AP European HistoryFebruary 20-24-2017

See information below about your next test There will be a pdf on the website about Imperialism that we will be using for

several homework readings Start reading All Quiet on the Western Front (due last week of March)

MONDAY Open Notes Quiz on Impressionism (reading from the homework) Review activity of art and literature in European History

Materials Strategy/FormatQuiz forms and art ppt for review Assessment and Review W.CCR.4

InstructionsToday we will do the assignment in 2 phases. First, you will have a timed quiz on the Impressionist period based upon the reading from the weekend. Then, after that we will do a quick partner review on art and literary history from European History..that's right…the whole thing!

You will have a series of images/clues and, working alone or, with a single partner you willsimply jot down the answers for in-class grade

HomeworkLook over your notes for a test on Tuesday(In class MC-SA) and take home essay section

Mini-Unit on Russian History Reading on Nationalism/Socialism Class notes on the impact of nationalism Race Theory Art and Literature of this period

TUESDAYUnit Test Nationalism in the Late 19th century/Mini-Unit on Russian History

Materials Strategy/FormatMC-SA format Test Assessment-Review Assessment W.CCR.4

InstructionsYour test today will certainly be shorter than the previous one and include a few short answers. It will include:

Mini-Unit on Russian History (special note: This will also include some carry over info on the Crimean War as it was an important event of the period)

Reading on Nationalism/Socialism Class notes on the impact of nationalism Race Theory Art and Literature of this period.

Homework (Due by Thursday)Complete one of the following essay choices1. Causation: Examine the causes and effects of the 1905 Russian Revolution. To what extent did it represent the last attempt at reform?

2. Periodization: Examine the key reforms of Czar Alexander II of Russia. To what extent were these reforms "too little too late?"

3. Causation: Discuss the impact of socio-cultural impact of nationalism during the late 19th-early 20th century. Why did a wave of anti-clerical and anti-Semitism result?

4. CCOT: Examine the nature of anti-Semitism during the 19th-20th century. To what degree did race theory exacerbate the racism and how did this lead to the Zionist movement?

A THESIS (1 POINT) Targeted Skill: Argumentation1 point: Presents a thesis that makes a historically defensible claim that responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

B. USING EVIDENCE (2 POINTS) Targeted Skill: Argumentation

1 point: Introduces specific evidence that is relevant to the topic of the question but does not necessarily support the stated thesis or relevant argument.  The response uses too limited a range of evidence to effectively support the argument. 2 points: Utilizes specific evidence that is relevant to the topic of the question AND clearly supports the stated thesis or relevant argument.   The response uses a sufficiently broad range of evidence to fully support the argument.

C: USING THE TARGETED HISTORICAL THINKING SKILL (2 POINTS) Targeted Skill: Argumentation and Targeted Skill COMPARISON: 1 point: Describes similarities AND differences among historical individuals, events or developments.

1 point: Explains the reasons for their similarities AND differences. OR, DEPENDING ON THE PROMPT Evaluates the relative significance of historical individuals, events, developments or processes.

CAUSATION: 1 point: Describes causes AND/effects of a historical event, development, or process. 1 point: Explains the reasons for the causes AND/OR effects of a historical development.

Scoring Note: If the prompt requires discussion of both causes and effects, responses must address both causes and effects in order to earn either point.

CCOT: 1 point: Describes historical continuity AND change over time. 1 point: Explains the reasons for historical continuity AND change over time.

PERIODIZATION: 1 point: Describes the ways in which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed.

1 point: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed.

Scoring Note: If the prompt requires evaluation of a turning point then responses must discuss developments that preceded AND followed in order to earn either point. If the prompt requires evaluation of the characteristics of an era, then responses can discuss developments that EITHER preceded OR followed in order to earn either point.

D: SYNTHESIS (1 POINT) Targeted Skill: Synthesis

1 point: Extends the argument by explaining the connections between the argument and one of the following:a) A development in a different historical period, situation, era or geographical area. b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic,

social, cultural, or intellectual history). c) A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.

TOTAL POINTS (out of 6):_____ 6=97 5=87 4=77 3=67 2=57 1=47GRADE:______

WEDNESDAY (New Unit)

Examine key characteristics of “New Imperialism” in the late 19th century (INT-1,2,6,7,10,11)(SP-17-18)(IS-

10) Discuss the importance of the Berlin Conference

Materials Strategy/FormatPPT and Video

Lecture-discussion/Review(L.CCR.2,3)

Introduction

One of the most important and ultimately deadly aspects of this period was the advancement of global imperialism or what sometimes historians call the New Imperialism. Most of the major European powers and even some minor ones embarked upon a program of ruthless exploitation. But this was not just a European

ideology. The U.S. became imperial power as a result of the 1898 Spanish-American War (though other colonies like Hawaii were acquired through threats of violence. The U.S. would fight an insurrection against Filipinos that resulted in well over 200,000 deaths. Japan and Russia we have already seen fight a war in 1903 over imperial gains in China. Even Columbia possessed small parts of Central America like Panama.

Historians call this era “new imperialism” because the modes and methods of colonization sometimes differed. Also, the areas of control changed. As you saw in the reading section, Latin America, parts of Asia, and Australia were sparsely populated. But other areas such as China, Japan, and Africa had large indigenous peoples.

The Berlin Conference 1884 In the second half of the nineteenth century, after more than four centuries of contact, the European powers

finally laid claim to virtually all of Africa. Parts of the continent had been "explored," but now representatives of European governments and rulers arrived to create or expand African spheres of influence for their patrons. Competition was intense. Spheres of influence began to crowd each other. It was time for negotiation, and in late 1884 a conference was convened in Berlin to sort things out. This conference laid the groundwork for the now familiar politico-geographical map of Africa

Meeting at the Berlin residence of Chancellor Otto von Bismarck in 1884, the foreign ministers of fourteen European powers and the United States established ground rules for the future exploitation of the "dark continent." Africans were not invited or made privy to their decisions. The U.S. expressed no territorial desires but asserted the independence of Liberia, a nation formed partly from repatriated American slaves in the 1820s.

In reality Bismarck was not in favor of German expansion into Africa but believed that Germany was forced into this position by the other powers. In 1888 the drive for German empire intensified with the rise of Kaiser Wilhelm II. Bismarck wanted not only to expand German spheres of influence in Africa but also to play off Germany's colonial rivals against one another to the Germans' advantage. Of these fourteen nations, France, Germany, Great Britain, and Portugal were the major players in the conference, controlling most of colonial Africa at the time.

The Berlin Conference was Africa's undoing in more ways than one. The colonial powers superimposed their domains on the African Continent. In the late 1950s and 1960s the imperial powers were exiting Africa. The new nations in the realm acquired a legacy of political fragmentation that could neither be eliminated nor made to operate satisfactorily. The African politico-geographical map is thus a permanent liability that resulted from the three months of ignorant, greedy acquisitiveness during a period when Europe's search for minerals and markets had become insatiable.

European colonial powers shared one objective in their African colonies; exploitation. But in the way they governed their dependencies, they reflected their differences. Some colonial powers were themselves democracies (the United Kingdom and France); others were dictatorships (Portugal, Spain). The British established a system of indirect rule over much of their domain, leaving indigenous power structure in place and making local rulers representatives of the British Crown. This was unthinkable in the Portuguese colonies, where harsh, direct control was the rule. The French sought to create culturally assimilated elites what would represent French ideals in the colonies.

In the Belgian Congo existed to worst of the worst. King Leopold II, who had financed the expeditions that staked Belgium's claim in Berlin, embarked on a campaign of ruthless exploitation. His enforcers mobilized almost the entire Congolese populations to gather rubber, kill elephants for their ivory, and build public works to improve export routes. For failing to meet production quotes, entire communities were massacred.

HomeworkStudy class Notes and read pp: for closed note quiz on Imperialism tomorrow in class. This will include class notes, web notes, and text Chapter 24 pp: 790 - 792 (stop at Opening of China) Go to the class website and find the file called New Imperialism and read the intro section stopping at The Great Debate

THURSDAY Quiz on New Imperialism

Materials Strategy/Formatquiz forms assessment and review W.CCR.4

InstructionsThis quiz should not take you the whole period and you are free to work on something else in the meantime. That does not include playing on your cell phone….you know who you are. HomeworkGo to the class website and find the file called New Imperialism. You will read the following sections for bell work tomorrowThe Great Debate and Economic Theories (This includes the Lenin part)

FRIDAY and MONDAY (Next week) Examine the nature of “new imperialism" in Asia(INT-1,2,6,7,10,11) (SP-17,18) (IS-10) View video section on the "Great Mutiny/Rebellion" in India

Materials Strategy/FormatPpt and video Lecture-discussion L.CCR.2-3

Guided Writing W.CCR.4

Student Skill TypesChronologic Reasoning (1,3)Comp/Context (5)Historical Arguments (7)Interpretation/Synthesis (8, 9)

Introduction

As we saw last week, the focus of new imperialism was Asia and Africa. The Berlin Conference had hoped to give rules for the scramble for Africa. Similarly, there was an attempt in China to divide the Middle Kingdom into “spheres of influence.” There zones of control were supposed to be arrangements with the dying Ching Dynasty where European powers and Japan would have exclusive trade rights. Following the Opium Wars, extraterritoriality laws were forced upon the Ching.

However the influence of missionaries can be seen with the earlier Taiping Rebellion 1850 – 1864. In this civil war Christianized Chinese fought the forces of the Ching emperor. The rebellion was a large-scale revolt, waged from 1851 until 1864, against the authority and forces of the Qing Empire in China, conducted by an army and civil administration inspired by Hakka, self-proclaimed mystics named Hong Xiuquan and Yang Xiuqing. Hong was an unorthodox Christian convert who declared himself the new Messiah and younger brother of Jesus Christ. Yang Xiuqing was a former salesman of firewood in Guangxi, who was frequently able to act as a mouthpiece of God to direct the people and gain himself a large amount of political power. Hong, Yang, and their followers established the Taiping Heavenly Kingdom (also, and officially, Heavenly Kingdom of Great Peace) and attained control of significant parts of southern China.

Most accurate sources put the total deaths during the fifteen years of the rebellion at about 20 million civilians and army personnel. Some argue the death toll was much higher if the civilian population is counted

The Boxer Rebellion

Of course the most famous event was the Boxer Uprising or Boxer Rebellion was a Chinese rebellion against foreign influence in areas such as trade, politics, religion, and technology that occurred in China during the final years of the Qing Dynasty from November 1899 to September 7, 1901. By August 1900, over 230 foreigners, tens

of thousands of Chinese Christians, an unknown number of rebels, their sympathizers, and other innocent bystanders were killed in the ensuing chaos. The brutal uprising crumbled on August 4, 1900, when 20,000 foreign troops entered the Chinese capital, Beijing. The European powers saw China as an imperialistic opportunity where they could gain influence and power without territorial sovereignty. Internal weakness in China and the suspicion that China might even implode resulted in the European powers negotiating more and more concessions by way of trading posts that were virtually independent colonies. The local population grew more unhappy with the presence of foreigners, suspecting their motives, resulting in the rebellion. When the rebellion was crushed, yet more concessions and monetary indemnity were claimed from China by the Russians, Germans, French, and British. The conflict came to a head in June 1900, when the Boxers, now joined by elements of the Imperial army, attacked foreign compounds within the cities of Tianjin and Beijing. The legations of the Great Britain, France, Belgium, the Netherlands, the United States, Russia, and Japan were all located on the same city block close to the Forbidden City—built there so that Chinese officials could keep an eye on the ministers—were strong structures surrounded by walls. The legations were hurriedly linked into a fortified compound and became a refuge for foreign citizens in Beijing. The Spanish, Belgian, and German legations were not in the same compound. Although the Spanish and Belgian legations were only a few streets away and their staff was able to arrive safely at the compound, the German legation was on the other side of the city and was stormed before the staff could escape. When the Envoy for the German Empire, Klemens Freiherr von Ketteler, was kidnapped and killed on June 20, the foreign powers declared open war against China. The Chinese Court in turn proclaimed hostilities against those nations, who began to prepare military forces to relieve the besieged embassies. In Beijing, the fortified legation compound remained under siege from Boxer forces from June 20 to August 14. Under the command of the British minister to China, Claude Maxwell MacDonald, the legation staff and security personnel defended the compound with one old muzzle-loaded cannon and small arms.

On September 7, 1901, the Qing court was compelled to sign the "Boxer Protocol," also known as the Peace Agreement between the Eight-Nation Alliance and China, undertaking to execute ten officials linked to the outbreak and to pay war reparations of $333 million. Much of it was later earmarked by both Britain and the U.S. for the education of Chinese students at overseas institutions. The court's humiliating failure to defend China against the foreign powers contributed to the growth of republican feeling, which was to culminate a decade later in the dynasty's overthrow and the establishment of the Republic of China. The foreign privileges which had angered Chinese people were largely canceled in the 1930s and 1940s.

Russia had meanwhile been busy (October 1900) with occupying much of the northeastern province of Manchuria, a move which threatened Anglo-American hopes of maintaining what remained of China's territorial integrity and openness to commerce (the "Open Door Policy") to all comers, but paid the concept only lip service. This behavior led ultimately to a disastrous Russian defeat (in the Russo-Japanese War) at the hands of an increasingly confident Japan (1904-1905), as they maintained garrisons and improved fortifications between Port Arthur and Harbin along the southern spur line of the Manchurian Railway constructed on their leased lands.

India (view segment Empire of Good Intentions if time permits)

European interest in India dated back 300 years as the major sailing powers tried to establish trade stations there. Portugal established the earliest base at Goa and then the French at Pondicherry. The Seven Years War was the major turning point in India as Britain defeated the French there (and in North America as part of the French and Indian War). By 1756 India had already become the crown jewel of the empire.

As we have seen, the centerpiece of British foreign policy from that point forward aimed at protecting the “line of communication to India.” The obvious explosion and scramble in Africa was directly related to control of India as protection of the Nile and Suez Canal became part of the line to India.

The history of British control of India is quite an amazing accomplishment of imperialism. How could such a small island nation control the vast sub-continent as well as a vast overseas empire? Well, the

answer goes beyond simple military power. The first step in ruling India came at the hands of a vast multi-national corporation, the British East India Company. The defeat of the French by Robert Clive removed most of the business competition that Britain would face from other powers. To simply say that Britain ruled as an absolute power from that point is not entirely correct. The relationship between the company and the government was complex. The relationship that both had with the Indian people was more complex still. The East India Company was a massive export company that was the force behind much of the colonization of India. The power of the East India Company took nearly 150 years to build. As early as 1693, the annual expenditure in political "gifts" to men in power reached nearly 90,000 pounds. In bribing the Government, the East India Company was allowed to operate in overseas markets despite the fact that the cheap imports of South Asian silk, cotton, and other products hurt domestic business. By 1767, the Company was forced into an agreement that is should pay 400,000 pounds into the National Exchequer annually.

In 1848 a major step toward control was when the BEIC defeated the last independent maharaja and the last independent state fell. Notice that I did not say the British government or army here. The company maintained a security force not unlike corporate security nowadays (like Black Water in Iraq did as part of the U.S. occupation). In order to consolidate and control these new holdings, a well-established army of 200,000 South Asians officered by 40,000 British soldiers dominated India by 1857. The last vestiges of independent Indian states had disappeared and the East India Company exported tons of gold, silk, cotton, and a host of other precious materials back to England every year

The majority of the soldiers for the company were Indians themselves who were employed by the company. This was part of the complexity of the relationship. The company used sort of “divide and conquer” method first setting different maharaja kingdoms against each other. Gifts and support were given to the loyal against the disloyal creating a base of Indian support. The company was responsible for establishing and maintaining vast private wealth for the company and a little wave of young British men and their families moved to India to work. In some cases a curious reverse assimilation occurred as some began to dress like Indians. However, it was quite apparent to many that the British were there to stay and the profits for empire filled British and not Indian coffers. There was an important and practical positive that result from the company’s control. There were schools started in India related to the need to use locals to staff the bureaucracy needed for so vast a company. However that does not mean that all was well. The more the young Indian learned the more he realized that he was being controlled. Education can be a dangerous thing.

In 1857 and 1858 the nature of the BEIC and its control would be forever changed. The Great Rebellion of the Sepoy Mutiny erupted across large swathes of the sub-continent. The history of the war delves deep into the colonization and conquest of India and the cultural and religious oppression imposed on Indians by British rule. Furthermore, the telling of the history of the war is, to this day, an ongoing battle between two competing narratives, the history belonging to the British that won the war, and the history claimed by the Indians who were defeated.

The Rebellion was not an overnight event. The famous “last straw” for the Sepoy involved the use of a new cartridge for the Enfield rifle involving animal fat as part of the rifle’s action. This alone would offend the religious sensibilities of Hindu and Muslim soldiers. There were terrible atrocities on both sides. At Cawnpore Indian troops killed men women and children alike. During the siege of Lucknow lasting three months hundreds were killed.

In 1858 the British government, fearful of lost profits directly assumed control of India. The queen of England Queen Victoria became the Empress of India, Queen of the Raj. Just for the sake of a little background, look at this source:

“The profound hypocrisy and inherent barbarism of bourgeois civilization lies unveiled before our eyes, turning from its home, where it assumes respectable forms, to the colonies, where it goes naked. Did they not, in India, to borrow an expression of that great robber, Lord Clive himself, resort to atrocious extortion, when simple corruption could not keep pace with their rapacity? While they prated in Europe about the inviolable sanctity of the national debt, did they not confiscate in India the dividends of the rajahs, who had invested their private savings in the Company's own funds? While they combated the French revolution under the pretext of defending "our holy religion," did they not forbid, at the same time, Christianity to be propagated in India, and did they not, in order to make money out of the pilgrims streaming to the temples of Orissa and Bengal, take up the trade in the murder and prostitution perpetrated in the temple of the Juggernaut? These are the men of "Property, Order, Family, and Religion.”

Karl Marx in an editorial New York Daily Tribune 1853 The organization involved first governor generals (the first was Lord Canning the same that secretly agreed

to our Monroe Doctrine) and then viceroys with direct power over the raj answerable only to the queen (and king after 1901). Memory of the uprising did lead to a greater attempt to understand the colonial people but really all that did was to make for better control. Soon families were flowing into India as part of the mass population distribution that you have read about. As your text mentions, there were some crusading women who took up the “white woman’s burden.” The Indian’s usually of higher castes became inculcated into the new British system. It was from this group that future revolutionaries like Gandhi and Jawaharlal Nehru (first prime minister of independent India). In the 1880s the Indian independence movement would gain strength but not in the form of bloody uprisings but within the political system as the Indian National Congress formed. However, we will see that sometimes patience wore thin. In 1919 another serious bloodletting will occur called the Amristar Massacre.

Amritsar, India's holy city of the Sikh religion, British and Gurkha troops massacre at least 379 unarmed demonstrators meeting at the Jallianwala Bagh, a city park. Most of those killed were Indian nationalists meeting to protest the British government's forced conscription of Indian soldiers and the heavy World War One tax imposed against the Indian people.

A few days earlier, in reaction to a recent escalation in protests, Amritsar was placed under martial law and handed over to British Brigadier General Reginald Dyer, who banned all meetings and gatherings in the city. On April 13, the day of the Sikh Baisakhi festival, tens of thousands of people came to Amritsar from surrounding villages to attend the city's traditional fairs. Thousands of these people, many unaware of Dyer's recent ban on public assemblies, convened at Jallianwala Bagh, where a nationalist demonstration was being held. Dyer's troops surrounded the park and without warning opened fire on the crowd, killing several hundred and wounding more than a thousand. Dyer, who in a subsequent investigation admitted to ordering the attack for its "moral effect" on the people of the region, had his troops continue the murderous barrage until all their artillery was exhausted. British authorities later removed him from his post.

Homework Thursday Read the section Great Power Rivalry and Navalism (not my word) for bell work Friday

Weekend Homework Take the Quia.com Practice Quiz

European History Late 18th Centuryhttp://www.quia.com/quiz/4504714.html