Unit Description: The policy of Imperialism practiced by industrial powers have had lasting effects on countries throughout Africa, Asia, and the Caribbean. Some historians have debated whether the positive effects outweigh the negative or vice versa.
Stage 1- Desired Results
Essential Questions
How has Imperialism had an impact on people and countries across the world?
Why is Imperialism considered to have been a both a positive and negative phenomena in world history?
Enduring Understandings
Students understand that...
Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.
Common Core Standards and Performance Indicators:
Unifying Themes:
Development, Movement, and Interaction of Cultures
Time, Continuity, and Change
Geography, Humans, and the Environment
Power, Authority, and Governance
Global Connections and Exchange
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that...
10.4a European industrialized states and Japan sought to play a dominant role in the world and to control natural resources for political, economic, and cultural reasons.
10.4b Those who faced being colonized engaged in varying forms of resistance and adaptation to colonial rule with varying degrees of success.
10.4c International conflicts developed as imperial powers competed for control. Claims over land often resulted in borders being shifted on political maps, often with little regard for traditional cultures and commerce (e.g., Berlin Conference).
Key Terms:
Imperialism
Nationalism
protectorate
sphere of influence
White Man's Burden
Sepoy Rebellion
Opium Wars
Boxer Rebellion
Berlin Conference
Social Darwinism
genocide
cash crop
balance of trade
extraterritoriality
Skills
Students will be able to...
Students will explore imperialism from a variety of perspectives such as those of missionaries, indigenous peoples, women, merchants/business people, and government officials.
Students will trace how imperial powers politically and economically controlled territories and people, including direct and indirect rule in Africa (South Africa, Congo, and one other territory), India, Indochina, and spheres of influence in China.
Students will investigate one example of resistance in Africa (Zulu, Ethiopia, or Southern Egypt/Sudan) and one in China (Taiping Rebellion or Boxer Rebellion and the role of Empress Dowager CiXi).
Students will investigate how Japan reacted to the threat of Western imperialism in Asia.
Students will compare and contrast maps of Africa from ca. 1800 and ca. 1914, noting the changes and continuities of ethnic groups and regions, African states, and European claims.
Stage 2- Assessment Evidence
Summative Tasks
Multiple Choice Questions Bank
CRQ: Cause/Effect African Imperialism
CRQ: Cause/Effect Imperialism in India
CRQ: Cause/Effect Japanese Imperialism
CRQ: Comparison - Views of Imperialism in Africa
CRQ: Comparison - Resistance to Imperialism
CRQ: Turning Point - Imperialism
CRQ Sets Bank (Department Created)
Cause/Effect British Imperialism and India
Comparison Views of Imperialism in Africa
Formative Tasks
White Man's Burden and Black Man's Burden (AP Level - Page 136 - 138)
Text that gives an overview on Imperialism; p. 90-92
Visual Set #1 of Imperialism; p. 2-8: Cartoons, illustrations, and photos of imperialism around the world with a source analysis form.
Graphic organizer that can be used with the Visual Set of Imperialism
Photographs and illustrations of the motives for imperialism with a source analysis form.
"I Think" lesson on African land grab (imperialism) p. 48; contains map comparison questions.
"I Think" multiple perspective activity on in British imperialism in India, p. 61
Document Analysis on British Opium Trade: Includes export/import chart and letter to Queen Victoria
Document Analysis on the Opium Trade; p. 84: same letter as above, different questions
Document Analysis: China's Response to the West (p. 85) and Japan's Response to the West (p. 86) Multiple perspectives on western intervention in Asia. Asks students to compare Chinese and Japanese responses to imperialism
Stage 3- Related Lessons
What caused the Sepoy Rebellion? (SHEG): Source reliability
Imperialism in China: A Case Study: Wealth of resources on why China was a target for the West and why China had no interest in foreign intervention in their country.
Videos, Documents, and Resource
Did the The Boxer Rebellion move China closer to or further away from independence?: Provides the students with ample evidence to support their claim
Inquiry based lesson: Did the Boxers deserve a bad rap?https://drive.google.com/open?id=0B4dYwPsYxWJ2b05UMGkwZDVkMUU
Suggestions for Diverse Learners
Views on Imperialism; this activity contains numerous excerpts by historical figures regarding Imperialism; the excerpts are followed by questions; p. 98-99; also includes a role play activity and another task where students create a balance sheet and weigh the benefits and drawbacks of Imperialism.