Today’s Agenda, work in your groups, each person needs to write / respond on their own papers: 1) Finish up work on the Compare / Contrast Essays. 2) Work in our groups on the multiple choice questions below. We will take 8 minutes to complete the questions, then we’ll share our answers and explain why the correct answer fits. 3) Textbook reading and questions. Read pages 520-525.
A Sample of AP Multiple Choice Questions and an easy way to understand their answers… March 5, 2013
1 Which of the following is true concerning the Ottoman Empire in the period from 1750 to 1914?
- reform movements brought long term political and economic stability
- it welcomed the influx of European technology
- Agricultural production increased
- Foreigners were driven from the empire
- The fate of the Ottoman Empire was tied to the concept of balance of power in Europe.
2 From the mid-nineteenth century to the period before World War I, Japan…
- abandoned its dreams of empire
- became a world power
- developed an industry run on its vast natural resources
- rejected Western intervention
- adopted a constitution modeled on that of the United States
3 During the nineteenth century, Asian and African rulers were most interested in
- Western medical treatments
- Western agricultural techniques
- Christianity
- Western technology
- Western art
4 In the nineteenth century, both Austria-Hungary and the Ottoman Empire
- were composed of a number of nations
- ruled over a kingdom within their borders
- gained political strength during the nineteenth century
- disrupted the balance of power in Europe
- broke up into smaller nations prior to World War I.
5 The Industrial Revolution in Europe
- decreased demands for African palm oil
- initially improved the quality of life in European cities
- contributed to the end of the trans-Atlantic slave trade
- put large numbers of married women to work in factories
- caused European powers to construct textile factories in their colonies
Explanations for the answers…
1 By the twentieth century, the Ottomans could not hold onto power for much longer because of their diverse population, sparking movements which led to its “chopping up.” It was known as the “sick man of Europe” in the years leading up to WWI. Its fate was directly in the hands of what its neighboring countries’ actions, politically, diplomatically, the answer is E.
2 Thinking back to what we read in the textbook about Japan, and understanding the content of the short documentary I showed you all, we need to remember that Japan was unlike China; they wanted to embrace certain Western characteristics in order to be respected as a world power. Japan began to really flex its muscle to make up for what some may think is a complex they may have had, due in part to their small physical size and large population. Thus, the answer being B, this can partially explain why they campaigned into parts of mainland Asia, most notably in the Korean peninsula. Also, they picked a good fight with Russia to prove their point of demanding respect, in the late nineteenth, early twentieth century, the Russo-Japanese War was fought, Japan became the victor.
3 Remember, Asia and Africa endured long periods of influence from the European region; Europeans loved to entertain their curiosities by traveling to these two regions often. So, we need to understand that Africa and Asia would have naturally been interested in the quality of life that Europeans had been enjoying for such a long time. Think back to the three building blocks of history to understand what a natural first step would be in making the leap towards happiness and health, eating more.
4 Refer to number one for some guidance here. Both the Ottoman Empire and Austria-Hungary were becoming rather outdated because they were growing unable to rule over the large areas of diverse people who lived in both places. By the early twentieth century, despotism (political) had become obsolete, revolutionary movements combined with understandings of economic wealth brought by the industrial revolution were in every young, vibrant person’s mind. What then were the results of old fashioned regimes which had failed to change as a result of the revolutionary age in Europe’s nineteenth century?
5 Remember, with industry’s revolution there are surpluses of goods and money, also, there is economic opportunity, and, thinking again back to the three historical building blocks, all people need some occupation to fill their time with in order to affect their environments (humans change the environment / surroundings they live in).
Four more Questions to practice with…
6 Which of the following gained its independence peacefully?
- Haiti
- Argentina
- Mexico
- Canada
- Venezuela
7 Globalization has produced all of the following except
- modification of American products to suit international cultures
- a return to traditional and fundamental religions
- the use of English as the international language of commerce
- the end of patriarchal societies
- charges of environmental destruction
8 Post-World War II Japan and India were alike in that
- they were divided by peoples of diverse religious backgrounds
- neither adopted autocratic government
- they enjoyed economic prosperity
- they successfully implemented the Green Revolution
- they were faced with secessionist movements.
9 After the end of colonization, both Latin America and sub-Saharan Africa
- developed egalitarian societies
- experienced intense ethnic rivalries
- enjoyed political stability
- failed to achieve the prosperity they had anticipated
- quickly industrialized
Answers…
Now, you explain why the answers you chose make sense. Write down some things from the question that you don’t understand which may have made it difficult to answer the questions.
6
7
8
9
For March 6, 2013
Work with your groups please…
Textbook Reading and Questions (continued from yesterday) (20 minutes)
1) What were the reasons why on p. 520, 522, revolutions, such as those in Europe of 1848, were looking to be dangerous and too risky? How did Liberals and Conservatives in Europe compromise, what were better ways to improve their countries without having bloody, often misunderstood revolutions? 3 Sentences please.
2) Was imperialism a way to divert attention away from problems at home, in European countries? Explain why and how imperialism was used to do such. P. 522. 2 Sentences please
3) What lessons did Europe learn from the American Civil War, how were the lessons implemented in European politics, where specifically? P. 523. 2-3 Sentences please.
Multiple Choice Questions for Today: (30 minutes)
1. (54) By the 18th century, the basis of European diplomacy was…
a. establishment of empire
b. absolutism
c. balance of power
d. limitation of standing armies
e. resolution of religious differences
Explain why you chose the answer:
2. (55) In the 13th century the most urbanized region in the world was…
a. Europe
b. Russia
c. Latin America
d. China
e. Australia
Explain why you chose the answer:
3. (56) The millet system in the Islamic empires
a. was especially effective in India
b. created cooperation among the ethinic groups of the Ottoman Empire
c. was a system of slavery
d. interfered with religious freedom
e. promoted nationalist sentiment within the Ottoman Empire
Explain your answer, what did you find out about what the millet system was?
4. (57) Under the Tokugawa Shogunate, Japan
a. Japan became more accepting of foreigners
b. entered an extended period of peace
c. encouraged expeditions to show the glory of Japan
d. followed the Chinese tradition of revering merchants
e. followed China’s example of accepting neo Confucianism
Explain your answer:
5. (58) British intervention in the Indian cotton industry
a. resulted in Indian refusal to purchase British textiles
b. enhanced Indian domestic industries
c. produced more cotton for Indian consumption than for export
d. introduced railroads whose sole use was the transport of goods
e. transformed India from a producer of manufactured goods to a supplier of raw cotton
Explain your answer, did you learn / remember anything from Ghandi?
6. (53) Which of the following is true regarding a comparison of trade between Spain and the Netherlands between 1450 and 1750?
a. Dutch concentrated on the Indonesian spice trade
b. Dutch were more concerned than the Spanish with spreading Christianity
c. trade made Spain the wealthiest state in Europe in the 17th century
d. Dutch were more interested in changing native societies than the Spanish were
e. Dutch were more concerned with governing their Asian territories than the Spanish were
Explain your answer: What was a key difference, specifics, between what the Dutch wanted to do and the Spanish?
7. (37) The Maya and the Gupta empires had in common
a. the construction of ceremonial pyramids
b. the independent discovery of the value of zero as a place holder
c. persistent pressure from invaders in frontier areas
d. central political organizations
e. the knowledge that the earth is round
Explain a little bit about each empire, where was the Gupta located, what time period did they live in, one additional major accomplishment / useful contribution they made to history other than what is in the answer above?
Finishing up some serious business that needs taken care of: (35 minutes)
1. First thing, the grading of the short questions from last week need to be finished in your groups. You have no more than 15 minutes. I need all graded papers at the end of class!!!
2. Second, read eachother’s essays in your small groups which were assigned on Friday last week, the compare / contrast question. Give a grade to your group member on a simple scale of 1-5. Think of a 5 as being perfect, this is difficult to give; a 4 would be pretty darn good, this means it meets all the elements of the question and is well explained and easy to follow; a 3 is an essay that is “ok,” it gets the job done but not much more than that; 2’s and 1’s are very poorly written or poorly prepared essays and it is evident that the writer did not spend much time prepping it. Turn in to me, your essays which were just looked over, I will grade them based off your peer feedback and my own assessment.
Homework tonight:
Read half of chapter 24 and finish reading the Revolutions article I passed to you last week, you will have a small reading quiz on both of them tomorrow at the beginning of class.
For March 7, 2013
Work with your groups please…
Reading Quiz from chapter 24:
1. What are some similarities between what happened to the British Army in their American colonies before and during the fighting in the America Revolution and what happened to them in the situation depicted on page 538-39, your reading from last night, of your textbook? Explain in at least one well thought sentence.
2. Approximately where was the fighting taking place in the introduction to the chapter? Who was fighting who? This answer can be brief, still, write it out in a sentence.
3. What was the outcome of the battle depicted in the introduction and what is its significance, in terms of foreshadowing of events, teaching lessons, some of the troubles that lay ahead for Europeans? Explain, again, in at least one well thought sentence, use the words colonialism OR imperialism properly to receive full credit.
Finishing up some serious business that needs taken care of: (35 minutes)
1. First thing, the grading of the short questions from last week need to be finished in your groups. You have no more than 15 minutes. I need all graded papers at the end of class!!!
2. Second, read each other’s essays in your small groups which were assigned on Friday last week, the compare / contrast question. Give a grade to your group member on a simple scale of 1-5. Think of a 5 as being perfect, this is difficult to give; a 4 would be pretty darn good, this means it meets all the elements of the question and is well explained and easy to follow; a 3 is an essay that is “ok,” it gets the job done but not much more than that; 2’s and 1’s are very poorly written or poorly prepared essays and it is evident that the writer did not spend much time prepping it. Turn in to me, your essays which were just looked over, I will grade them based off your peer feedback and my own assessment.
Download an app if you can on your iPhone or Droid:
Yesterday, I searched my iPhone for some apps on World History, and here’s what I found, listen to me and I will share. There are several options if you search in your app store, some of them are free. What I need from you all today are some suggestions on how we can use the apps to help us in our preparation for the final exam.
Multiple Choice Activity for today:
1) What political center served as the focal point for the Russian liberation from the Mongols?
A) the Crimean peninsula
B) Kiev
C) St. Petersburg
D) Moscow
E) Novgorod
2) What government did Ivan the Great claim to have succeeded as the "third Rome"?
A) the Byzantine Empire
B) Holy Roman Empire
C) the Ottoman Empire
D) the Umayyad Empire
E) the Abbasid Empire
3) Politically, what aspects of Western culture did Peter the Great emulate in Russia?
A) aristocratic control of the bureaucracy
B) streamlined bureaucracy and reorganized military
C) republicanism
D) parliamentary government
E) separation of church and state
4) What was the limitation of Peter the Great's policies of cultural Westernization?
A) He did not have firsthand knowledge of western institutions.
B) Peter made no attempt to enforce cultural reforms.
C) Westernization was limited largely to the elite.
D) Westernization failed to have any impact on Russia.
E) He made no attempt to introduce Western education, particularly in technological subjects.
5) The development of coercive labor systems in Eastern Europe occurred partly because of
A) Eastern Europe's growing economic subordination to the West.
B) Russia's economic dominance over Asian trade.
C) the creation of capitalism in Russia.
D) poor diplomatic relations with eastern Europe.
E) the development of industrial strength in Russia.
6) Compared to Western governments, how great a role did the Russian government play in economic development before the communist regime?
A) Because of the dependent nature of the Russian economy, the government played a less significant role.
B) Unlike the West, all production and distribution of goods was controlled by the government.
C) Like the West, the government's role in the economy was restricted to establishing tariffs to protect domestic industries.
D) The Russian government played a greater role than was common in Western states.
E) The Russian government had no role in economic development.
7) Where in the Americas did the Spanish create the models that were applied throughout their possessions in the New World?
A) the Caribbean B) California C) Mexico
D) Brazil E) Peru
8) Grants of Indians to individual Spaniards as a labor system were called
A) encomiendas. B) audiencias. C) Alcaldes.
D) consulados. E) obrajes.
9) The Dominican monk and priest, Bartolome' de Las Casas
A) was responsible for the brutal laws oppressing the Indians.
B) accompanied Columbus and counseled him on Indian affairs.
C) was named head of the Council of the Indies in 1518.
D) became an ardent supporter of conversion of Indians and an advocate of Indian rights.
E) was responsible for the bloody annihilation of the Indian population of Tenochtitlan in 1520.
10) What accounted for the majority of the population loss suffered by Native Americans after the European arrival?
A) losses in warfare
B) enslavement
C) failure of marriage patterns among the Indians
D) migration
E) epidemic diseases
Explanations:
Number 5:
Number 6:
Looking Ahead:
Tomorrow we will complete, in class and within our groups, a DBQ essay which matches some that have been used in the past AP exams.