World History Homework Plan
!
Directions: Homework is assigned every day of the school week except for Friday.
These four homework assignments will be collected on Friday at the beginning of class.
You MUST choose one assignment from each category below. (Please note: you will be
notified what homework will be expected of you on short weeks/weeks before tests/etc).
!
VOCABULARY
1. Paragraph
2. Definitions with
pictures
PEOPLE
1. Two sentence
bios
NOTES
1. Summary
Paragraph
MISC.
1. Letter
2. Quick Write
2. Facebook profile
2. Outline Notes
3. Map
3. Significance
Sentences
3. Chart
4. Acrostic Poem
4. Categorization
3. Textbook
Comprehension
and Critical
Thinking
Questions
4. Teacher’s Choice
Handout
4. Workbook
!
The vocabulary terms and people (and the sections in the book that these words
correspond to) will be provided to you at the beginning of the week on a cover sheet.
Each piece of homework must include a heading stating the category and choice
(example - Vocabulary: 1. Paragraph). The assignments must be stapled with the cover
sheet (referenced above).
***Examples of each homework assignment with directions are provided for you in this
packet, with the correct heading included. The following page is what your cover sheet
will look like in the upcoming weeks.
Name:_________________________________________________________Period:________
WEEK
OF
8/27 COVERSHEET
Sections: Chapter 12, Sections 2 & 3
Pages: 401-409
Terms
1. Amritsar Massacre
2. Ahimsa
3. Civil Disobedience
4. Untouchables
5. Discriminate
6. Warlord
7. Intellectual
8. Rape of Nanking
1.
2.
3.
4.
People
Mohandas Gandhi
Sun Yat-Sen
Jiang Jieshi (Chiang Kai-Shek)
Mao Zedong
Your Name
Period
Date
Vocabulary: 1. Paragraph
Directions: Write a paragraph (at least 5 COMPLETE sentences) using ALL of
the week’s terms (underline each term). While the paragraph does not need
to include a definition of each term, your understanding of it’s meaning
should be obvious from the paragraph/sentences. That means you will have
to have context clues showing me that you know what the words mean. This
vocabulary assignment can be tough, but if you know the words well enough
you can finish very quickly.
Example:
Gandhi struggled for self-rule in India through his use of civil disobedience, or
refusal to obey unjust laws. After the British killed hundreds in the Amritsar
Massacre, Indians wanted self-rule and Gandhi hoped to change his country
through the doctrine of ahimsa or reverence for all life. He also wanted to
end discrimination of the lower class “untouchables”. In China, warlords had
taken over the country, and educated intellectuals fought back. Civil war
raged until the Japanese invaded China, murdering thousands in the Rape of
Nanjing and focusing China’s attention on war.
Your Name
Period 2
B/27 /1"2
Directions: Provide a definition for each term and draw a small icon/picture
representing the word.
Example:
,t1oo"
1. Amritsar Massacre: an incident in 1919 in which British troops fired on
an unarmed crowd of tndians
w ?ffi
2.
Ahimsa: ancient lndian belief in nonviolence and reverence for all Iife
3. Civil Disobedience: the refusal to obey unjust laws
tfm
BrlS
4.
U
ntou chables : ln lndia, a member of the lowest castes
A*?
5. Discri m inate: unequal treatment or barriers
88e
a.flrurrord: an aggressive local commander that has control over his region
tntellectual: involving the ability to reason or think clearly
d.
A
+
4@
B. Rape of Nanking: the name of the Japanese invasion of Nanjing, China
because the Japinese brutally tortured and killed hundreds of thousands
of Chinese soldiers and civilians
Your Name
Period
Date
Vocabulary: 3. Significance sentences
!
Directions: Describe the significance of the week’s terms in a COMPLETE
sentence that begins “___________ is important because…”. The definition
and the significance are different – significance is not what it is, significance
is why it is important to the chapter or to the study of history.
Example:
1. The Amritsar Massacre is important because it showed the Indians that it was time for
self-rule from the British
2. Ahimsa is important because it was the ancient doctrine of nonviolence that
influenced Gandhi’s actions
3. Civil Disobedience was important because it was this nonviolent way of protesting
that made the British look like villains and made people sympathetic to Gandhi’s ideas
4. Untouchables are important because they were the treated so bad as the lowest class
in India, it was clear that some change was needed
5. Discriminate is important because the British discriminated against the Indians, and
Indians discriminated lower classes
6. Warlords are important because these leaders caused China to plunge into disorder in
the 1900s, weakening them before WWII and causing civil war
7. Intellectuals are important because they were the educated people in China who
became leaders in the fight against the warlords and foreign influence
8. The Rape of Nanjing is important because it was the beginning of Japanese cruelty in
WWII, and a clear sign of their military superiority and desire to take over China
!
Your Name
Period
Date
!
Vocabulary: 4. Categorization
Directions: Find similarities between the words and sort them in at least 3
categories. (These categories must be complex – a category cannot be:
“Words have to do with China”. The sorting must show your understanding
of the terms.) Provide a COMPLETE sentence explanation of your category
and how the words relate.
Example:
Terms
Sentence
Description
Terms
Sentence
Description
Amritsar Massacre
Rape of Nanking
Ahimsa
Civil Disobedience
Both were ideas supported by
Both were events where many Gandhi that valued human
civilians were killed by
life by supporting
soldiers of another country
nonviolence
Discriminate
Untouchable
Warlord
Intellectuals
Both are examples of the
Both were opposing groups in
negative treatment because of China that fought for power in
prejudice – the Untouchables the 1900s.
in India were discriminated
against
Your Name
Period
Date
!
People: 1. Two Sentence Bio
Directions: Write a two COMPLETE-sentence bio for each week’s person that
includes the individual’s overall significance to the week’s learning. (Not two
random, insignificant facts about the person.)
Example:
1. Mohandas Gandhi: Gandhi was a leader in India who was educated and
fought discrimination. He used civil disobedience, boycotts, and calls for
democracy to fight for self-rule for Indians from the British.
2. Sun Yat-Sen: Sun Yat-Sen became the president of China after the corrupt
Qing dynasty (which he had fought for years) collapsed in 1911. He tried
to establish democracy, economic security, and patriotism in China but
was largely unsuccessful.
3. Jiang Jieshi (Chiang Kai-Shek): Jiang Jieshi took control of China after the
death of Sun Yat-Sen as a military leader and led the nationalist party. He
fought the warlords in China for power but was a bad leader and eventually
lost the civil war that he fought against communists and Mao Zedong
4. Mao Zedong: Mao Zedong was the communist leader in China that
eventually beat Jiang Jieshi. He told his Communist armies to be nice to
peasants and because of that he was extremely popular.
Your Name
Period 2
B/27 /1.2
Directions: Fill in each of the fields for EACH person listed in your coversheet. You can be funny, but
remember, you MIJST display your knowledge of the individual, so profiles that are only jokey will be
graded harshly. You can find famous guofes and birthdays online, and you must include at least one
person the individual would be friends with but they need not have lived at the same time in history.
Facebook profile sheets will be available in class or online.
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Religion
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Hobb es
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People Who
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/-ftn*/ D"nd
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Your Name
Period
Date
!
People: 3. Chart
Directions: Fill out the following chart for each person. The significance
must be at least one COMPLETE sentence that begins “________________ is
important because…”.
Name
Mohandas Gandhi
Where
India
When
Significance
1920’s
Gandhi was important because he
was the most successful fighter for
Indian independence from Britain
because he used peaceful protest
Sun Yat-Sen
China
1911
Sun Yat-Sen was important because
he successfully fought for the end of
China’s Qing dynasty and attempted
to establish democracy in China
Jiang Jieshi (Chiang
Kai-Shek)
China
Mao Zedong
China
1925-1940s
Jiang Jieshi was important because he
led the Chinese Nationalist party
against Mao Zedong and the
Communists in a long civil war where
he eventually lost
1925-1950s
Mao Zedong was important because
he led the Communist Party in China
and established communism in the
country
Your Name
Period
Date
!
People: 4. Acrostic Poems
Directions: Write an acrostic poem for EACH person listed on your coversheet. An
acrostic poem is one where descriptive words/sentences or characteristics of a person
are written using the letters of their name.
Example:
Great leader in India in the 1920s and 30s
A devout Hindu
Nonviolence was his method
Demanded independence from Britain for India
Helped bring worldwide support to Indian protests
Inspired by Henry David Thoreau’s ideas about civil disobedience
Strived to establish democracy in China
Understood the plight of poor Chinese people
Naturally ambitious
Yearned for an end to foreign influence in China
After Qing dynasty
Three Principles of the People
Sought economic security for all Chinese
Educated in American and British schools
Nationalism
Continue with remaining names…
Your Name
Period
Date
!
Notes: 1. Section Paragraph summary
Directions: Write a 10 COMPLETE-sentence (or more) paragraph
summarizing the section of reading, including important events and concepts.
If there are two sections of reading for the week, do two 10-sentence
paragraphs.
Britain controlled India as one of its colonies in the 18th and 19th centuries. A
man named Gandhi believed that India should have self-rule and set out to
achieve this by protesting British policies. He used a strategy of non-violence,
where he organized protesters to peacefully disobey discriminatory laws. In
one case, the British fired on an unarmed crowd of protesters in the Amritsar
Massacre, killing over 400 people. He also thought that there should be equal
rights for all Indians despite gender and social class. Gandhi was frustrated
that India’s natural resources were being used to enrich Britain, and not the
poor of his country. He organized a salt march in protest of the British
monopoly on salt. He also encouraged Indians to boycott British-made cotton
textiles, and make their own instead. Gandhi’s efforts led to much British
violence, which was reported around the world. International pressure, and
particularly WWII, led to India’s independence from Britain.
Notes: 2. Outline NOTES
Your Name
Period
Date
Directions: Complete outline notes for each section of reading covered this week. Remember, when completing
outline notes, you use the following format to indicate subsections- Roman numerals, capital letters, numbers,
lowercase letters. The Roman numerals will always be the subtitles given to you in the reading. Each time you
indent, it indicates that the information describes or provides more detail on the information you previously
wrote. Summarize the information in all subsections as succinctly as possible. DO NOT REWRITE THE
TEXTBOOK.
Chapter 12.3: India Seeks Self-Rule
I. Introduction
A. April 13, 1919- Indians in Amritsar peacefully protest despite British orders against public meetings
B. Amritsar massacre: British troops fired on the crowd killing over 400
1. Resulted in increased desire for Indian self-government
II. Calls for Independence
A. British promised more Indian-self government in exchange for help during WWI but broke their promise
after the war
B. The Indian National Congress started pushing for self-rule in 1885 but increased efforts after the Amritsar
Massacre
1. The Congress Party members did not represent the poor Indians who made up a majority of the
population
C. Mohandas Gandhi emerged as a leader in the 1920s because he united all social classes
1. Gandhi’s background: middle-class. Hindu, studied law
III. The Power of Nonviolence
A. Gandhi’s Ideas
1. Gandhi preached the Hindu doctrine of ahimsa (nonviolence and reverence for all life) and the use of
love to fight injustice
2. Gandhi also agreed with American philosopher Henry David Thoreau’s ideas on civil disobedience
a. The refusal to obey unjust laws
3. Pushed for equal rights for all Indians despite gender and social class
a. Untouchables: lowest caste (social class) in India
B. Gandhi Sets an Example
1. Gandhi started a boycott
a. Indians refused to buy British goods like cotton textiles
b. Used Indian-made goods instead
IV. Gandhi Takes a Stand: The Salt March
A. Gandhi organized a protest against the British salt monopoly
B. Breaking the Law
1. Marched 240 miles to the sea to gather natural salt
2. Started with 78 followers and ended with thousands
3. Gandhi arrested at the end of the march after picking up sea salt and others followed his lead
C. Steps Toward Freedom
1. Worldwide newspapers showed violent British reaction against peaceful protestors and forced Britain
to give Indians more self-rule
V. Looking Ahead
A. WWII postponed efforts for Indian independence but they restarted their fight in 1945
1. Increased tension between Hindus and Muslims
CONTINUE ON WITH SECTION 12.4 NOTES: UPHEAVALS IN CHINA
Your Name
Period
Date
Notes: 3. Textbook Comprehension and
Critical Thinking Questions
Directions: Answer questions 3, 4, 5 and/or 6 at the end of each section listed on your
coversheet under the heading “Textbook Comprehension and Critical Thinking
Questions”. Answers to each question must be in TWO COMPLETE SENTENCES. For
weeks with two sections of reading, do both questions. Make sure to write the section
number (as seen below) before each group of questions.
Example:
12.3
3) How did the Amritsar massacre affect the movement for Indian independence?
The Amritsar movements significantly increased support for the Indian independence
movement. There had already been significant conflict between the British and Indian
residents of Amritsar and many were horrified when the British soldiers opened fire on
the crowds of Indian protestors who were motivated to fight harder for their
independence.
4) Why do you think Gandhi was able to unite Indians when earlier attempts ad not
succeeded?
Gandhi united Indians of all social classes. Many of the previous leaders had little in
common with the Indian peasants and failed to gain their support. Gandhi was from a
middle-class Hindu family, and although he was very well-educated, he also looked out
for the lowest social caste in India (the untouchables).
5) How did the Salt March force Britain to respond to Indian demands?
The Salt March was a march to the 240 mile march to the sea to protest the oppressive
British salt monopoly. Although Gandhi set out with only 78 followers, by the time the
march ended, he had thousands of marchers following him. Newspapers around the
world showed the horrible British treatment of the protestors, and worldwide criticism
started to force the British to respond to Indian demands.
Continue with 12.4…
Your Name
Period
Date
misc: 1. letter
Directions: Write a ten COMPLETE-sentence letter that displays your
knowledge of an aspect of the week’s learning. The letters can be to or from
one of the important people listed on your coversheet, or (like below) about
the events in the chapter.
Dear British Prime Minister,
I am a British citizen that went on a long holiday to India to visit a member of
my family. While I was there, I was appalled by the treatment of the Indian
population by British soldiers and I was deeply moved by the protests going
on there. One man, Mohandas Gandhi, argued that his people should rule
themselves and tried to protest unfair British laws by peacefully refusing to
obey them. In response to a ridiculous law that Indians can only buy British
salt, Gandhi walked into the ocean and picked out a piece of salt. I was
horrified that British soldiers responded by violently arresting him and putting
him in prison! Britain is known as a country of freedom and fairness. How
can we treat our Indian colony so harshly? Gandhi’s peaceful protests have
shown me and much of the world how harsh British policies in India are and
as a citizen I demand that the Indians receive self-rule. How can we say we
support democracy when we take away the rights of those people? My vote
in the next election will go with the representative that fights for the rights of
the Indian people.
Sincerely,
Concerned British Citizen
misc: 2. QUICKWRITE
Your Name
Period
Date
!
!
Directions: At the end of every textbook section there is a “Quickwrite”
prompt that you can answer in at least 10 COMPLETE sentences. This is the
only assignment option where you can choose one section’s quickwrite, and
are not responsible for every section assigned.
12.4
Quickwrite- Answer Opposing Arguments
Every persuasive essay should present arguments that support the thesis and
refute arguments that oppose the thesis. Your thesis for a persuasive essay is
“The Long March ultimately helped the Chinese Communists’ cause.” Think
of the strongest argument against this thesis and then write a paragraph to
refute that argument.
Although one might argue the Long March was unsuccessful because of large
numbers of casualties, the Long March was still ultimately beneficial to the Chinese
Communists’ cause. When Mao’s army retreated 6,000 miles back to northern China,
Jiang Jieshi and the Guomindang launched many attacks against them. These were
called “extermination campaigns.” The Communist army suffered many casualties but
was able to fight back using guerilla tactics, causing damage to the Guomindang as well.
Most importantly, the Long March allowed the Communists to make a positive
impression on many of the Chinese peasants. As they marched back to northern China,
Communist soldiers treated peasants extremely well. They took special care not to
damage crops and paid for all the goods that they needed along the way. Because many
peasants had suffered under the rule of the Guomindang government, they were now
more likely to side with the Communists. Although the Long March lasted from 19341935, and the Communists did not take over China until 1949, it made a lasting
impression on many Chinese peasants. Therefore, although there were Communist
soldiers injured and killed during the Long March, their journey allowed them to gain the
support of masses of Chinese peasants.
Name
*
!l:
Japanese Expansion
Directions: Locate and label the following areas of lapanese expansion before World War II:
Taiwan, Manchuria, China, snd Korea. AIso locate qnd label the Soaiet Union, Japan, and
lapan's capital, Tolqo. In the blankbox, create akey for your finished map. You may use any
map in the textbook chapter, unit opener, or Atlas for reference.
@ Pearson Education, lnc.,
publishing as Pearson Prentice Hall. All rights reserved.
36
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Date
ffandouT
Not surprisirgly, the British and the people of India often had sharply split opinions
on the justice and effectiveness of British rule. These two excerpts are striking examples. Sir Alexander Robert Loftus Tottenham (1873-1946), a British administrator in
ihu Itldiut Government,lived in India for almost 50 years. Bal Gangadhar Tilak
(1856-1920) was a leader of the radicai wing of the Indian National Congress, a
group dedicated to gaining independence. i As you read, think about why .these two
men might have had such different uiews about British control of India. Then, on a sEarate
sheet of paper, ansTfier the questions that follow
The lmpact of British Rule on lndia
Various Remarks, c. L91"8 by
Speech to the Indian
National Congress, l9A7
Sir Alexander Loftus Tottenham
by Bal Gangadhar Tilak
Now the idea . . . that ever;r race is fit for
One thing is granted, namely, that this government does not suit us. As has been said,,by
an eminent statesman-the goverrunent of
one country by another can never be a successful, and therefore/ a permanent govern-
ment. . . One fact is that this alien government
has ruined the country. In the begirrring, all
of us were taken by surprise. We were almost
dazed. We thought that everything that the
rulers did was for our good. . . . We are not
armed, and there is no necessity for arms
either. We have a stronger weaPon, a political
weapon, inboycott. We have perceived one
fact, that the whole of this administration,
which is carried on by a handful of Englishmen, is carried on with our assistance. , . .
Every Englishman knows that they are a mere
handful in this country and it is the business
of every one of them to befool you in believing that you are weak and they are strong.
'lself-government," [is silly]-really very few
are....
To talk as if the people of India were downtrodden slaves is ridiculous and meaningless.
And what does qur "yoke" amount to? Little
more than keeping the peace internally and
protecting them externally. . . .
i<-
For us who profess to be fighting for democracy (which itself is rot) to contemplate handing over the people of India in the name of
democracy to be governed by an oligarchy
[government by a small group] of people . . .
who are more oppressive and more selfish
than anything you can conceive . . . is really
funny if it weren't tragic.
Source: (1) "Address to the lndian National Congress, 1907,"
reprinted in William T. de Bary et al., Sources of lndian.Tradition
{New York: Columbia University Press, 1958}; (2\ The Men Who
Buled lndia:volume2,The Guardians, by Philip Mason (New York:
St. Martin's Press, 1954).
3. Make Comparisons How do you think Bal
Gangadhar Tilak might have responded to
1. According to Tilak, what makes the British
rule over lndia possible?
Tottenham's remarks? Explain your answer.
2. According to Tottenham, what is the British
role in lndia? How does it compare with
7 9 €.nten ft9
Tilak's view?
I
@ Pearson Education, lnc.,
publishing as Pearson Prentice Hall. All rights reserved.
32
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