Unit SixIndustrialization, Imperialism, Nationalism, &

WWI

Standards

SSWH14 The student will analyze the Age of

Revolutions and Rebellions.

• d. Examine the interaction of China and Japan with

westerners; include the Opium War, the Taiping

Rebellion, and Commodore Perry.

Standards

SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics

of worldwide imperialism.

• a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

• b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.

• c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.

• d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources.

Standards

SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.

• a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

• b. Describe conditions on the war front for soldiers; include the Battle of Verdun.

• c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

• d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

DAY ONENationalism

First Ten

• What does it mean to be patriotic? Are people patriotic

today? What should you be most patriotic toward? (Your

country? Your ethnicity? Your religion?

• As a citizen of the USA do you have a duty to be

patriotic?

• Please get out 2 clean sheets of notebook paper.

Hook

• Define: nationalism

• : a feeling that people have of being loyal to and proud of

their country often with the belief that it is better and more

important than other countries

• : a desire by a large group of people (such as people who

share the same culture, history, language, etc.) to form a

separate and independent nation of their own

• How do we (Americans) show nationalism today? How have

we shown it in the past?

Draw this on a sheet of

paper

How Nationalism can unify a nation: How Nationalism can dismantle a

nation:

Work Session

• Nationalism Notes

• Comparing Nationalism in the 19th century – Case Study:

Japan and Germany

MAIN Causes of WWI

Nationalism Imperialism/

IndustrializationAlliancesMilitarism

BIG Ideas

Enlightenment Ideas

Revolutions

(Internal Conflict)

NationalismExternal Conflict?

Nationalism

To the COUNTRY not the

KING

Page 688

Political Parties

Conservatives

Support Kings (Nobility and

Wealthy)

Liberals

Power to electlegislatures

Merchants/Middle Class

Radicals

END KINGEVERYONE

votes

Balkans & Russia• Greece rebels from

the Ottoman Empire in 1830 with the help of other W. European countries

• France: 1830, tried to bring back absolutism → 1848 Louis-Napoleon = ☺

• 1861 Alexander II frees the serfs

Empires Fall• Austrian Empire breaks –

Austria-Hungary

• Russia: so large that they have multiple ethnic groups (Ukrainians, Poles Latvians, Estonians…..) = Nationalism and the fall of czar rule! Czars had ruled for 370 years!• 1917 Russian Revolution after

Russification

• Rise of Lenin

Unification of Italy

• Camillo di Cavour (PM of Sardinia) unified Northern

Italy

• Giuseppe Garibaldi (nationalist soldier) unified Southern

Italy and joined with Cavour

The ArtsRomanticism

(Early 1800’s)

Realism

(Mid 1800’s)

Impressionism

(1860’s)

Last Ten

• One area I still need clarification on is:

DAY TWOIndustrialization

First Ten

• Yesterday we discussed nationalism. In your own words

define Nationalism and describe how it can create

external conflict.

• Prepare for writing assessment

Writing Assessment

• Compare and contrast Emperor Meiji and Prime Minister

Otto von Bismarck as leaders.

Hook

• Crash Course WH - Nationalism - Focus on Japan

Work Session

• MAIN Acronym

• Relevancy Questions – BIG ideas

DAY THREEIndustrial Revolution

First Ten

• Pick up sheet – read the side entitled “Urbanization”

• Be ready to discuss

First Ten – Big Ideas

Predominately Rural Society

Agricultural Revolution

Increase in Population

Demand for basic goods like textiles

Advancements to create textiles

Advancements in other areas

like power and transportation

Factory System and

Urbanization -Overpopulation

Poor Working Conditions &

Social Structure

Labor Unions/Strikes

Get out the Urban Game Reading from below your desk

The Urban

GameThe story of Beemonville from

sleepy little village to industrial

town.

Beemonville 1700

• Draw a river across your paper connecting east to west; the river should be about 1 inch wide

• draw a simple wooden bridge crossing the river

• draw 2 roads one running north to south and crossing the river at the bridge and one running from east to west. Neither road need be a straight line.

• Draw 10 houses

• 1 church

• 1 cemetery

• 1 store

• 1 pub

• 1 coalmine

• at least 50 trees

Round 1

• 1 nice home

• Construct a canal [this must run

parallel to river]

Round 2

• Add 5 houses

Round 3

• Fence off an area 3X3 inches to be

reserved as commons

• 5 houses

• 1 nice house

Round 4

• 1 factory [no smoke] this must be

on the river bank since it uses

water power not the canal

• 5 houses for workers

Round 5

• 15 houses

• 1 church

• 1 pub

• 1 store

• You may draw additional roads and 1

additional bridge

Round 6

• 5 new factories on the river

bank

• 5 houses

Round 7

• 5 Tenements

Round 8

• 1 store

• 1 pub

• 1 church

• 1 school for wealthy families [boys only]

• Be sure to make the churches convenient to

the worker’s houses

Round 9

• 5 pubs

• Destroy 5 houses

• 4 tenements

Round 10

• 2 special homes

• 1 factory

• 15 houses for managers

• You may remove trees if necessary

Round 11

• 10 factories—with smoke [these do

not have to be on the river]

• Add smoke to all factories

• 1 nice house

• 5 houses

• 1 tenement

Round 12

• 1 new coal mine

• Replace the wooden bridge with

an iron bridge

• 5 houses

Round 13

• 1 coal mine

• 1 cemetery

Round 14

• 1 major railroad connecting all factories

to the coal mines [this must be one

continuous track]

• You may build additional bridges as

needed

• 5 houses

Round 15

• 1 jail

• 2 pubs

• 2 tenements

Round 16

• 2 hospitals

• 1 cemetery

Round 17

• 1 railroad passing east to west

through the town

• 5 houses

• 1 tenement

Round 18

• 1 theater

• 1 museum

• 2 private schools [mark these with a P]

• 1 nice house

Round 19

• 1 cemetery

• 1 jail

• 1 hospital

Round 20

• 20 houses

• 5 tenements

• 2 stores

• 1 church

• 5 factories

• 1 pub

• 2 nice houses

• 1 special house

First Ten

• How do you feel

about your city?

• Would you live here?

Why or why not?

• How is this relevant

to cities today?

• What cities are NOT

like this?

• Homework! Due

Friday at the

beginning of class:

• Redraw your city using

what you learned. Use

the list provided as a

guideline for

requirements

Big Ideas

Predominately Rural – Feudal

Society

Agricultural Revolution

Increase in Population

Demand for basic goods like textiles

Advancements to create textiles

Advancements in other areas

like power and transportation

Factory System and

Urbanization -Overpopulation

Poor Working Conditions &

Social Stratification

Labor Unions/Strikes

Hook

• Revolutions: Factories and Disease – Mankind Clip

Why England?• FACTORS OF PRODUCTION

• Land, Labor, Capital

• Natural Resources (LAND)

• Water—

• rivers for inland transportation

• Harbors for merchant ships

• Minerals—coal

• Raw materials

• Government (LABOR)

• Political stability

• Growing population

• Expanding economy (CAPITAL)

• Strong currency and banking

• Overseas trade

Steam Age

Newcomen’s Steam Engine

1705

Watt’s Steam Engine

1769

Child Labor in the Mines

Child “hurriers”

Impact of IndustrializationPages 723-726

• Urbanization

• Living conditions

• Inadequate housing, education, police protection

• Dirty, unsanitary, illnesses spread

• Working conditions

• Long days

• Dangerous machines

• Women and children

• Class tensions grew

Muckrakers!

• Upton Sinclair

• Meatpacking industry in

Chicago

• Jacob Riis

• Living conditions in

tenements

Effects of the Industrial

Revolution

Positive• Middle Class increases

due to the creation of jobs

• It contributed to the wealth of a nation.

• It fostered the technological growth.

• It increased production of goods & lowered prices.

• Industry will spread to the U.S.

Negative• Poor working conditions

• Poor living conditions

• Poor health due to lack of income

• Spread of disease/lowlife expectancy

• Child Labor

• Desire for more natural resources → Imperialism

Capitalism v. Communism• Capitalism

• Private sector

• No control “laissez

faire”

• Adam Smith/Wealth of

Nations

• Make money!

• Communism

• Public Sector

• Complete government

regulation of business

• Karl Marx/Communist

Manifesto

• Provide for the people

What is Socialism?

• Idea that government can be capitalist while also taking

care of its people:

• Government regulations (laws to regulate business)

• Healthcare

• Provide for the population

Last ten!

1. Communism

2. Capitalism

3. Socialism

4. Muckraker

5. Water frame

6. Steam engine

7. Locomotive

8. Laissez faire

9. Coal

10. Domestic system

11. Agricultural Revolution

12. Crop rotation

13. Telegraph

14. Urbanization

15. Regulation

A. Powered machines and transportation using steam power

B. Allowed people to communicate through wires at long distances

C. Government control

D. All businesses are controlled by the government

E. Powered steam engines – especially in Britain

F. Hands-off businesses – no government regulation

G. When a gov’t is capitalist, but takes care of its citizens and their well-being

H. Powered textile machines using water power in factories

I. Farmers used this to get better crop yields

J. Cause of the Industrial revolution –increase in population

K. Movement from rural areas to the city

L. Steam engine attached to boxcars –fastest transportation of the time

M. Opposite of factory system

N. Exposed the poor conditions of the cities and working conditions

O. System where the goal is to make the most money – no government control of businesses

Drawing Connections

• How will the Industrial Revolution lead to the age of Imperialism? (Definition: Imperialism - a policy of extending a country's power and influence through diplomacy or military force. Typically used by historians to describe the actions of the Western European powers on Asia and Africa in the 19th

century)

• Industrial Revolution relies on the constant flow of natural resources.

• Natural resources + manufacturing = exports = $$$$

• If you can get the natural resources for free that would mean even more profit.

First Ten

• Sit quietly with your paperclips and wait on directions.

• Turn in your village … be sure to:

• Staple your “before and after” together – before on the

front.

• Make sure your name is on it. Make sure you have named

your village.

• Turn it into the basket.

Happy

Friday!

Class Work

• History of Easter

• Video Review (Mankind)

• Rock/Paper/Scissors

• Communism/Capitalism Reading/Notes

Effects of Industrialization

• Shifted world balance of power. How?

• Increased competition in industrialized nations and poverty in

less developed nations.

• Industrialized countries viewed poor countries as markets for

their manufactured products

• Industrialization gave Europe tremendous economic power.

How?

Activity

• Rock Paper Scissors

Communism

Capitalism

DAY SIX End of IR and Beginning of Imperialism

First Ten

• Capitalism/Communism Worksheet – USE A PENCIL!

Communism

• “An economic system in which all means of production – land, factories, railroads, and businesses – are owned by the people (→ Government) , private property does not exist, and all goods and services are shared equally”

Karl Marx - The Communist Manifesto 1848

Predicted that the workers would someday REVOLT against the wealthy

Believed capitalism would destroy itself

Developed into Marxism

Eventually a complete form of Socialism would arise

Total public ownership of means of production

No private Property

A classless society

Communism between 1979-1983

Communist countries 2017China, Cuba, Cambodia, Laos, Vietnam, and North Korea

“It is the highest impertinence and presumption… in kings and

ministers, to pretend to watch over the economy of private people,

and to restrain their expense... They are themselves always, and

without any exception, the greatest spendthrifts in the society. Let

them look well after their own expense, and they may safely trust

private people with theirs. If their own extravagance does not ruin

the state, that of their subjects never will.”

• The Wealth Of Nations, Book II, Chapter III, p.346, para. 36. (Adam

Smith)

Capitalism

• “An economic system in which money is invested

(capital)with the goal of making more money (profit).”

• The Wealth of Nations - 1776 – Adam Smith

• Free-market Capitalism

• Restrictions on businesses stifle growth

• An “invisible hand” would guide the economy

• Laissez-faire – gov’t should be hands-off

Work Time!

• Use the remainder of class to update your Unit

Vocabulary and Objectives

• Tomorrow we are starting Imperialism

First Ten

• Complete the last page in your packet with a PENCIL ☺

Fill in the blank with the word bank at the bottom.

SO…Why does this matter?

• The Industrial Revolution brought two very important things to

the table:

• It increased competition between nations. (Competition to grow

bigger and better than their opponent)

• In order to compete with each other, nations would need to produce

more items in the factory. In order to do this they will need more

RAW MATERIALS….Where will they get these?

Imperialism

• Imperialism was the policy of extending the rule or

influence or a country over other countries or colonies.

(1850-1914)

Why is it important?• Short term effects

• Will lead to tensions &

competition between nations →

WWI

• Superpowers are established

• Long term effects

• Change in cultures

• “Global Community”

• It matters today!

• Ethnic Conflicts

• Economic Despair

• Political Turmoil

Why did Europeans Colonize? • Industrialization

• European nations needed resources to support consumer markets/industry.

• The ability to produce vast quantities of goods meant that countries also needed vast amounts of ppl. to buy the manufactured goods.

PRE-Colonization

• Africans were ethnically/linguistically divided (1,000 +)

• Europeans were unfamiliar with the land and usually only settled on the coast.

• Prior to 1880 only 10% of Africa was colonized and it was in the coastal area.

• SO….How do we go from 10% to this…..

Why Africa?

• Africa was foreign and exotic to the

Europeans and Americans.

• The only ppl. Who entered were

missionaries, humanitarians, and

explorers, and sometimes reporters

from America & Britain.

• Henry Stanley explores the Congo for

King Leopold of Belgium (discovers

what Congo has to offer) NATURAL

RESOURCES!

The Congo and Belgium

• Leopold defended by

saying he intended to

“abolish the slave trade &

spread Christianity.”

• In reality his rule led to

the death of 10 million

people…Brutal treatment

for natural resources

(Rubber sap from plants)

So What is Next?

• Belgium’s economic success prompted France, Britain, Portugal, Spain, Germany and Italy to claim parts of Africa.

• Taking over such huge amounts of land needed justification beyond economic needs.

• Political and Social justification would aid in the cause

• Why did Europeans feel as if they could control the second largest continent on earth?

• Social Darwinism (Herbert Spencer) “survival of the fittest”

• Non-westerners were assumed “lesser” because those groups had not made the technological advances that Europeans had made.

• White Man’s Burden (Rudyard Kipling)

• “Civilize, Westernize, and Christianize”

Competition = Treaty• Europeans now held items to help

them conquer Africa (weapons, travel, $, meds, and a lack of unity in Africa)

• As competition for Africa grew, European powers feared war amongst themselves.

• Berlin Conference (1885/6)

• 14 nations (all European)

• NOT a single AFRICAN leader

• “Notify and Prove” you could handle the territory.

https://www.youtube.com/watch?v=OJe1W_HIWmA

Extent of Colonialism

(1939)

****Great

BritainFrance Belgium

Netherlan

ds

Germany

(1914)

Area in Square

Miles94,000 212,600 11,800 13,200 210,000

Population 45.5 M 42 M 8.3 M 8.5 M 67.5 M

Area of Colonies 13.1 M 4,3 M 940,000 790,000 1.1 M

Population of

Colonies470 M 65 M 13 M 66 M 13 M

European claims on Africa in 1914

Legacy of Imperialism in Africa• Positive

• Humanitarian efforts

(Hospitals/Schools)

• Lifespan & Literacy rates

Increase

• Increase in transportation &

communication in Africa

• Negative

• Lost control of land/freedom

• Death (small pox, cruelty, and

famine)

• POLITICAL/ECONOMIC

LEGACY

First Ten Review

1. Why did Europeans colonize Sub-Saharan Africa?

2. What was the Berlin Conference?

3. How did Europeans justify colonization?

4. How did colonization of the continent impact Africa in

the modern era?

Finish up from Friday

• Finish Japan Activity

Imperialism in Asia

Britain in India

• Sepoy Mutiny - 1857

DAY SEVENImperialism - Africa

First Ten

• Review BIG ideas:

• What is Imperialism?

• Why did Europeans feel it to be “necessary”

• What was the economical arrangement in the 19th-20th

centuries?

• Why did imperialism come to an end in 1914?

Hook

• Review Imperialism in Africa

• Color Africa Map and do Venn Diagram

Work Session

• Reading – King Leopold

• (+) and (-) influences of Imperialism with packet

Last Ten

• Asia – Homework – Chart using textbook – Due

tomorrow so we can have discussion and watch video

clips – if you do not complete homework we will have to

do it in class and not watch the videos.

• Test is on Friday → nationalism, industrialization, and

imperialism

DAY EIGHTImperialism in Asia

First Ten

• Download the Socrative Student App on your phone

(free)

• If you do not have a phone or cannot download apps, go

to a computer.

• Wait for me to start the quiz.

Hook

• Reflections from yesterday

• On a sheet of blank paper, reflect on the following questions:

1. In what ways were Europeans “imperialistic”?

2. Explain the following statement: The imperialistic actions of

Western European powers of the late 19th century represented a

new era of imperialism.

3. Explain actions of the colonizers. How did they take over land?

4. Explain actions of the colonial citizens. How did they respond?

5. When Africa and South/Southeast Asia are being colonized,

what is happening in China and Japan?

Work Session

• Finish PPT

• Start WWI map if time – if not, homework

Bellringer

Explain these pictures.

What’s Going on

over there in

Asia?China

Japan

Interaction with

westerners

• Chinese look down on all foreigners

• They felt like they already had all they needed

• China is largely self-sufficient

• Resources in China• Salt, tin, silver, iron

• Silks, high-quality cotton, and porcelain

But Europe was

determined

• Opium• Habit forming narcotic

made from the poppy plant

• Chinese doctors had been using it to relieve pain for years

• In the 18th century, however, British merchants smuggled opium into China for nonmedical use.

• By 1835 as many as 12 million Chinese people were addicted to the drug.

• Chinese emperor was not ok with the situation, pleas with England Queen to stop sending it to China.

• Pleas go unanswered

• Clash between Britain and China

Dear Queen Victoria…“By what right do they [British merchants] . . . use the

poisonous drug to injure the Chinese people? . . . I have heard that the smoking of opium is very strictly forbidden by your country; that is because the harm caused by opium is clearly understood. Since it is not permitted to do harm to your own country, then even less should you let it be passed on to the harm of other countries.”

• LIN ZEXU, quoted in China’s Response to the West

Opium war

• 1839

• Battles took place mostly at sea

• China’s outdated ships were no match for Britain’s steam-powered gunboats.

• Chinese suffer a humiliating defeat

• Signed a peace treaty in 1842 that gave Britain the island of Hong Kong.

Foreigners were not the

greatest of China’s

problems

• The countries own population provided an overwhelming

challenge.

• The number of Chinese grew to 430 million by 1850, yet in

the same period of time, food production barely increased.

• Many people were hungry, they became discouraged, and

Opium addiction arose.

• SO basically you have STARVING, DEPRESSED, DRUG

ADDICTS that make up a majority of your population….

Rebellions

• Taiping Rebellion• Late 1830’s

• Hong Xiuquan began recruiting followers to help him build a “Heavenly Kingdom of Great Peace”• In this kingdom all would

share China’s vast wealth and no one would live in poverty.

• Taiping means “great peace”

• Exact opposite happened. Tons of battles fought with Chinese and British. At least 20 million people died.

• Boxer Rebellion• Chinese people are frustrated

with their situation

• Poor peasants and workers resented the special privileges granted to foreigners. Also were not happy with Chinese Christians adopting a foreign faith.• To protest they formed a secret

org. called the Society of Righteous and Harmonious Fists aka the Boxers.

• Their campaign against the Empress’s rule and foreigner privilege is known as the Boxer Rebellion

Modernization in Japan• 17th century Japan shut itself off from almost contact with

other nations. (remember absolutism)

• Japanese Society very tightly ordered.

• 19th Century westerners tried to convince the Japanese to open

their ports to trade.

Commodore Matthew

Perry

• In 1853 US Commodore Matthew Perry took 4 “intimidating” ships into Japan’s Tokyo harbor. The Japanese were impressed by the massive wooden ships powered by steam and their massive cannons.

• Perry also brought a letter from the US President which politely asked to allow free trade

between the US and Japan. Intimidated

they agreed.

• Exports from Japan• Tea

• Silk

• shipbuilding

Meiji Era (Enlightened

Rule)

• Japanese are angry that the shogun (Japanese govt) had given in to the foreigners’ demands.

• New leader, Mutsuhito, who seemed to symbolize the country’s sense of pride and nationalism.

• He decided the best way to counter western influence was to modernize.

• Germany’s centralized government

• Discipline of Germany’s army

• Skill of British Navy

• American system of universal public education

• Industrialization

Imperial Japan

• It became the strongest military power in Asia

• As Japan’s power grew it also became more imperialistic.

The Japanese were determined to show the world they

were a powerful nation.

• Korea’s up for grabs

• both China and Japan fight for it.

• They decide to sign a “hands-off” agreement

• China breaks agreement

• Sino-Japanese war is b/n Japan and China over Korea

• Japan drives China out of Korea and wins lands in Taiwan

Russo-Japanese War

• Japan’s victory over China changed the world’s balance of power.

• Russia and Japan emerged as the major powers-and enemies-in East Asia.

• The two countries go to war over Manchuria. Japan said they would stay out of Manchuria if Russia stayed out of Korea. Russia refused.

• Japan launched a surprise attack on Russian ships anchored off the coast of Manchuria.

• The war drove Russian troops out of Korea and captured most of Russia’s Pacific fleet.

Treaty of Portsmouth

• Gave Japan the captured territories

• Forced Russia to withdraw from Manchuria and stay out

of Korea

Causes of WWI

• DBQ Introduction

• Document Analysis

• Pre-bucketing

• DBQ on Friday with test!

• The Great War PPT - Start