Please do not talk at this time
Jan 15/16
HW: Finish Vocab Word Maps for Social Darwinism and Racism. Pg 77A
Finish any DBQ questions you have not finished in class. Packets are on
line
Check for your name and
Please staple together and turn in the
following:
• Pg 73A: Opening Japan DBQ
• Pg 73: Opening Japan Paragraph prep
• Pg 74A: Japan Paragraph
Then, tell your partner what
you already know about
Evolution.
Title: Evolution and Social Darwinism
Pg. 76A
Video on Evolution
Copy the following chart on pg. 76A in your notebook to
take notes on Evolution while we watch the video!
Define
Evolution:
Survival of the Fittest:
Natural Selection:
Title: Evolution and Social Darwinism
Pg. 76A
Define
Evolution:
Survival of the Fittest:
the theoretical process by which all species
develop from earlier forms of life
Natural selection conceived of as a struggle
for life in which only those organisms best
adapted to existing conditions are able to
survive and reproduce
Natural Selection:
The process in nature by which, according
to Darwin's theory of evolution, only the
organisms best adapted to their
environment tend to survive and transmit
their genetic characteristics in increasing
numbers to succeeding generations while
those less adapted tend to be eliminated.
Darwin and Social Darwinism
Social Darwinism is the application of Darwin’s Theory of
Evolution to Human Societies. Essentially it says that those
societies that are the most successful are the ones that come
from humans with superior genetic stock.
In the 1800’s, Europeans felt this meant that they were the most
successful (To them that meant having the best technology,
the most scientific learning and the ability to conquer others)
because they were more advanced humans. They also
thought that people with less technology, scientific learning
and so on were naturally going to die out eventually, like the
dinosaurs and Neanderthals because they were genetically
unfit to survive.
To the Europeans who considered Social Darwinism scientific
fact, they, personally, were examples of Darwin’s idea of
Survival of the Fittest.
Social Darwinism became a powerful motive in Imperialism.
Many Europeans felt it gave them the right to take over other
regions of the world.
HW: Vocab Word Maps- Pg 77A
Please make a Vocab Template for each word
• Racism
1. Glossary Definition
beliefs that a particular
race is superior to
another
• Social Darwinism
1. Glossary Definition
the evolution theory of
“survival of the fittest”
applied to society;
the idea that those
fittest for survival
enjoy wealth and
success because they
are superior
Word Map For: Racism
1. Glossary Definition
beliefs that a particular race is
superior to another
Versions of the Word
racist
4. My Definition
when someone of one race thinks
that they are better than someone of
another.
Pg 77A
Name:
2. Examples





slavery
Hitler and the Nazi Party
the KKK
segregation and the Civil Rights
Movement
genocides in Rwanda and Darfur
5. Graphic
3. Related Words
 ethnocentrism
 Social Darwinism
 prejudice
 hatred
 inequality
 oppression
Word Map For: Social Darwinism
Name:
1. Glossary Definition
the evolution theory of “survival of
the fittest” applied to society; the
idea that those fittest for survival
enjoy wealth and success because
they are superior
Versions of the Word
Social Darwinist
2. Examples
 Scramble for Africa
 Opium War
 “Opening” of Japan
 Manifest Destiny
 “White Man’s Burden”
 opposition to unions
4. My Definition
a way of rationalizing success by
applying Darwin’s evolutionary
theory to social hierarchy to say
that the wealthy deserved it because
they were “naturally” superior.
5. Graphic

Pg 77A
3. Related Words
 class conflict
 Charles Darwin
 evolution
 Enlightenment
 Scientific Revolution
 industrialization

In 1800, Europeans and North Americans
controlled about 35% of the world’s land.
They had little interest in expanding much
further. However, by 1914, they controlled
roughly 85% of the world’s land...
1800
1914
Imperialism…
• Imperialism is this period where the
countries of Europe and the US leave
everything they know and go out into the
world to conquer other countries.
• They leave indoor plumbing and paved
roads, hot water and trains and fresh food
to travel to remote places that have none
of those things. Then they take them over.
Why?
Let’s find out….
History
Detective
Work!
Our Question…
WHY did European countries (BRITAIN, U.S.,
FRANCE, GERMANY, etc.) decide to start
taking over countries (China, South Africa,
etc.)?
WHAT FACTORS DROVE
IMPERIALISM?
FYI- These factors are called Motives.
Imperialism Group Work- Pg. 78A
• In your group, please READ each primary source document
ONE AT A TIME. For each document, DISCUSS each
question on the document AS A GROUP and ANSWER the
questions in complete sentences on a separate piece of
paper. EACH PERSON MUST WRITE DOWN ANSWERS to
the questions.
Check in with your partners on each document. Different people
will see different things and all of it is significant. Say, “Group
member’s name, What do You see?”
• Once you have read all the documents and answered each
question, your group is to prepare a POSTER and
PRESENTATION explaining what FACTORS DROVE
IMPERIALISM.
Please do not talk at this time
Jan 17
HW: Cornell Notes for Chpt 11, Sec 1 (Pg 80A) due Wednesday/Thursday
Quiz on Motives for Imperialism Friday 1/24. Pgs. 78-79 due Friday also.
Please sit in your group from yesterday and
get a poster paper.
You may also want some pens or colored
pencils.
Imperialism Group Work
• In your group, please READ each primary source document
ONE AT A TIME. For each document, DISCUSS each
question on the document AS A GROUP and ANSWER the
questions in complete sentences on a separate piece of
paper. EACH PERSON MUST WRITE DOWN ANSWERS to
the questions.
Check in with your partners on each document. Different people
will see different things and all of it is significant. Say, “Group
member’s name, What do You see?”
• Once you have read all the documents and answered each
question, your group is to prepare a POSTER and
PRESENTATION explaining ONE of the Motives of
Imperialism. I will give you the Motive you will do.
• You will have half the period to make your poster and half the
period to present it.
Poster/Presentation: Your group is to prepare a POSTER and
PRESENTATION explaining what factors drove Imperialism.
• B Level
• Poster and presentation
demonstrates clear
understanding the Assigned
Motive
• Poster includes a Formal
Definition of the Motive
• Poster includes at least ONE
quotation or a direct reference
to a Primary Source
• Every group member speaks
during the presentation
• Group EXPLAINS how Motive
convinced Europeans to leave
home and conquer other
countries.
• A Level
• All the B level work
• Poster uses color,
symbols and/or imagery
to convey meaning.
• Poster uses correct
grammar and spelling
• Poster shows care and
effort
• Presenters share
presentation duties
equally
• Presenters use formal
language.
Posters/Presentation- What you need
Posters• 1 Motives for
Imperialism and what it
means with Definition
• 1 Quote or reference to
a Primary source
• Extras• Examples
• More pictures!
Presentation• Explain How Motive got
people to leave home
and conquer other
countries.
• Every student in the
group must talk at least
once.
Poster Presentation Notes:
• As each group presents, make sure you
have complete information and
understanding on your Motive for
Imperialism.
• Add to your notes on pg. 78 and compose
your Final Definition for each motive.
Check your work
• Exploratory- Europeans were curious about the world and
interested in the science. Foreign lands provided new
environments and things to investigate.
• Economic- Europeans needed raw materials like wood and
cotton to put in their factories and they needed to find people to
buy all the goods they were making.
• Political- European countries wanted to prove that their country
was the BEST. If they could capture more colonies, they could
show they had a better country.
• Military- Europeans wanted to establish military bases all over
the world so they could protect their colonies and trade routes.
• Religious- Europeans believed that they had a duty to save the
souls of foreigners by converting them to Christianity.
• Ideological- Europeans thought their culture was superior and
they would only be helping foreigners if they forced them to do
things in a European way.
Please do not talk at this time
Jan 22/23
HW: Quiz on Motives for Imperialism Friday. Imperial Motives papers due Friday
too!
Please get out your Cornell
Notes from last night and your
Motives handout from last week.
Pg. 79A: To what Extent/Degree- Imperialism
To What Extent/Degree- this phrase is asking you to
show the percentage something is related to
something else.
For example: To what degree is Lost a good TV
show?
It Sucks
Its OK
Its Great!
0%
50%
100%
You decide, according to your own criteria for a great
TV show, where Lost falls on the line. You explain
your criteria and how Lost meets it or does not meet
it to explain your placement.
Lets Practice!
Draw a line on pg. 79A. Put a mark along the line from Not At All (0%)
to Very Much (100%) and explain why you placed yourself there?
Not at All
0%
Somewhat
50%
Very Much
100%
• To what extent is President Obama
popular?
• To what extent is Twilight the movie an
accurate portrayal of Twilight the book?
• To what degree is Social Darwinism based
on hard scientific fact?
• To what degree was the Industrial
Revolution a Success?
Remember Justify?
Justify
Give solid, specific reasons to prove that
decisions, actions, or conclusions are right or just.
• Which factors/motivations were most
justified? Which were least justified?.
– Factors: Economic, Religious, Political,
Exploratory, Military, Ideological
Most Justified
Least Justified
Now pick one and tell my WHY you placed it where you did on the line.
Scramble for Africa
Add these notes to your Cornell Notes
• Africa rich in natural
resources
– First place targeted by
Europeans
• Berlin Conference
(1884)
– European countries
set rules for the
division of Africa
– Set up the Congo
Free State: first
private colony in Africa
Cutting Up Africa
Tell your partner:
Who is missing from this table?
What information is missing from that map?
Imperialism
in Africa –
Territories
controlled by
Europeans
by 1914
The Congo Free State
• Motto: “Work and
Progress”
– 30 million people
– 80x the size of
Belgium itself
– Rich in rubber and
ivory
• Personal property of
King Leopold II of
Belgium
Please get a Congo DBQ Packet (Pg. 81A-D) and
a Document Folder.
• Please read the two • As you read fill out
letters from King
the chart on Pg 81A.
Leopold II in the Doc
Folder:
• Leopold’s Open
Letter (Document A)
• Leopold to the
Missionaries
(Document B)
Now look at Document C
• The Casement
Report
• With your partner,
answer the questions
on your paper about
Document C.
Please do not talk at this time
Jan 24
HW: No Homework!
Imperial Motives Quiz!
Please staple and turn in pgs. 78-80.
Pg 78A/B Imperial Motives Questions
Pg. 79A: To what Extent/DegreeImperialism
Pg 80A: Chapter 11.1 Cornell Notes
Please get out your Congo
DBQ, Pg. 81A-D and a
Document Folder from the front
of the room.
Now look at Documents D and E
• “Mola and Yoka”
• Peter Forbath
• With your partner,
answer the questions
on your paper about
Documents D and E.
King Leopold’s Rule
Essential Question: How
did the Belgians treat the
native Congolese in the
Congo Free State?
Textbook (Document F) The following is an excerpt from
YOUR textbook explaining the colonization of the Congo by
King Leopold II and the Belgians.
• “Leopold claimed that his primary motive in establishing
the colony was to abolish the slave trade and promote
Christianity. However, he licensed companies that brutally
exploited Africans by forcing them to collect sap from
rubber plants. At least 10 million Congolese died due to
the abuses inflicted during Leopold’s rule. As a result of
his cruelty, humanitarians around the world demanded
changes. In 1908, the Belgian government took control of
the colony away from Leopold. The Belgian Congo, as the
colony later became known, was 80 times larger than
Belgium.”
• Source: McDougal Littel, Modern World History: Patterns
of Interaction. Published 2006.
Textbook (Document F)
Please answer with your partner:
• Is there any new information on how the Belgians treated
the Congolese that your textbook has provided you?
Explain.
• Is there any information on how the Belgians treated the
Congolese that your textbook is missing? Explain.
• On a scale of 1-10 (10 being the best), how would you
rate your textbook on telling the history of how the
Belgians treated the Congolese? Explain.
Legacy of a Forgotten
Holocaust
Listen to the yell of
Leopold's ghost,
Burning in Hell for his handmaimed host.
Hear how the demons
chuckle and yell
Cutting his hands off, down
in Hell
--The Congo, by Vachel
Lindsay
• 1904 Casement Report
– 1908, under pressure from
Europe and US, Leopold
gives up Congo
• 10 million Congolese killed
in the brutality
• New race for colonies in
Africa between France,
Britain, Italy, Portugal, and
Spain
• UN commission named the
Congo the least developed
nation in the world this year
– Genocide and mutilation
remain in Africa to this very
day
The Heart of Darkness
“The vilest scramble for
loot that ever disfigured
the history of the human
conscience”—Joseph
Conrad
• Title: Evolution and Social Darwinism
Pg. 76A
• Vocab Word Maps: Social
Darwinism/Racism- Pg 77A
• Pg 78A/B Imperial Motives Questions
• Pg. 79A: To what Extent/DegreeImperialism
• Pg 80A: Chapter 11.1 Cornell Notes
• Pg 81A/D Congo DBQ