MSTEP Language Arts Tests Part I and II

Attached is a list of test taking tips we have been discussing at ACE.

Test_Tips_and_Tricks

I know you will all do great!

Treaty of Nanjing Paragraph rubric for ACE Treaty of nanking

Monday 4-13-15

6.2.4 Imperialism – Analyze the political, economic, and social causes and consequences of imperialism by: analyze the responses to imperialism by African and Asian peoples. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources.

Objectives

Content Objective: I can demonstrate my comprehension of east Asian imperialism by writing two paragraphs using specific evidence from the Treaty of Nanjing to explain how the treaty was “unequal.”

Language Objective: I can type two paragraphs using evidence from the Treaty of Nanjing to explain how the results of the Treaty of Nanjing are “Unequal.” Materials: Today we will use the computer cart to type the paragraphs. Students will submit work using GoogleDocs.

Bell Work: Get out a computer and log in to begin typing your paragraphs.

I hope you all have a restful Spring Break. Make sure to work on completing the rough draft of your paragraphs explaining why the Treaty of Nanking was an “unequal treaty.” If you type you rough draft over the break add me as a viewer on the Google Doc or send it to me through email at anthonb@dearbornschools.org!

We have spent the week analyzing the Opium Wars in China. We started the week by discussing the timeline of the Opium Wars from its lead up to completion. The handout with the students justified timeline should be added to your notes for later use. We continued on to analyze the main points of the Treaty of Nanking as well as annotated and underlined key information. We will use the previous two assignments to create a two paragraph explanation of why the Treaty of Nanking is called a “unequal treaty.” The rubric has been handed out to students in class on Wednesday 4-1-15. We will work on our paragraphs in class on Thursday.

Below is a copy of the Treaty of Nanking.

https://afe.easia.columbia.edu/ps/china/nanjing.pdf

We are leaving the Industrial revolution behind and getting into the era of European imperialism with a special focus on the continent of Africa. Our goal is to understand how the European nations like England and France need raw materials to use in their factories so they head to Africa where they can use their power to take what they want. First we will look at how the Ethiopians successfully resisted Italian forces at the Battle of Adwa. We will then move into a case study on the infamous success story that is Cecil Rhodes rise to power in Southern Africa. Lastly we will look at the concept of “White Man’s Burden” and how it effected the people of the world, specifically Africans.

Historians generally agree that the Scramble for Africa, the rushed imperial conquest of the Africa by the major powers of Europe, began with King Leopold II of Belgium. After reading a report in early 1876 that the rich mineral resources of the Congo Basin (the modern-day Republic of the Congo) could return an entrepreneurial capitalist a substantial profit, the Belgian king ordered the creation of the International African Association, under his personal direction, to assume control over the Congo Basin region. When Leopold asked for international recognition of his personal property in the Congo, Europe gathered at the Berlin Conference, called to create policy on imperial claims. The conference, after much political wrangling, gave the territory to Leopold as the Congo Free State. The conference further decreed that for future imperialist claims to garner international recognition, “effective occupation” would be required. In other words, no longer did plunging a flag into the ground mean that land was occupied. The conference also created some definition for “effective occupation,” noting that significant “economic development” was required.

Welcome To World History Part 1! I am pleased to accompany you on a journey through the history of human beings on the Earth. During our time together we will advance in time from the Cradle of Civilization to the end of the Cold War. Because the aforementioned span of time we will be covering is so great we will only have time to briefly cover each topic. While that amount of material may seem daunting just know that the material will be ripe with great character stories and thrilling events that shaped the world as we know it. Bellow is a brief list of the topics we will cover during World History Part I: WORLD HISTORY Part I – Foundations in World History (Review of content taught in Grades 6 and 7) World Historical and Geographical “Habits of Mind” and Central Concepts Systems of Human Organizations Growth and Development of World Religions Regional Interactions Expanding and Intensified Hemispheric Interactions, 300-1500 C.E./A.D. Crisis in the Classical World, World Religions, Trade Networks and Contacts Growth of Islam and Dar al-Islam, Unification of Eurasia under the Mongols, The Plague Africa to 1500, The Americas to 1500, China to 1500, The Eastern European System and the Byzantine Empire to 1500, Western Europe to 1500 The Emergence of the First Global Age, 15th to 18th Centuries Emerging Global System and World Religions European Exploration/Conquest and Columbian Exchange, Trans-African and Trans-Atlantic Slave Systems Ottoman Empire to 1800; East Asia, South Asia/India, Russia, Europe, and Latin America through 18th Century An Age of Global Revolutions, 18th Century-1914 Global Revolutions, World-Wide Migrations and Population Changes, Increasing Global Interconnections, Changes in Economic and Political Systems, Interpreting Europe’s Increasing Global Power Political Revolutions, Growth of Nationalism and Nation-States, Industrialization, Imperialism Europe, East Asia, and Africa.

Primary and secondary sources pertaining to the topics being covered in the course will be utilized whenever possible. We will strengthen your ability to decipher various types of textual data to hone your literary analysis skills. In addition to becoming more familiar with the myriad of types of historic evidence we will also strengthen yours writing skills by having you explain your interpretations and feelings in regards to the data. I look forward to being your guide through the human experience on Earth.

In an effort to maintain up to date lines of communication with student guardians I will update this site on a regular schedule. Maintaing clear expectations with both students and guardians is essential to the success of the learning process and I intend to keep up with my end of the communication process. If you feel you need to address a concern please do not hesitate to contact me. People can not measure up to expectations they do not know exist. Think of me as your most versatile learning resource, I am most helpful when I know what people need help with. This applies to both guardians and students.

Course Description: World History and Geography takes a global and comparative approach to studying the world and its past to develop greater understanding of the development of worldwide events, processes, and interactions among the world’s people, cultures, societies, and environment. Students will investigate our diverse and common traditions, and work to understand the complex interactions among various environmental, human and social forces that have influenced and continue to influence us. Studying World History and Geography connects us to people and events across time and space, illuminating the range and depth of human experience on grand as well as local scales.

Important Note to Student Guardians:

The materials students should have for class are:

Something to write with (pen or pencil)

Paper

Lastly a binder or folder to organize their class materials.

If for any reason you are having difficulty supplying the suggested class materials please contact me and I will work on acquiring the materials.