The document outlines an 11th grade integrated cultural history unit focused on cultural consolidation and imperialism in the late 19th century. It describes key elements of the unit including global perspectives, cultural narratives, integrated and project-based learning. The unit examines expressions of nationalism, imperialism, and their impacts. It explores cultural identities and resistance movements through student projects. Enduring understandings address themes like traditional cultures under modernization and colonization, and complexity beyond linear systems.
The document discusses the history of identity and culture in the United States from the 1500s to the 19th century. It describes how English colonists immigrated to America in the 1500s seeking religious freedom and economic opportunity. In the 1700s, writers like Benjamin Franklin and Thomas Jefferson reflected both English influences and new American perspectives focused on natural science and materialism. The 19th century saw the rise of authors like Washington Irving and the Transcendentalist movement, which emphasized spiritual experiences in nature and individual self-development over societal norms.
This document appears to be a Jeopardy-style game covering various topics in world history from 1000-1400 AD including religions and themes in China and Japan, global exploration, the Renaissance, feudalism and the emergence of nation-states, the Protestant Reformation and Revolution. It contains clues and questions on these topics testing knowledge of key people, places, events, religions, political and economic systems during these time periods.
An introduction to pre 1911 China, and an overview of China's main dynasties and leaders. A great beginning for Chapter 4 Cambridge AS History chapter - International relations in an age of development - China and Japan. Please send me a message if you want to download this for educational purpose.
Chapter 11 Mongol Monument Empire - Ways of the World AP World History BookS Sandoval
Summary of Chapter 11 from AP World History book, Ways of the World by Robert W. Strayer. Chapter 11 Pastoral peoples on the global stage: Mongol Monument 1200-1500
This document provides a summary of Chapter 12 from a study guide about the worlds of the 15th century. It covers several key topics:
1. The different types of human communities that existed in the 15th century, including hunter-gatherer societies in Australia and North America, agricultural village societies like the Igbo and Iroquois, and pastoral peoples in Central Asia and West Africa.
2. A comparison of the major civilizations of China under the Ming Dynasty and the states emerging in Europe during the Renaissance period.
3. The Islamic world, covering the Ottoman Empire, Safavid Persia, and the Mughal and Songhai empires.
4. The Aztec and In
The document discusses the colonial history and independence movements of several Southeast Asian countries. It notes that between the 1500s-1900s, European powers like the Dutch, British, Spanish and French colonized parts of Southeast Asia, including Malaysia, Singapore, Vietnam, Laos, Cambodia, Indonesia and the Philippines. It then provides specifics on dates of colonial rule and independence for countries like Burma (Myanmar), Sri Lanka, Malaysia and Laos. The document also briefly reviews Chinese empires, Japanese isolationism from 1641-1853, the origins of Koreans, and the ethnicity and cultures of Western, Mediterranean and East Central Europe. It concludes with some details on native populations in North America and dates of early European settlements in
1) Geographic features like mountains and deserts isolated parts of China and affected development, while resources like coal and iron attracted foreign trade and imperialism.
2) Confucianism encouraged harmony and filial piety, while Legalism saw order through strict laws; these philosophies influenced Chinese society.
3) The Opium War marked China's decline as European powers imposed unequal treaties and took territories, starting the "Century of Humiliation" and weakening China.
The document discusses the history of identity and culture in the United States from the 1500s to the 19th century. It describes how English colonists immigrated to America in the 1500s seeking religious freedom and economic opportunity. In the 1700s, writers like Benjamin Franklin and Thomas Jefferson reflected both English influences and new American perspectives focused on natural science and materialism. The 19th century saw the rise of authors like Washington Irving and the Transcendentalist movement, which emphasized spiritual experiences in nature and individual self-development over societal norms.
This document appears to be a Jeopardy-style game covering various topics in world history from 1000-1400 AD including religions and themes in China and Japan, global exploration, the Renaissance, feudalism and the emergence of nation-states, the Protestant Reformation and Revolution. It contains clues and questions on these topics testing knowledge of key people, places, events, religions, political and economic systems during these time periods.
An introduction to pre 1911 China, and an overview of China's main dynasties and leaders. A great beginning for Chapter 4 Cambridge AS History chapter - International relations in an age of development - China and Japan. Please send me a message if you want to download this for educational purpose.
Chapter 11 Mongol Monument Empire - Ways of the World AP World History BookS Sandoval
Summary of Chapter 11 from AP World History book, Ways of the World by Robert W. Strayer. Chapter 11 Pastoral peoples on the global stage: Mongol Monument 1200-1500
This document provides a summary of Chapter 12 from a study guide about the worlds of the 15th century. It covers several key topics:
1. The different types of human communities that existed in the 15th century, including hunter-gatherer societies in Australia and North America, agricultural village societies like the Igbo and Iroquois, and pastoral peoples in Central Asia and West Africa.
2. A comparison of the major civilizations of China under the Ming Dynasty and the states emerging in Europe during the Renaissance period.
3. The Islamic world, covering the Ottoman Empire, Safavid Persia, and the Mughal and Songhai empires.
4. The Aztec and In
The document discusses the colonial history and independence movements of several Southeast Asian countries. It notes that between the 1500s-1900s, European powers like the Dutch, British, Spanish and French colonized parts of Southeast Asia, including Malaysia, Singapore, Vietnam, Laos, Cambodia, Indonesia and the Philippines. It then provides specifics on dates of colonial rule and independence for countries like Burma (Myanmar), Sri Lanka, Malaysia and Laos. The document also briefly reviews Chinese empires, Japanese isolationism from 1641-1853, the origins of Koreans, and the ethnicity and cultures of Western, Mediterranean and East Central Europe. It concludes with some details on native populations in North America and dates of early European settlements in
1) Geographic features like mountains and deserts isolated parts of China and affected development, while resources like coal and iron attracted foreign trade and imperialism.
2) Confucianism encouraged harmony and filial piety, while Legalism saw order through strict laws; these philosophies influenced Chinese society.
3) The Opium War marked China's decline as European powers imposed unequal treaties and took territories, starting the "Century of Humiliation" and weakening China.
This document discusses continuity and change in politics, religion, and economics from ancient civilizations to the present. It notes that from early civilizations, political leaders have often been connected to or based their power on religion. However, in the West from 1750-1900 and later in other regions, secular governments rose that were no longer directly tied to religious institutions and instead based their power on ideas like popular sovereignty. The military has also played an important role in governments and politics across empires, though Chinese scholar-gentry sometimes had equivalent power. The document also outlines major economic changes like the agricultural revolution, classical trade networks, colonialism, industrialization, and modern consumerism.
Early civilizations first appeared in locations favorable for agriculture along major rivers like the Nile, Tigris-Euphrates, Indus, and Yellow. Governments and states emerged as rulers consolidated power over larger populations using writing, religion, and control of resources. Writing allowed laws and records to be codified, spreading shared cultural practices. Major early civilizations discussed include Mesopotamia, Egypt, the Maya, Indus Valley, China, Persia, Greece, and Rome, each making significant cultural and technological contributions to modern society. A state is defined as a community exercising power over a territory with key elements including people, land, government, and sovereignty.
In the eighth unit, you learned about the major civilizations of t.docxmecklenburgstrelitzh
The document summarizes the key topics covered in Unit 8 of a course on world civilizations, which focused on the major pre-Columbian civilizations in the Americas, including the Mayans, Aztecs, and Incas. It provides an overview of these civilizations, their histories, and their eventual declines following the arrival of Europeans. The document concludes by congratulating students on completing the course and encouraging them to apply what they learned by writing a final paper comparing civilizations from antiquity to the 15th century.
Trg F05, Lecture #1 Intro And DemographicsHistoryball
This document provides an overview of a syllabus for a course on the Revolutionary Generation in the United States from 1763 to 1815. It discusses the religious and ethnic diversity in the colonies, especially in the middle colonies, with immigrants coming from various parts of Europe and Africa. It also notes the high population growth during this time period, with the population doubling every 25 years, due to factors like immigration, low infant mortality, early childbearing, and abundant food. Finally, it includes a reflection from John Adams about the American Revolution being "effected before the War commenced" through changes in the "minds and hearts of the people."
The document discusses the deep structures of cultures, which are the most influential social institutions that shape a culture's worldview. It identifies the three main deep structures as family, community (state), and religion. It argues that these deep structures carry a culture's most important beliefs, endure over time, arouse deep feelings, and provide cultural identity. The document then examines how various cultures are influenced by their own histories, focusing on histories of Mexico, Japan, and Islamic civilization.
This document provides an overview of world history from 500 BCE to 500 CE, referred to as the period of second-wave civilizations. It discusses how after the collapse of early civilizations, new urban societies emerged across Afro-Eurasia, continuing the global spread of civilization. While states and empires rose and fell regularly, the basic social hierarchies and lack of economic transformation meant fundamental human organizations did not change substantially during this era. The document examines both continuities like monarchical rule and growing populations, as well as some significant developments such as larger empires and new major cultural traditions.
The document provides an overview of the Early Modern Period by covering several topics:
1) The modern state saw the rise of authoritarian monarchies in countries like Spain, England, and France. Kings strengthened their power over their kingdoms.
2) The economy transitioned from agriculture to include craftwork in domestic systems and international trade facilitated by new methods like bills of exchange and joint-stock companies.
3) Society experienced the rise of the bourgeoisie and important Renaissance cities like Florence, Rome, and Venice that were influenced by humanism and considered human beings the center of the universe.
This document provides a history of Western civilization, beginning with its origins in the Middle East around 9000 BCE as humans transitioned to agricultural societies. It then traces the development and influence of classical Greek, Roman, and early Christian civilizations on the foundations of Western thought, including democracy, intellectual inquiry, law, and Christianity. The document outlines major historical periods and events in Western history from antiquity through the modern era, including the fall of Rome, medieval era, Renaissance, Reformation, industrial revolution, world wars, and Cold War. It discusses the global spread and influence of Western empires and culture.
The document provides a historical overview of China from ancient times to the present day. It summarizes the major dynasties and periods of Chinese history, including the imperial era, ancient inventions, aborted commercial revolution, opium wars, decline of the imperial era, republican revolution, warlord era, nationalist and communist movements, establishment of the People's Republic of China under Mao Zedong, post-Mao economic reforms under Deng Xiaoping, Tiananmen incident, and current leadership under Hu Jintao.
Strengths And Weaknesses Of Osama Bin Laden
Ezo: The Identity Of Ainu People In Japan
The Importance Of Cultural Imperialism
Essay On Cultural Imperialism
Cultural Imperialism In Africa
Cultural Imperialism In The Sixteenth Century
Cultural Imperialism And Globalization
The Western Culture : Cultural Imperialism
Cultural Imperialism In Pakistan
Cultural Colonialism And Cultural Imperialism
Reflection On Cultural Imperialism
Cultural Imperialism Essay
Cultural Imperialism
Example Of Media Imperialism
Globalization And Cultural Imperialism
The document discusses the cultural and political influences between East Asian countries over several centuries. It describes how Korea acted as a cultural bridge, transmitting influences between China and Japan in various areas like technology, philosophy, art and techniques. Specific examples provided include the introduction of Buddhism to Japan via Korea in 538 AD, and Korean craftsmen influencing a revolution in Japanese pottery making in the 16th century. Many influences originated in China but were adapted in Korea first before reaching Japan.
The document provides an overview of the 18th century and the Age of Enlightenment in Europe. It discusses the Old Regime political system and the emergence of Enlightenment ideas. Key Enlightenment thinkers promoted the use of reason to advance knowledge and reform society. They criticized the Old Regime for upholding traditional beliefs and being an obstacle to progress. Enlightened despots across Europe sought to modernize their countries by combining absolute rule with Enlightenment principles of reform through education and laws.
This document discusses continuity and change in politics, religion, and economics from ancient civilizations to the present. It notes that from early civilizations, political leaders have often been connected to or based their power on religion. However, in the West from 1750-1900 and later in other regions, secular governments rose that were no longer directly tied to religious institutions and instead based their power on ideas like popular sovereignty. The military has also played an important role in governments and politics across empires, though Chinese scholar-gentry sometimes had equivalent power. The document also outlines major economic changes like the agricultural revolution, classical trade networks, colonialism, industrialization, and modern consumerism.
Early civilizations first appeared in locations favorable for agriculture along major rivers like the Nile, Tigris-Euphrates, Indus, and Yellow. Governments and states emerged as rulers consolidated power over larger populations using writing, religion, and control of resources. Writing allowed laws and records to be codified, spreading shared cultural practices. Major early civilizations discussed include Mesopotamia, Egypt, the Maya, Indus Valley, China, Persia, Greece, and Rome, each making significant cultural and technological contributions to modern society. A state is defined as a community exercising power over a territory with key elements including people, land, government, and sovereignty.
In the eighth unit, you learned about the major civilizations of t.docxmecklenburgstrelitzh
The document summarizes the key topics covered in Unit 8 of a course on world civilizations, which focused on the major pre-Columbian civilizations in the Americas, including the Mayans, Aztecs, and Incas. It provides an overview of these civilizations, their histories, and their eventual declines following the arrival of Europeans. The document concludes by congratulating students on completing the course and encouraging them to apply what they learned by writing a final paper comparing civilizations from antiquity to the 15th century.
Trg F05, Lecture #1 Intro And DemographicsHistoryball
This document provides an overview of a syllabus for a course on the Revolutionary Generation in the United States from 1763 to 1815. It discusses the religious and ethnic diversity in the colonies, especially in the middle colonies, with immigrants coming from various parts of Europe and Africa. It also notes the high population growth during this time period, with the population doubling every 25 years, due to factors like immigration, low infant mortality, early childbearing, and abundant food. Finally, it includes a reflection from John Adams about the American Revolution being "effected before the War commenced" through changes in the "minds and hearts of the people."
The document discusses the deep structures of cultures, which are the most influential social institutions that shape a culture's worldview. It identifies the three main deep structures as family, community (state), and religion. It argues that these deep structures carry a culture's most important beliefs, endure over time, arouse deep feelings, and provide cultural identity. The document then examines how various cultures are influenced by their own histories, focusing on histories of Mexico, Japan, and Islamic civilization.
This document provides an overview of world history from 500 BCE to 500 CE, referred to as the period of second-wave civilizations. It discusses how after the collapse of early civilizations, new urban societies emerged across Afro-Eurasia, continuing the global spread of civilization. While states and empires rose and fell regularly, the basic social hierarchies and lack of economic transformation meant fundamental human organizations did not change substantially during this era. The document examines both continuities like monarchical rule and growing populations, as well as some significant developments such as larger empires and new major cultural traditions.
The document provides an overview of the Early Modern Period by covering several topics:
1) The modern state saw the rise of authoritarian monarchies in countries like Spain, England, and France. Kings strengthened their power over their kingdoms.
2) The economy transitioned from agriculture to include craftwork in domestic systems and international trade facilitated by new methods like bills of exchange and joint-stock companies.
3) Society experienced the rise of the bourgeoisie and important Renaissance cities like Florence, Rome, and Venice that were influenced by humanism and considered human beings the center of the universe.
This document provides a history of Western civilization, beginning with its origins in the Middle East around 9000 BCE as humans transitioned to agricultural societies. It then traces the development and influence of classical Greek, Roman, and early Christian civilizations on the foundations of Western thought, including democracy, intellectual inquiry, law, and Christianity. The document outlines major historical periods and events in Western history from antiquity through the modern era, including the fall of Rome, medieval era, Renaissance, Reformation, industrial revolution, world wars, and Cold War. It discusses the global spread and influence of Western empires and culture.
The document provides a historical overview of China from ancient times to the present day. It summarizes the major dynasties and periods of Chinese history, including the imperial era, ancient inventions, aborted commercial revolution, opium wars, decline of the imperial era, republican revolution, warlord era, nationalist and communist movements, establishment of the People's Republic of China under Mao Zedong, post-Mao economic reforms under Deng Xiaoping, Tiananmen incident, and current leadership under Hu Jintao.
Strengths And Weaknesses Of Osama Bin Laden
Ezo: The Identity Of Ainu People In Japan
The Importance Of Cultural Imperialism
Essay On Cultural Imperialism
Cultural Imperialism In Africa
Cultural Imperialism In The Sixteenth Century
Cultural Imperialism And Globalization
The Western Culture : Cultural Imperialism
Cultural Imperialism In Pakistan
Cultural Colonialism And Cultural Imperialism
Reflection On Cultural Imperialism
Cultural Imperialism Essay
Cultural Imperialism
Example Of Media Imperialism
Globalization And Cultural Imperialism
The document discusses the cultural and political influences between East Asian countries over several centuries. It describes how Korea acted as a cultural bridge, transmitting influences between China and Japan in various areas like technology, philosophy, art and techniques. Specific examples provided include the introduction of Buddhism to Japan via Korea in 538 AD, and Korean craftsmen influencing a revolution in Japanese pottery making in the 16th century. Many influences originated in China but were adapted in Korea first before reaching Japan.
The document provides an overview of the 18th century and the Age of Enlightenment in Europe. It discusses the Old Regime political system and the emergence of Enlightenment ideas. Key Enlightenment thinkers promoted the use of reason to advance knowledge and reform society. They criticized the Old Regime for upholding traditional beliefs and being an obstacle to progress. Enlightened despots across Europe sought to modernize their countries by combining absolute rule with Enlightenment principles of reform through education and laws.
4. Key Elements
> Global perspective
> Cultural History narrative
> Integrated learning
> Multiple Intelligences
> Understanding by design
> Project-based learning
R O S S I N S T I T U T E A C A D E M Y
5. Unit Description
Students look at various expressions of cultural consolidation in the
late 19th century such as nationalism and imperialism, and consequent
cultural exchange. We discuss the question of cultural identities, how
they are formed and maintained, and their relationships to groups,
individuals, and government. Students study the forms and causes of
imperialism in this time period, the accompanying imperialist attitudes,
rationales and justifications, and the perspective and experience of the
colonized. The centerpiece of the unit is an integrated project in which
students work in groups to examine and peer teach a particular revolt
or resistance movement against imperialism.
R O S S I N S T I T U T E A C A D E M Y
6. Enduring Understandings
> One of the features of global culture is the energizing of traditional
cultures that have been repressed by the forces of industrial
modernization and colonization.
> A new interest in identity emerges an exploration of consciousness
and visionary experience.
> The conflict between nation-states creates new international
structures not limited to national identity.
> Linear systems of causation with their reductionist emphasis give way
to ocmplex dynamical systems, chaos and uncertainty.
R O S S I N S T I T U T E A C A D E M Y
7. Essential Questions
> What is cultural/national identity and where does it come from?
> How does cultural identity create bonds and/or boundaries?
> What are the costs and rewards of imperialism?
> What is the legacy of consolidation and expansion of cultural and/or
political power?
R O S S I N S T I T U T E A C A D E M Y
15. Cultural History Class
> Nationalism
> Demographic shifts
R O S S I N S T I T U T E A C A D E M Y
16. Cultural History Class
> Nationalism
> Demographic shifts
R O S S I N S T I T U T E A C A D E M Y
17. Cultural History Class
> Nationalism
> Demographic shifts
R O S S I N S T I T U T E A C A D E M Y
18. Cultural History Class
> Nationalism
> Demographic shifts
R O S S I N S T I T U T E A C A D E M Y
19. Cultural History Class
> Nationalism
> Demographic shifts
R O S S I N S T I T U T E A C A D E M Y
20. Cultural History Class
> Nationalism
> Demographic shifts
R O S S I N S T I T U T E A C A D E M Y
21. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
R O S S I N S T I T U T E A C A D E M Y
22. Cultural History Class
> Nationalism
RAILROAD MILEAGE
> Demographic shifts
> The 2nd Industrial Revolution
R O S S I N S T I T U T E A C A D E M Y
23. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
R O S S I N S T I T U T E A C A D E M Y
24. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
R O S S I N S T I T U T E A C A D E M Y
25. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
R O S S I N S T I T U T E A C A D E M Y
26. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
R O S S I N S T I T U T E A C A D E M Y
27. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
R O S S I N S T I T U T E A C A D E M Y
28. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
R O S S I N S T I T U T E A C A D E M Y
29. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
R O S S I N S T I T U T E A C A D E M Y
30. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
R O S S I N S T I T U T E A C A D E M Y
31. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
R O S S I N S T I T U T E A C A D E M Y
32. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
R O S S I N S T I T U T E A C A D E M Y
33. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
R O S S I N S T I T U T E A C A D E M Y
34. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
R O S S I N S T I T U T E A C A D E M Y
35. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
R O S S I N S T I T U T E A C A D E M Y
36. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
R O S S I N S T I T U T E A C A D E M Y
37. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
R O S S I N S T I T U T E A C A D E M Y
38. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
R O S S I N S T I T U T E A C A D E M Y
39. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
R O S S I N S T I T U T E A C A D E M Y
40. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
R O S S I N S T I T U T E A C A D E M Y
41. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
R O S S I N S T I T U T E A C A D E M Y
42. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
R O S S I N S T I T U T E A C A D E M Y
43. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
> Marxism
R O S S I N S T I T U T E A C A D E M Y
44. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
> Marxism
R O S S I N S T I T U T E A C A D E M Y
45. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
> Marxism
> Social Darwinism
R O S S I N S T I T U T E A C A D E M Y
46. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
> Marxism
> Social Darwinism
> Reactions to Western
Imperialism
R O S S I N S T I T U T E A C A D E M Y
47. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
> Marxism
> Social Darwinism
> Reactions to Western
Imperialism
R O S S I N S T I T U T E A C A D E M Y
48. Cultural History Class
> Nationalism
> Demographic shifts
> The 2nd Industrial Revolution
> The doctrine of “progress”
> The New Imperialism
> China & Britain
> The Scramble for Africa
> The “opening” of Japan
> Marxism
> Social Darwinism
> Reactions to Western
Imperialism
R O S S I N S T I T U T E A C A D E M Y
49. English Class
R O S S I N S T I T U T E A C A D E M Y
50. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
R O S S I N S T I T U T E A C A D E M Y
51. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
R O S S I N S T I T U T E A C A D E M Y
52. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
R O S S I N S T I T U T E A C A D E M Y
53. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
R O S S I N S T I T U T E A C A D E M Y
54. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
R O S S I N S T I T U T E A C A D E M Y
55. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
> "White Man's Burden” (Rudyard Kipling)
R O S S I N S T I T U T E A C A D E M Y
56. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
> "White Man's Burden” (Rudyard Kipling)
R O S S I N S T I T U T E A C A D E M Y
57. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
> "White Man's Burden” (Rudyard Kipling)
> "To the Person Sitting in Darkness” (Twain)
> "The Philippine Mess: Letter to Joseph
Twitchell" (Twain)
R O S S I N S T I T U T E A C A D E M Y
58. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
> "White Man's Burden” (Rudyard Kipling)
> "To the Person Sitting in Darkness” (Twain)
> "The Philippine Mess: Letter to Joseph
Twitchell" (Twain)
R O S S I N S T I T U T E A C A D E M Y
59. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
> "White Man's Burden” (Rudyard Kipling)
> "To the Person Sitting in Darkness” (Twain)
> "The Philippine Mess: Letter to Joseph
Twitchell" (Twain)
> "Shooting an Elephant” (Orwell)
> "A Hanging" (Orwell)
R O S S I N S T I T U T E A C A D E M Y
60. English Class
Students examine, respond to and reflect
upon texts that render the conflict between
colonized and colonizing cultures.
> Adventures of Huckleberry Finn (Mark
Twain)
> Things Fall Apart (Chinua Achebe)
> "White Man's Burden” (Rudyard Kipling)
> "To the Person Sitting in Darkness” (Twain)
> "The Philippine Mess: Letter to Joseph
Twitchell" (Twain)
> "Shooting an Elephant” (Orwell)
> "A Hanging" (Orwell)
R O S S I N S T I T U T E A C A D E M Y
61. English Class
Students examine, respond to and reflect
upon texts that render the conflict between > Skills: Narrative
colonized and colonizing cultures. technique, point of
view, character
> Adventures of Huckleberry Finn (Mark development,
Twain) textual analysis,
> Things Fall Apart (Chinua Achebe) critical thinking,
> "White Man's Burden” (Rudyard Kipling) timed writing,
> "To the Person Sitting in Darkness” (Twain) public speaking,
> "The Philippine Mess: Letter to Joseph listening to others
Twitchell" (Twain)
> "Shooting an Elephant” (Orwell)
> "A Hanging" (Orwell)
R O S S I N S T I T U T E A C A D E M Y
62. Science Class
R O S S I N S T I T U T E A C A D E M Y
66. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
R O S S I N S T I T U T E A C A D E M Y
67. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
R O S S I N S T I T U T E A C A D E M Y
68. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
R O S S I N S T I T U T E A C A D E M Y
69. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
R O S S I N S T I T U T E A C A D E M Y
70. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
R O S S I N S T I T U T E A C A D E M Y
71. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
R O S S I N S T I T U T E A C A D E M Y
72. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
> Mitosis & meiosis
R O S S I N S T I T U T E A C A D E M Y
73. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
> Mitosis & meiosis
R O S S I N S T I T U T E A C A D E M Y
74. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
> Mitosis & meiosis
> Introductory population genetics
& Punnett squares
R O S S I N S T I T U T E A C A D E M Y
75. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
> Mitosis & meiosis
> Introductory population genetics
& Punnett squares
R O S S I N S T I T U T E A C A D E M Y
76. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
> Mitosis & meiosis
> Introductory population genetics
& Punnett squares
> Gene pool and the definition of
evolution (macro- versus micro-
evolution).
R O S S I N S T I T U T E A C A D E M Y
77. Science Class
Evolution and Genetics
> Evidence of evolution
> HMS Beagle
> Radioactive dating
> Natural selection
> Mendel’s experiments
> Mitosis & meiosis
> Introductory population genetics
& Punnett squares
> Gene pool and the definition of
evolution (macro- versus micro-
evolution).
> What are the primary mechanisms of evolution?
> How are species created?
> Sex-linked traits
R O S S I N S T I T U T E A C A D E M Y
84. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
R O S S I N S T I T U T E A C A D E M Y
85. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
R O S S I N S T I T U T E A C A D E M Y
86. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
R O S S I N S T I T U T E A C A D E M Y
87. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
R O S S I N S T I T U T E A C A D E M Y
88. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
> Graphical representation of data
R O S S I N S T I T U T E A C A D E M Y
89. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
> Graphical representation of data
R O S S I N S T I T U T E A C A D E M Y
90. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
> Graphical representation of data
> How can data be organized and interpreted?
R O S S I N S T I T U T E A C A D E M Y
91. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
> Graphical representation of data
> How can data be organized and interpreted?
> How can patterns in data be summarized?
R O S S I N S T I T U T E A C A D E M Y
92. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
> Graphical representation of data
> How can data be organized and interpreted?
> How can patterns in data be summarized?
> How can relationships be described using scatter plots?
R O S S I N S T I T U T E A C A D E M Y
93. Mathematics Class
Statistics
> Density curves
> Normal distributions
> Standard deviation
> Correlation
> Regression
> Random samples
> Comparative experiments
> Graphical representation of data
> How can data be organized and interpreted?
> How can patterns in data be summarized?
> How can relationships be described using scatter plots?
> How can these methods be used to understand social organization?
R O S S I N S T I T U T E A C A D E M Y
94. Integrated Arts
Theatrical works, methods & movements in 19th & 20th
century Europe & America
> Playwriting
> Interpreting theatrical scripts
> Dramatic content and structure
> Character motivation
> Role of protagonist and
antagonist Texts
> Conflict and resolution > A Jubilee by Anton Chekhov
> Character construction
> Scene construction
> Conveying information through
dialogue
R O S S I N S T I T U T E A C A D E M Y
95. Integrated Arts
Theatrical works, methods & movements in 19th & 20th
century Europe & America
> Playwriting
> Interpreting theatrical scripts
> Dramatic content and structure
> Character motivation
> Role of protagonist and
antagonist Texts
> Conflict and resolution > A Jubilee by Anton Chekhov
> Character construction
> Scene construction
> Conveying information through
dialogue
R O S S I N S T I T U T E A C A D E M Y
96. Overview of all Domains
History English Math Science Performing Arts
Nationalism Narrative Statistics Biology and Playwriting
technique Evolution
Demographic shifts Density curves Textual analysis and
Point of view Evidence of interpretation
The 2nd Industrial Normal
evolution
Revolution Character distributions Theater history
development HMS Beagle
The doctrine of Standard deviation Dramatic content
“progress” Textual Analysis Radioactive dating and structure
Correlation
Imperialism (China, Critical thinking Natural selection Elements of a “hero”
Regression
Africa, Japan)
Timed writing Mendel’s Character definition
Random samples
Marxism experiments and motivation
Public speaking
Comparative
Research Mitosis & meiosis Conflict and
Listening to others experiments
Writing Introductory resolution
Huckleberry Finn Graphical
population A Jubilee
Critical thinking representation of
Things Fall Apart genetics
Primary sources data Riders to the Sea
Various topical Punnett squares
The Hairy Ape
essays or poetry
Gene pool
R O S S I N S T I T U T E A C A D E M Y
97. Integrated Learning Experiences
> Bridgewater: Using Excel spreadsheets, students examine and manipulate
statistical information from passenger lists from an immigrant ship from
London in the late 19th century.
> Domains involved: Math, History, English, Technology
> Students manipulate data and make graphs.
> Students write a brief essay assessed by Math, English and Cultural History
teachers.
R O S S I N S T I T U T E A C A D E M Y
98. Integrated Learning Experiences
> Students evaluate contemporary texts about Social Darwinism in light of
what they have learned about evolution and its mechanisms.
> Students explore whether the ideas they have learned about how physical
traits evolve can be applied to complex behaviors and phenotypes in
human society.
> Domains involved: Cultural History, Science
R O S S I N S T I T U T E A C A D E M Y
99. Integrated Learning Experiences
George Orwell Essays
> In two essays by George Orwell (“Shooting
an Elephant,” “A Hanging”) students reflect
upon Orwell’s portrayal of the psyche of
the oppressor.
> In a 400-500 word reflection, students
discuss how Orwell portrays the effects of
British imperialism on the British
themselves, particularly Orwell himself
who plays a central role in each of the
essays.
>Domains Involved: English and History
R O S S I N S T I T U T E A C A D E M Y
100. Integrated Learning Experiences
Mark Twain Assignment
> After reading Twain’s “To the Person Sitting in Darkness” and “The
Philippine Mess,” as well as The Adventures of Huckleberry Finn, students
compose a speech or a letter from Twain’s point of view on the subject of
US imperialism.
> Students draw upon Twain’s general feelings, and the evolution of his
feelings, about imperialism, as well as on his specific thoughts about the
situation in the Philippines.
> Domains involved: English and History
R O S S I N S T I T U T E A C A D E M Y
101. Integrated Learning Experiences
Eugenics
> Students look at the American
eugenics movement in the
context of late19th/early 20th
century immigration, Social
Darwinism, genetics, modern
statistics, nativism, and
fascism.
> Domains involved: History,
Math, Science
> Student assignment: short
answers to questions on topics.
R O S S I N S T I T U T E A C A D E M Y
102. Integrated Learning Experiences
Eugenics
> Students look at the American
eugenics movement in the
context of late19th/early 20th
century immigration, Social
Darwinism, genetics, modern
statistics, nativism, and
fascism.
> Domains involved: History,
Math, Science
> Student assignment: short
answers to questions on topics.
R O S S I N S T I T U T E A C A D E M Y
103. Integrated Learning Experiences
Eugenics
> Students look at the American
eugenics movement in the
context of late19th/early 20th
century immigration, Social
Darwinism, genetics, modern
statistics, nativism, and
fascism.
> Domains involved: History,
Math, Science
> Student assignment: short
answers to questions on topics.
R O S S I N S T I T U T E A C A D E M Y
104. Integrated Learning Experiences
Eugenics
> Students look at the American
eugenics movement in the
context of late19th/early 20th
century immigration, Social
Darwinism, genetics, modern
statistics, nativism, and
fascism.
> Domains involved: History,
Math, Science
> Student assignment: short
answers to questions on topics.
R O S S I N S T I T U T E A C A D E M Y
105. MI Learning Experiences
National Anthems
> In learning how cultural & political identities are formed and maintained,
students listen to various national anthems, writing and reflecting on what
they evoke.
> Students view a controversial interpretation of the US National Anthem
during a time of political turmoil (Vietnam War era—Jimi Hendrix at the
Woodstock festival).
> Students reflect upon how cultural symbols develop, maintain and shift
meaning.
R O S S I N S T I T U T E A C A D E M Y
106. MI Learning Experiences
Images of Imperialism
> Students analyze images to
understand the motivations,
justifications and rationales
for 19th century imperialism.
R O S S I N S T I T U T E A C A D E M Y
107. MI Learning Experiences
Images of Imperialism
> Students analyze images to
understand the motivations,
justifications and rationales
for 19th century imperialism.
R O S S I N S T I T U T E A C A D E M Y
108. MI Learning Experiences
Images of Imperialism
> Students analyze images to
understand the motivations,
justifications and rationales
for 19th century imperialism.
R O S S I N S T I T U T E A C A D E M Y
109. MI Learning Experiences
Images of Imperialism
> Students analyze images to
understand the motivations,
justifications and rationales
for 19th century imperialism.
R O S S I N S T I T U T E A C A D E M Y
110. MI Learning Experiences
Images of Imperialism
> Students analyze images to
understand the motivations,
justifications and rationales
for 19th century imperialism.
R O S S I N S T I T U T E A C A D E M Y
111. The Trial Project
> In this simulation activity, students research a leader of a resistance
movement against western dominance in the late 19th/early 20th century.
They work in groups to construct a play whose story is that of charging
the leader with a crime (usually “treason”) for which he or she is tried.
They then perform the play in front of their peers and communicate the
varying points-of-view connected with these resistance movements and
the circumstances surrounding them.
> Students role-play witnesses, advocates, judges and leaders.
> Domains involved: History, English, Integrated Arts
Tasks
> Individual research on assigned leaders
> Group preparation of storyboard and script
> Group rehearsal and performance
R O S S I N S T I T U T E A C A D E M Y
112. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
113. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
114. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
115. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
116. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
117. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
118. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
119. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
120. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
121. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
122. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
123. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
124. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
125. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
126. The Trial Project
> Teachers create the leader list and assign groups.
Students randomly choose the leader they will
work on.
> Over the years the list has changed and been
varied; usually 6-8 in total.
> Leaders have included: Wovoka (the United
States), The Mahdi (Sudan), Louis Riel (Canada),
Patrick Pearse (Ireland), Emiliano Zapata (Mexico),
John Chilembwe (Malawi), Marcus Garvey (United
States), Mary Baker Eddy (United States), Victoria
Woodhull (United States), Bal Gangadhar Tilak
(India), Makario Sakay (Philippines), Emilio
Aguinaldo (Philippines), Ida B. Wells (United
States)
R O S S I N S T I T U T E A C A D E M Y
127. Student Work: Script Excerpts
Trial of Mohammed Ahmed (the Mahdi)
JUDGE: Mohammed Ahmed, known largely as the Mahdi, is charged with raising a rebel army,
treason, resisting arrest, murder, incitement to murder, and conspiracy to murder…How do you
plead?
DEFENSE ATTORNEY: …He has done nothing but inspire people to believe a new freedom is
attainable. This rebel army was not raised by my client. If you were only to look at the
Sudanese, you would see how much they unanimously wish to overthrow the Anglo-Egyptian
government…
THE MAHDI: By corrupting our society, by forcing a way of life, an alien culture on the people
of Sudan, the Anglos kill of the best parts of Islamic culture, our culture. Even this court I’m
tried in has no place in our true society… You say your government is here to benefit our
community, to “uplift” it, but if that were true your government wouldn’t oppress our people.
What right does one people have to impose cultural policies on another? You do not practice
what you preach. Instead of benefiting our society you demand heavy taxes and force innocent
people to join your military and kill for your meaningless causes.
R O S S I N S T I T U T E A C A D E M Y
128. Student Work: Script Excerpts
Trial of Patrick Pearse
JUDGE: Mr. Pearse I will remind you that this court will only recognize Ireland
as a province. There is no such thing as the Irish Republic. Mention it again
and I will order you executed on the spot.
PROSECUTING ATTORNEY: Thank you your Honor. Mr. Pearse, please try
again to explain your justification for this revolt.
MR PEARSE: My politics are the politics of nationalism. I am an Irish
nationalist. I believe, like you, in the logic of self-rule for a distinct people,
in our case a Gaelic people whose traditions and language and history unite
them. My revolt was successful—
PROSECUTING ATTORNEY: Not very successful.
MR PEARSE: My revolt was successful in that it gave my people hope; it gave
them inspiration for the republic that should exist…
R O S S I N S T I T U T E A C A D E M Y
129. Student Work: Unit Reflections
> Nativistic rebellions against westerners were not only to liberate the
people from oppression but also to keep alive the culture that had existed
long before the arrival of western powers. Many indigenous peoples did
not like the influence of the western ways and fought to keep their old
traditions.
> It was amazing how the western powers justified their domination by
using not just technology but also ideas about science like Darwin’s new
theory that helped them ‘explain’ how their guns could kill off a massive
native army which of course has nothing to do with biology.
> I always knew that statistics could tell any story you want them to and I
guess this was true from the very beginning of probability theory when
eugenics (white imperialists) tried to explain why one group was better
than another.
R O S S I N S T I T U T E A C A D E M Y
130. Student Work: Unit Reflections
> It was interesting how the modern cultures combined their traditional
religious beliefs with their weapons of modern science to dominate the
cultures that didn’t have those modern ideas yet.
> Sometimes the indigenous groups, as in Wovoka and John Chilembwe
[sic], were influenced by the imported ideas of the peoples they fought
against, such as Christianity. It was like the guy in China whose name I
can’t remember who thought he was Jesus’ brother.
R O S S I N S T I T U T E A C A D E M Y
131. Student Work: Project Reflections
> When I first heard about [the Trial Project] I had strong doubt that I would
enjoy the process. What I liked about it though was that since students
had to write a play, they had to present the emotions and the impact that
the leader really had on the people. Whereas, in a paper, it would mainly
just be the facts about what happened. …
> Writing a play and having to use acting as tool to express the impact, was
challenging but not impossible. I was also very passionate about the
leader I was studying and so I felt a personal connection to him, and so
writing about him, and expressing his feelings was fun for me.
> The Trial Project involved not only researching the leaders but creating a
production that re-lived the actual struggles and beliefs. This helped me
gain a better and more realistic understanding of the leaders and a
revolutionaries; I gained a better understanding of the situation
[Chilembwe’s] people were in and how their oppression had affected him.
R O S S I N S T I T U T E A C A D E M Y
132. Student Work: Project Reflections
> The Trial Project allowed you to really see what your leader went through.
Working in the group was helpful because you got to hear other peoples
ideas. Also hearing how other groups decided to present their trial was
really helpful. When groups really got into it, you could see what a trial
might have actually been like. By making the rest of the class decide if the
defendant was innocent or guilty made the overall trial more interesting
and made people listen more closely.
> One of the strengths of the Trial Project was that it really displayed how
none of these situations was really clear-cut, how can you find the right
answer? Ms. Clark always says don’t judge the past by the standards of the
present and this really forces that idea.
R O S S I N S T I T U T E A C A D E M Y
133. Text
> Demonstrate responsibility to the natural world and the capacity to make
individual and collaborative contributions to the human community
> Integrated knowledge, critical thinking abilities and problem-solving skills
> Demonstrate ability to create and communicate effectively through diverse
modes of human expression
> Demonstrate capacity to be introspective and to know oneself in a holistic,
“well” manner; commitment to better oneself by courageously facing one’s
failures and building on successes
> Intellectual passion, curiosity and commitment to learning
> Ability to envision the future and develop strategies to effect positive
change
> Imaginative, Humane Leadership
R O S S I N S T I T U T E A C A D E M Y
Editor's Notes
A ten-week unit, from mid-19th to early 20th centuries