with minority groups such as the Jews, but most importantly by the economic advantages of migration that motivated the majority of migrants. ==

== The Great Migration was directly connected to the 19th Century European social, political, and economic developments. Economically, slow industrial growth, little available land and less opportunities lead to more emigration, although if there was a possibility of buying land in the country one left, they would often move back. Politically, the spirit of revolution and demand for change within class privileges and voting rights spurred many to migrate in order to get away from these inequalities. Socially, one individual could influence many others around them to migrate together, especially those who were religiously persecuted, such as the Jews. The worse the overall social, political, and economic conditions were, the more likely people were to migrate, yet as equality and the economy developed and improved, the migration slowed down, showing a direct relationship between the two. ==

= 3/1 (Friday) MEET THE NEW BOSS, SAME AS THE OLD BOSS? =

= BE SURE TO BRING McKAY TO CLASS TODAY (AS YOU ALWAYS SHOULD, OF COURSE) =

=I. Review Great Migration theses= =II. Imperialism Scramble=


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 * [[file:mr-hannigan/Chart - Old vs New Imperialism.doc|Download]]
 * 39 KB

= Due Today: M 794-803 (Western Imperialism) =

= 3/5 (Tuesday) SNOW DAY = = = = PLEASE ENJOY YOUR SNOW DAY BUT UNDERSTAND THAT, WHILE WE HAVE ONE LESS DAY OF CLASS, THE AP TEST HAS NOT MOVED AND WE STILL HAVE TO COVER THE SAME MATERIAL. TO DO THAT, WE HAVE TO KEEP GOING. NOTE THAT THERE ARE TWO DAYS OF READING DUE ON THURSDAY. THIS IS THE SAME READING YOU WOULD HAVE DONE ANYWAY, ON THE SAME SCHEDULE, BUT IF YOU PUT IT OFF UNTIL WEDNESDAY NIGHT, YOU WILL FALL BEHIND. I DON'T WANT THAT FOR YOU. SO, TAKE SOME TIME ON TUESDAY TO BEGIN READING THURSDAY'S MATERIALS, ESPECIALLY THE SHERMAN DOCUMENTS. THEY ARE INTERESTING AND WILL HELP YOU THINK ABOUT THE DBQ TOPIC. = = = = ALSO, PLAY OUTSIDE SOME AND HELP YOUR PARENTS SHOVEL. THERE IS TIME ENOUGH FOR ALL. =

= 3/6 (Wednesday - SDOW) IMPERIALISM DBQ. =

=Target: Write a better DBQ= = = = I. Write DBQ. You can use your outline, lightly annotated packet and your "Writing The DBQ Paragraph" handout. =


 * [|Details]
 * [[file:mr-hannigan/Student Preferences - Petrograd 1917.docx|Download]]
 * 130 KB

= Due Today: DBQ outline. M 803-811 (Responding To Imperialism). Chapter 25 annotations due. =