Winter Break Homework 50 points. Mandatory

Happy Holidays!!!

Homework for the Winter Break

Go to :

 http://www.time.com/time/photogallery/0,29307,1887394,00.html

You will find ten of the top non-violent protest photographs with a description of each one.  

You assignment: 

1. List and describe each photo in your own words.

• What is the message about nonviolence;  
• What is the perspective of the picture; 
• What is the level of risk.  What are the dangers?

1. Then Rank order the photos from 1-10
2. Describe the 2 reasons for your number first 5  choices; What do you admire about this protest.  If necessary, research more about these 5 protests.
•  NOW:  Find 2 current protest pictures (nonviolent or violent in the last 2 years).  One from events in the USA (not from Ferguson or New York); one from international news.
• Answer the same question as above about each picture.  
• Print out one or both of these pictures.  Type below your answers from above:  Describe, message, perspective, risk, dangers.
•  Be prepared to present in class and post. 

Final Exam REVISED ( it was on the other blog; my regrets)

1.Make a Timeline and Name 6 important ancient civilizations and provide general dates or centuries of their existence.  (India, Rome, Greece, Mesopotamia, Israel, Egypt)

2.Make a Timeline and Provide approximate dates for:  English Revolution, Enlightenment, French Revolution, Industrial revolution

3.List and explain 3 important skills of ‘Thinking Like an Historian”.

4.List and explain 6 historical themes in World History.  P. 49

5.Ethics is the study of making humane, fair choices or decisions.  Right and wrong.

6.Morals the high standards of behavior Greeks and Romans expected from citizens.  They were  based on the Bible.

7.General will is what the most  popular people have to say about an important vote or decision.

8.Monarchy means that a King is appointed by God, as in Divine Right.

9.Oligarchy is a form of government in which a group of powerful individuals maintain control of the government.

10.Tyranny is a form of oppressive rule  that was a characteristic of Cromwell, Napoleon, and King Leopold in the Congo.

11.Direct democracy is what we have in the United States in all circumstances.

12.Hammurabi’s code was a fair but cruel system of laws.

13.The caste system in India allowed people to rise from one social class to another, as Gandhi rose to be a lawyer.

14.Being a citizen in Greece did not include direct democracy.

15.John Locke argued that rights of the people had to be balanced with rights of kings.

16.A Republic necessarily requires direct democracy.

17.The Magna Carta protected the rights and promised justice for all citizens.

18.Oliver Cromwell used military rule to remove the King and change England.

19.English Bill of Rights was not influenced by the Magna Carta.

20.Divine right was a policy that supported the concept of Imperialism.

21.Enlightenment was based on scientific reasoning.

22.Social Contract theory was written by Voltaire and Rousseau.

23.The Enlightenment inspired the English Revolution.

24.The 3 estates had equal representation at the National Convention at Versailles.

25.The Fall of the Bastille was in response to the soldiers sent onto the streets in Paris by King Louis.

26.The Declaration of Rights of Man was eventually agreed upon by King Louis.

27.“Liberty, equality, fraternity! Was a slogan embraced by all of France during the Revolution.

28.The March to Versailles is an example of ‘the right to overthrow’ an unjust  government

29.King Louis and Marie Antoinette were beheaded for trying to escape to Prussia.

30.Reign of Terror was not the plan of Robespierre since he was also beheaded.

31.Napoleon: was a liberator who wanted the end of monarchy and equality in Europe.

32.The  Industrial was in the 1800’s and originated in America.

33.The major imperialist nations in Africa were Belgium, England, France, and Spain.

34.Imperialism benefited African nations because it brought education, trains, and democracy.

35.Gandhi is known for the INC, nonviolent resistance, and embracing Indian culture.

36.Nelson Mandela was known as the Great Soul because he survived 27 years in prison.

37.Indigenous is a term that could be applied to Native Americans.

38.Exploitation of humans and natural resources was a characteristic of imperialist countries.

39.Social Darwinism was an unscientific theory to justify imperialism.

40.Make a Timeline and Date:  Gandhi is born      I Have a Dream Speech    King is assassinated  1880 Imperialism begins       Martin Luther King is Born   India gains Independence  South Africa gains independence Mandela is elected president

41.

1. .

Topics for Final. It will be revised as T/F test.

Timeline/Dates

Name 6 important ancient civilizations. Name and Provide general dates or centuries for their existence.  

 

TF

1.Hammurabi’s code was a fair but cruel system of laws.

2.the caste system in India allowed people to rise from one social class to another.

3.Being a citizen in rome and greece.  2 expectations 

4.What 3 ideas from the Greeks, Romans, John Locke…became part of our Declaration of Independence?

5.John Locke argued that…..

6.Define: Democracy.

7.What was the Enlightenment?  What were the main ideas?  Name 2 important individual.

8.Explain the 3 estates

9.Fall of the Bastille.

10.Explain the Declaration of Rights of Man.

11.What group had this motto:  “Liberty, equality, fraternity!!”  What does it mean to you?

12.March to Versailles

13.Marie Antoinette

14.King Louis

15.guillotine

16.Robespierre

17.Reign of Terror

18.Napoleonic Code.

19.Napoleon: was he for Equality and a liberator? Or was he a tyrant? explain

20.The General dates of the two Industrial revolutions. 

21.Where did the industrial revolution begin?  How did England get materials from their colonies?  Cheap Labor?

22.Bessemer process, “puddling”

23.assembly line:

24.entrepreneur:

25.Sweatshop:

26.Explain what you learned from the Nike and Santa’s Workshop documentaries….

27.Explain 3 positive and 3 negative aspects of the  Industrial Revolution and the Digital Age…

28.A.    Make a Time LINE: Date these events:

29.Gandhi is born     

30.I Have a Dream Speech

31. King is assassinated

32.1880 Imperialism begins…

33. Martin Luther King is Born

34. India gains Independence

35.South Africa gains independence

36. Mandela is elected president

37.identify 3 English and 2 French colonies; one other country

38.What were 2 pros of Imperialism?

39.What were 2 cons of Imperialism?

40.What were the goals of Gandhi?

41.What were the goals of Mandela?

42.imperialism,

43.annex

44.indigenous

45.Exploit

46.Darwinism

47.Explain Social Darwinism.  How was it used to support Imperialism?

48.Explain:  “White man’s burden” – explain and give 3 examples

1.

1. .

Documents c,d,e; Guiding Questions; Final Argument/claim

Document C: Sita Ram
Sita Ram was a sepoy who remained loyal to the British. Yet even he had his
"doubts" about them. The following is an excerpt from memoirs he wrote
sometime in the 1860s about the rebellion.
It chanced that about this time the English Government sent parties of men
from each regiment to different garrisons for instruction in the use of the
new rifle. These men performed the new drill for some time until a report
got about, by some means or other, that the cartridges used for these new
rifles were greased with the fat of cows and pigs. The men from our
regiment wrote to others in the regiment telling them of this, and there was
soon excitement in every regiment.
Some men pointed out that in forty years of service nothing had ever been
done by the English Government to insult their religion, but as I have
already mentioned the sepoys' minds had been inflamed by the seizure of
Oudh. Interested parties were quick to point out that the great aim of the
English was to turn us all into Christians and they had therefore introduced
the cartridge in order to bring this about, since both Muslims and Hindus
would be defiled by using it. . . .
[The Proclamation of the King of Delhi] stated that the English Government
intended to make all Brahmins into Christians, which had in fact been
proved correct, and in proof of it one hundred ministers were about to be
stationed in Oudh. Caste was going to be broken by forcing everyone to eat
beef or pork. . . .
I had never known the English to interfere with our religion or our caste in
all the years since I had been a soldier, but I was nevertheless filled with
doubt. . . . I had also remarked the increase in Missionaries during recent
years, who stood up in the streets of our cities and told the people that their
cherished religion was all false, and who exhorted them to become
Christians.


Document D: Sayyid Ahmed Khan
Sayyid Ahmed Khan was a Muslim noble and scholar who worked as a
jurist for the British East India Company. At the time of the uprising, he was
loyal to the British. Later, he came to blame several British policies and
mistakes for the uprising. He thought that the British decision not to include
Indians in the Legislative Council, a British government organization in
charge of India, was particularly harmful. He explained his views in a book
he first published in 1858 in Urdu. The book was translated into English in
an edition published in 1873. This passage is from the English translation.
The evils which resulted to India from the non-admission of natives into the
Legislative Council of India were various. . . . The people had no means of
protesting against what they might feel to be a foolish measure. . . .
Whatever law was passed was misconstrued by men who had no share in
the framing of it. At length the Hindustanis fell into the habit of thinking that
all the laws were passed with a view to degrade and ruin them. . . .
Although the intentions of Government were excellent, there was no man
who could convince the people of it; no one was at hand to correct the
errors which [the government] had adopted. And why? Because there was
not one of their own number among the members of the Legislative
Council. Had there been, these evils that had happened to us, would have
been averted.
There is not the smallest doubt that all men whether ignorant or well informed,
whether high or low, felt a firm conviction that the English
Government was bent on interfering with their religion and with their old
established customs. They believed that Government intended to force the
Christian Religion and foreign customs upon Hindu and Muslim alike.

Document E: Joseph Coohill
Joseph Coohill is a historian and university professor at Duquesne
University. The passage below is from an article he wrote in 2007 for the
magazine History Today.
Sepoys in the East India Company army had seen their pay (and therefore
their status) decline in recent years, and many felt that the new officers
serving in the Company army . . . did not have the same respect and
sympathy for sepoys as the previous generation of Company officers. Lord
Dalhousie, Governor General of India, introduced the so-called Doctrine of
Lapse, a policy which allowed the East India Company to extend its control
into Indian territory when a native ruler died. . . . The Company applied the
Doctrine to take over the town of Oudh. Indians considered this to be a final
outrage of British conquest. Oudh was such a rich and historic part of India
that this seizure was seen as a cultural insult. The outbreak of hostilities in
the army would not have spread so quickly or gained much-needed local
support if the sepoys' grievances had not been echoed by discontent in
many parts of India, both rural and urban.


Source: Joseph Coohill, “Indian Voices from the 1857 Rebellion

GUIDING QUESTIONS
Document C: Sita Ram
1) Who is Sita Ram? When was the document written?
2) What are Sita Ram’s main claims about what caused the Sepoy Rebellion?
3) Do you think this is a trustworthy document? Why or why not?
4) How do Sita Ram’s arguments compare to those in Document A and Document B?

Document D: Sayyid Ahmed Khan
1) Who is Khan? When was the document written?
2) What are Kahn’s main claims about what caused the Sepoy Rebellion?
3) Do you think this is a trustworthy document? Why or why not?

Document E: Coohill’s History
1) Who is Coohill? When was the document written?
2) Coohill wrote, “Indians considered this to be a final outrage of British conquest.” What
do you think he meant?
3) What additional information about the causes of the Sepoy Rebellion does this
document provide?
4) Do you think this is a trustworthy document? Why or why not?

PROMPT:  Typed; double spaced one page; name, date, period; original Title.
Using arguments and evidence from Documents A-E, make a final claim to answer the question: What caused the Sepoy Rebellion?  
You may find more than one cause as long as they
are related and you can build an argument using evidence from the documents.

Intro:  Background to the Sepoy Mutiny (see text and docs). Connect this event to Imperialism.
Argument/Claim/Thesis

Paragraph 1.  Topic Sentence; which articles are trustworthy and useful as evidence.  Explain.

Paragraph 2.  Restate your Thesis.
Evidence to support your thesis. (4-5 specific examples)

We will review and revise on Monday. Be prepared to share and argue!!

Sepoy Mutiny: Read Doc. A and B . Answer Questions.

Document A: Gardiner’s English History
Samuel Rawson Gardiner (1829-1902) was an English historian and a
professor of history at King’s College in London. He wrote several books on
English history. The excerpt below comes from a book he wrote for young
students.
The Indian Mutiny of 1857
The religion of the Hindus, who form a great part of the natives in India,
teaches many things which seem very strange to Englishmen. Among other
things they are taught that they will be defiled if they eat any part of a cow.
By this defilement they will meet with much contempt from their fellows,
and will suffer much after death in another world. The bulk of the army in
India was composed of Hindus.
It happened that an improved rifle had lately been invented for the use of
the soldiers, and that the cartridges used in this rifle needed to be greased
so they could be rammed down easily into the barrel. The men believed
that the grease was made of the fat of cows, though this was not really the
case. There was, therefore, much suspicion and angry feeling among the
native soldiers, and when ignorant men are suspicious and angry they are
likely to break out into deeds of unreasoning fury.
Source: Gardiner’s English History for Schools, an English textbook edited
for American students, 1881.Vocabulary
defiled: made dirty, spoiled, ruined
contempt: disrespect
cartridge: ammunition for a gun or rifle
fury: extreme anger

Document B: Sir Colin Campbell (Modified)
Sir Colin Campbell took charge of British forces during the uprising. In this
passage from his book on the uprising, he first discusses the Hindu sepoys.
These soldiers included members of various castes, and a sizable number of
them were Brahmins, the highest caste.
Any considerable offence offered to [the Brahmins] . . . might seriously
endanger the fidelity of the native troops; and there seems to be little
doubt that offence has been given. Injudicious attempts to convert sepoys
to Christianity have been made, and [the sepoys believed] that they were to
be converted by compulsion. . . .

At the same time it is impossible to dissociate the revolt and the [removal]
of the Muslim king of Oudh. The province of Oudh had always maintained its independence. . . . But at length the system of government became too bad to be tolerated; the court
was a mere hot bed of oppression, intrigue, and sensuality; and the British
took control of Oudh. It has never been disputed that this was a merciful change for the people of
Oudh; but the people are not always governed by reason. Prejudices –
religious, national and social – have paramount influence even in a civilized
country; this is even more true in a region sunk into barbarism.
Source: Sir Colin Campbell, Narrative of the Indian Revolt from Its Outbreak to
the Capture of Lucknow,1858.
Vocabulary
fidelity: loyalty, faithfulness
injudicious: unwise, lacking in judgment
compulsion: act of compelling or forcing
Oudh: Region in northern India
fanaticism: wild or extreme devotion or
enthusiasm, as with regard to religion or

Sepoy Rebellion Guiding Questions
Document A: Gardiner’s History
1) What kind of document is this? When was it written?
2) Who was the intended audience of this document?
3) What are the author’s main claims about what caused the Sepoy Rebellion?
4) Do you think this is a trustworthy document? Why or why not?

Document B: Colin Campbell
1) Who is Campbell? When was the document written?
2) What are Campbell’s two main claims about what caused the Sepoy Rebellion?
3) According to Campbell, why did the British take control of Oudh?
4) How does Campbell describe the residents of Oudh?

Pigfat and a Rebellion against the British

¢HW:  How could the British rule a people so different than themselves? 

 

¢Sepoy Mutiny p. 355

¢Voices:  Describe the superiority of the British as described in Voices.

 

¢Who were the Sepoys?  What did they do?

 

¢Describe the reason for and the revolt itself. 

 

¢What was the result?

The White Man's Burden....in India?

¢HW:  Find India in your Atlas;  p. 69  list the countries that border India; list bodies of water

¢Copy the Main Idea on 356

¢P. 356 Read Benefits and Costs of British Rule in India: 

¢Make a T chart of the positive and negative Aspects o british rule. 

 

¢Answer the Main Idea:  How did the British bring order, but hurt the economy and degraded Indians.

¢Make an argument for or against British Rule in India.  Was it more positive or negative?  Explain using at least 3 examples.

Documentary Review and Poster 100 pts.

Happy Thanksgiving!..Watch one of the films below.  Answer the Questions and complete the paragraph and poster as described below.  If you start a film and don't like it, try another!  

Write a Documentary Review: 
Documentary Films:  Mandela:  The Man and His Ccountry; Nelson Mandela:  Fight for Freedom;  The Long Walk of Nelson Mandela; Shaka Zulu;
Rhodes (1936);  Mandela (1987)
Feature Films:  Long Walk to Freedom; Invictus;

Answer the Following:

ALL QUESTIONs AND ANSWER only;( this is not an essay!)

Introduction: 

1. 1.Title of the documentary •
2. 2.Who / What is the subject of the documentary?
3. 3.What was the main the purpose of the documentary
4. 4.What is the documentary about? What is the historical setting?  

¢

Summarize the documentary

1. 1.Make a Flow Map: choose the best 2 Beginning, 2 middle, 2 final scenes
2. 2.Describe the details of these scenes documentary
3. 3.Which scene of the documentary did you like most? Describe this scene in detail.
4. 4.What is the main message the director wants to get across to the audience? 

5.

Give personal comments and recommendation

1. 1.What have you learned from the film? How has it increased your understanding of Nelson Mandela?
2. 2.What have you learned about Imperialism?  Racism? Nationalism? Courage?  Leadership? Perseverance?
3. 3.What did you like about the film?  What were its drawbacks?
4. 4.Would you recommend this documentary to your friends? 

Write your best, most dramatic review for a student audience in one paragraph

Write/type A detailed summary to share in class that would encourage people to see it! (100-125 words max.)

Make your own drawing of a 8x11 movie poster for this film, for display in class.  Make it original.

You may combine the dramatic paragraph and poster. 
NOTE:  Your Movie Poster MAy NOT BE Simply a Picture of NELSON MANDELA

"Dr. Livingstone, I presume."

¢CW:  read  Central Africa; P 345:  Identify Livingstone and Stanley; Who? Where? Why?

¢What country supported Stanley to go into Africa?  What Other countries became involved?

¢Complete reading check. 

 

¢HW:  P. 346 Describe the meeting.  Who attended?  Who did Not?  What was the outcome of this Berlin Conference?  List the German, French, and Portuguese claims to Africa

If you didn't finish in class....read about Chief Lobengula! etc.

¢cW/hw:  343

¢How did the English deceive Chief Lobengula in south africa?

¢What resources did the Europeans want? 

¢Reading check

¢How did changes in transportation, such as steamboats, and trains, ‘speed up’ imperialism?  Find the Suez Canal in your textbook map  (p. 86 inset). 

¢How would this canal expand imperialism and trade?

CW on Imperialism and Homework on African Imperialism

¢CLASS WORK:  

P. 335--Write in your own words:  1) section preview; and 2) p. 336 Main Idea 

 

•Identify Each Picture. 331, 334, 340, 341—  Who What Where? Whose land?  Who were the ‘imperialists’? What does it show us about the nature of  imperialism (the imperialists and the natives)

How did some natives respond in Vietnam? 

 

¢

¢HW: Livingstone in Africa p. 334

lHow did Livingstone describe Africa?

lHow did Livingstone say England could bring

Civilization to Africa? 

Read 336: Explain the motives for Imperialism.  What economic products were produced and sold.

Explain the role of Nationalism.

 How does a professor explain the rationale for destruction and death in exchange for progress.

Starting Imperialism....

Read 321

 Social Darwinism 

Read the first two paragraphs on 321.  Define Nationalism.  Define Darwinism.  What were the similarities between Darwinism and Social Darwinism? 

 

What is Social Darwinism and how did it connect to Nationalism?

What was the result of Social Darwinism?  How did it support Dominance of others (racism, nationalism) and a rationale for not caring about the less fortunate?