1. Please do not talk at this time Jan 12 Get out your homework chart on England and Japan. Get out all your notes on Industrialization in England Get out all your placard charts from the Industrial Revolution Unit Use these sources and your text book to brainstorm as many EFFECTS of Industrialization on the world as you can think of. List your ideas on a piece of paper. You may work with a partner. HW: Make Your EFFECT Charts even better and more complete

2. Now turn your lists into bubble graphs! Saves lives from disease Vaccinations for Smallpox Lets people communicate quickly Telegraph New inventions improve lives Working moms cant take care of their babies Get paid less than men Prove they can work as well as men Women join the work force Weavers out of work Child Labor Power looms Make Affordable cloth Everyone can afford enough clothes Get no education Get paid almost nothing Children are beaten Factory owners get rich I will give you Big Paper for Big Answers

3. Keep going! Dont forget to include Japan and the effects of industrialization there! Focus Questions: What technology was invented during the IR. How did it effect peoples lives? Where did people live? What were their homes like? What kind of work did they do? Was it enjoyable? Was it dangerous? How? What was your life like if you were rich? What was your life like if you were poor? What effect did education have at this time? In England? In Japan? What rights did people have? What illnesses did people suffer. How did those affect their lives? Remember… Be Specific! Use details and facts!

4. Please do not talk at this time.Jan 13 Please review your reading on Japanese Industrialization to prepare for the quiz. You will also need your Giant Bubble graph paper and your homework Bubble graphs ready for the next part of the lesson, so get those ready. Please also prepare a half sheet for your quiz (you can share with a friend) and number it 1-5. HW: Turn your 3 best bubble graphs into outline form.

5. Japanese Industrialization Quiz 1.The name of the man who opened Japan to the west was _____________ 2.The name of the Emperor of Japan during industrialization was________ 3.This warrior group helped the Emperor overthrow the Shoguns. 4.True/False Women made up most of the factory work force in Japan. 5.One drawback the Japanese experienced from taking technology and innovations from so many different countries was __________

6. Please trade papers with someone near by… Write your name after the words Corrected By: Please put a line through incorrect answers and write the correct ones.

7. Japanese Industrialization Quiz Answers 1.The name of the man who opened Japan to the west was Commodore Mathew Perry 2.The name of the Emperor of Japan during industrialization was Meiji 3.This warrior group helped the Emperor overthrow the Shoguns. Samurai 4.True/False Women made up most of the factory work force in Japan. 5.One drawback the Japanese experienced from taking technology and innovations from so many different countries was __________ Possible answers: Risk of losing their culture, danger of being taken over by foreigners, and other answers…

8. Title:Main Idea/Detail- Outline Practice Open your notebook to Pg. 54A and copy this list: TreesSnowIce CrystalsGreen WhiteLeavesBranchesFur BearFlowersPinkFruit ColdTeethBarkSharp Now find the connections between these words. Circle words and draw lines between words that are related. Like this: TreesSnowIce CrystalsGreen WhiteLeavesBranchesFur BearFlowersPinkFruit ColdTeethBarkSharp Notice: Sharp connects to teeth, not fur… What does this look like? You are right! It looks like a bubble graph!

9. Title:Main Idea/Detail- Outline Practice Now we want to create an outline. Outlines are organized like this: I.Main Idea A.Detail 1.Specific B.Detail 1. Specific 2.Specific I.Main Idea A.Detail 1.Specific B.Detail 1. Specific 2.Specific The indentations and numbers of an outline have meaning. Indentations mean This thing describes or explains the thing above. The numbers show the level of detail. The bigger the number type (Roman Numeral, Capitals) the more general the information (this makes it the main idea) The smaller the number type (lower case, regular numbers,) the more specific the information. So, in this example: A and B explain or describe I and the first 1 explains or describes A while the second 1 and 2 explain or describe B

10. Title:Main Idea/Detail- Outline Practice Bubble graphs are related to outlines. They show the same information: Main ideas and their supporting explanations, details and specifics. TreesSnowIce CrystalsGreen WhiteLeavesBranchesA. Fur I. BearFlowersPinkFruit ColdB. TeethBark1. Sharp Now you try it with the other examples….Turn your bubble graphs into Outlines…

11. Does yours look like this? I. Trees A. Leaves 1. Green B. Branches 1. Bark C. Fruit D. Flowers 1. Pink OR I. Snow A. Ice Crystals B. White C. Cold OR I. Bear A. Fur B. Teeth 1. Sharp I. Trees A. Bark B. Branches 1. Leaves a. Green 2. Fruit 3. Flowers a. Pink I. Snow A. Ice Crystals 1. Cold B. White

12. Find your partners from Monday! Look over your homework bubble graphs. Pick your BEST ones (rich in detail, insight and specifics) and put those on your poster paper. Put your Absolute Best one on the board

13. Look at your bubble graphs…. Which bubbles are Main Ideas? Which bubbles are Details? Which bubbles are Specifics Take your top Three Bubble Graphs and turn them into outlines for homework tonight.

14. Please do not talk at this timeJan 14 - 15 Please get together with your partners. Look at your outlines and Bubble Graphs Choose the BEST Bubble Graph/Outline pair from your team (best means clearest, most understandable, not most complex) Send someone from your group to put up BOTH your bubble graph and your outline on the board. Write clearly enough that people will be able to read it. Share out… Look for specifics, if they are not there, lets add them together, then practice on our own. HW: Finish Core and Periphery Reading

15. British Imperialism in India: Cotton and the Creation of a Core and Periphery

16. Please set up your notes in the Cornell notes form on Pg. 55A of your notebook. Title these notes: Core and Periphery Write the ASQ and BSQ questions on the left side of the notes and answer them on the right side. Dont forget to do the Summary at the end of the day! Name: Core/Periphery Key Words, ???Notes, diagrams, charts VocabDefinition Summary:

17. Words you will need to know for this lecture… Core- at the center Periphery- in the outskirts, opposite of core, at the edge Subsistence Farming- Growing food to eat yourself Cash Crop- Growing a plant to sell, like cotton or tobacco, that cannot be eaten 1 st world countries- The industrialized nations, mostly North America, Europe, and Japan 3 rd world countries- Nations that have not yet fully industrialized or do not control the industry in their own countries, most of Africa and the Middle East, Most of South Asia, Parts of South America

18. Cotton ASQ! 1.Where was most cotton produced before the U.S. Civil War? 2.Who purchased most of that cotton? 3.What was it used for?

19. During the Civil War (1861-1865), the South couldnt export cotton to Great Britain. The factory owners in Great Britain were desperate to obtain cotton. 4.What do you think they decided to do?

20. 5. What does this graph show? Table 1: Cotton Exports from India, Egypt, and Brazil, 1860–1866, in Million Pounds. Sources: Government of India, Annual Statement of the Trade and Navigation of British India and Forign Countries vol. 5 (Calcutta, 1872); vol. 9 (Calcutta, 1876); Roger Owen, Cotton and the Egyptian Economy, 1820– 1914 (Oxford, 1969), 90; Estatisticas historica do Brasil (Rio de Jeneiro, 1990), 346.

21. Subsistence farming vs cash crops More cotton = less food 6. What might be the consequences of the shift from subsistence farming to cash crops?

22. Drop in food production + El Niño weather patterns = Famine 7. For the people of India, what were the consequences of increased cotton production for export?

25. Estimated Famine Deaths in India YearNumber of deaths 1876-18796.1-10.3 million 1896-19026.1-19.0 million Total 12.2-29.3 million Statistics from Mike Davis, Late Victorian Holocausts: El Nino Famines and the Making of the Third World (London: Verso, 2001), p. 7.

26. De-Industrialization in India Indias Share of World Manufacturing Output 8. Did Indias economy benefit from being a British colony? (use your prior knowledge to answer this fully) Statistics from Mike Davis, Late Victorian Holocausts: El Nino Famines and the Making of the Third World (London: Verso, 2001), p. 294. 17501830 1900 24.5%17.6%1.7%

27. Core – industrialized nations like Great Britain, America, Germany, and Japan Periphery (Peripheral) – countries that provided raw materials to the industrialized nations; very slow to begin industrializing themselves Periphery (India, Egypt) Core (Great Britain) Core and Periphery as Social Studies Terms

28. We are not dealing, in other words, with lands of famine becalmed in stagnant backwaters of world history, but with the fate of tropical humanity at the precise moment (1870 – 1914) when its labor and products were being dynamically conscripted into a London-centered world economy. Millions died, not outside the modern world system, but in the very process of being forcibly incorporated into its economic and political structures. - Mike Davis, Late Victorian Holocausts

29. Analysis: A key thesis of this book is that what we today call the third world is the outgrowth of income and wealth inequalities – the famous development gap – that were shaped most decisively in the last quarter of the nineteenth century, when the great non-European peasants were initially integrated into the world economy…By the end of Victorias reign…the inequality of nations was as profound as the inequality of classes. Humanity had been irrevocably divided. And the famed prisoners of starvation,…were as much modern inventions of the late Victorian world as electric lights, Maxim guns and scientific racism. -Mike Davis, Late Victorian Holocausts

30. Please do not talk at this timeJan 16 Get out your reading on Core and Periphery Look at the notes you took last night (Main ideas and evidence.) Which ones are really high quality information? Find your partners and share your work Take your best ones (clear, significant and with rich Facts, Specifics, Statistics) and turn these into Bubble graphs on your Bubble graph Poster. HW: Evaluate the Industrial Revolution Outline- Typed!

31. +/- Put a + in the bubbles with a positive effect. Saves lives from disease Vaccinations for Smallpox Lets people communicate quickly Telegraph New inventions improve lives Working moms cant take care of their babies Get paid less than men Prove they can work as well as men Women join the work force Weavers out of work Child Labor Power looms Make Affordable cloth Everyone can afford enough clothes Get no education Get paid almost nothing Children are beaten Factory owners get rich + + + + + +

32. +/- Put a - in the bubbles with a positive effect. Saves lives from disease Vaccinations for Smallpox Lets people communicate quickly Telegraph New inventions improve lives Working moms cant take care of their babies Get paid less than men Prove they can work as well as men Women join the work force Weavers out of work Child Labor Power looms Make Affordable cloth Everyone can afford enough clothes Get no education Get paid almost nothing Children are beaten Factory owners get rich + + + + + + - - - - - -

33. Now you have all the research your need to write your evaluation. Put your bubble graph up on the wall with tape and staples. Go around and gather information from other posters that will help make your own information more complete (look for even more facts, specifics, and statistics to add to your main ideas) When you have all that you need, start work on your outline worksheet!