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Subject Re: Teaching World History in the 21st Century - chapter 10 From Jeremy Greene <email@example.com> Date Wednesday, December 1, 2010 10:33 pm Forwarded from Dave Clarke Nathan Hale H.S. ClarD@wawm.k12.wi.us Jeremy, A quick FYI, I don't find that either of your links seem to take us to what you predicted, merely to the NCHS site. I'd love to see the sim you're discussing.[new links: http://nchs.ss.ucla.edu/previews/NH153preview.pdfhttp://nchs.ss.ucla.edu/Products/111-the-industrial-revolution-simulation-nh153.aspx ] As to the long 19th Century, I also took Christopher's "test" and came up with categories pretty similar to the ones he had. It seems with the new 19 Key Ideas in the revised APWH curric. that we'll be going more in this direction, and I'm all for that. I think weaving together patterns in history is helpful to kids to make sense of what was going on so it's not just one long string of one thing after another. (This is providing also that they not see those patterns as automatically resulting in causation.) However, I revisited a perplexing problem thanks to Christopher's test, namely, chronology. While I can see there be a "group" of anti-imperial revolts from colonies, they don't necessarily occur without the Indust. Revo. b/c the Euro/American dominance wasn't that stunning until the forces of the IR were developed. Thus, it would seem necessary to put the IR ahead of those revolts, yet doing so (I find) causes many students to struggle with the regional timeline. For example, the Russo-Japanese War may be the final event of the era, but it won't make sense without the Meiji Restoration, which has to be preceeded by the IR and thus can't (IMHO) just get lumped in with the Taiping Rebellion, Zulu Wars, Mahdi efforts in the Sudan and so forth. While I'm all for more conceptualizing, if kids lose track of the chronology we get into last week's discussion of whether dates matter or not - and I would argue that they do (until they don't - I'm not going to go into that again!) As for things I include, I would echo the use of Brinton's theories as an organizing principle for really all revolutions, even ones that don't "fit" per se can be seen against the theoretical back drop and be examined as to why/how they don't "fit". Likewise, Christopher refers to revolutionary movements (I presume the Taiping Rebellion, Boxer Rebellion, even the Russian Revolution of 1905) where we can examine similar causes and actors but then look at why/how they aren't successful - b/c none of them were. I've also included increasing amounts of primary doc.'s re: IR working conditions simply b/c it's something that seems to resonate with my kids. That may be a result of me making it resonate b/c once you hear about 7 year olds working 12 hour days in a mine, it makes you pretty lame for complaining that you only have an I-phone 3 instead of an I-phone 4 -the old "you don't know how good you got it". Dave Clarke Nathan Hale H.S. West Allis, WI In response to: From: Jeremy Greene [mailto:firstname.lastname@example.org] Sent: Sat 11/27/2010 11:59 PM To: AP World History Subject: [ap-world] Teaching World History in the 21st Century - chapter 10 The book discussion continues! Question for discussion: How do you connect and differentiate the long 19th C. revolutions (political, industrial, and cultural) Chapter in Consideration: 10. Teaching the Long Nineteenth Century (1750-1914) in World History: A Document Based Lesson and Approach by Christopher Ferraro Christopher Ferraro groups events in the long 19th C into four revolutionary groupings: 1. successful independence revolts: U.S., Haiti, Latin America, Mexico [part of Latin America, I believe] 2. direct reactions to European Imperialism with disastrous consequences [excluding Meiji]: Zulu War, Boxer Rebellion, Sepoy Mutiny, Opium War, Meiji Restoration 3. Revolutions with monarchs and aristocratic classes: France and Russia 1905) 4. Industrial Revolution Ferraro shows how he uses the Russo-Japanese War and the Russian Revolution in 1905 to connect industrialization, imperialism and revolution. The lesson seems useful. Again, either a website linked to the book or appendices with handouts is necessary since the lesson reads great, but neither of the above are there. Like other authors, I would encourage Christopher Ferraro to submit his lesson to the next world jamboree disc (a lesson on the Meiji Restoration by him is already on a previous Jamboree) These might help: Pictures of Russo-Japanese War: http://www.russojapanesewar.com/gallery/index.html pictures are from this site: http://www.russojapanesewar.com/index.html Postcards of Russo-Japanese War: http://ocw.mit.edu/ans7870/21f/21f.027/asia_rising/ar_visnav01.html http://ocw.mit.edu/ans7870/21f/21f.027/asia_rising/ar_essay01.html lesson to go along with site above: http://www.visualizingcultures.com/asia_rising/cur_student/ar_cur_03.html Treaty of Portsmouth: http://afe.easia.columbia.edu/ps/japan/portsmouth.pdf Russian Constitution of 1906: http://www.shsu.edu/~his_ncp/Const.html http://www.angelfire.com/pa/ImperialRussian/royalty/russia/rfl.html Article on Russo-Japanese War as turning point (as Ferraro suggests): http://www.csmonitor.com/2005/1230/p04s01-woap.html I approach it a bit differently. I use three excellent units available through National Center for History in the School's (NCHS) 1) "The Industrial Revolution: Global Event" to get students to see the industrial revolutions were truly global [a quick note this simulation or role play is the best I have ever seen - wish there were more like it!] (See here for a preview: http://nchs.ucla.edu/NH153-preview.pdf and here for ordering: http://nchs.ucla.edu/World-Era7.html) During the focus on the industrial revolutions I also look at dependency theory and underdevelopment 2) NCHS's Enlightenment and 3) Haitian Revolution [this is also very good at tying events in France to those of the colony] I then try to in a small way tie the strange entangling of industrialization, imperialism and enlightenment beliefs together using the Scramble for Africa, Burden Poetry [White Man's, Black Man's, Brown Man's, etc. - google "new imperialism burden poems" for a similar lesson], and cap it off with "A, B, C, for Baby Patriots - which was available online through the University of Florida (site is being worked on). These final lessons usually tie together the main themes of the long 19th Century: rights and revolution, industrialism, imperialism, and nationalism. And lead nicely into the four MAIN (mnemonic) contributors of WWI: militarism, alliances, imperialism and nationalism. What do others do? Best, Jeremy Greene