Sophomore World History

Mr. Goto

Sophomore World History

Topic: NINETEENTH CENTURY NATIONALISM AND IMPERIALISM

Unit Lesson #1 - Clash Between Cultures (Zulu, Sepoy, Boxer)

State Standard:

1SS-P6. Analyze patterns of change during the nineteenth century era of imperialism from varied perspectives with emphasis on:

PO 1. The clash between cultures, including Zulu war in Africa, the Sepoy Rebellion in India, and the Boxer Rebellion in China.

Objectives and Expectations for Learning:

The students will cooperatively outline examples of Imperialism in terms of Africa, India, and China’s colonization through the British Empire and what role Nationalism played in their rebellion attempts. Students will need to follow the teacher's directions, taking turns actively listening to each other, as well as sharing responsibilities and duties to complete a worksheet giving overviews of the Zulu Wars in Africa, the Sepoy Rebellion in India, and the Boxer Rebellion in China.

Anticipatory Set:

*Present and discuss the following questions with the class.

What is Imperialism? What is Nationalism?

What would inspire a country to become an Imperial power?

Do you see any problems a country might have with this?

Direct Instruction:

Students will be divided into groups of two. Each group is to assign one person who will highlight what they read, one person who will write their answers on their worksheet, and they will rotate so that each answer is written in different handwriting. Answers may be written in outline format. Evaluation is based on whether or not students have taken important concepts from the reading.

When students are finished, Teacher will ask random students in the class answers to the worksheets.

Guided Practice:

Ask the class the following questions and write each answer on the board.

On one side: Why would creating foreign colonies be a good thing?

Opposite: Why would being controlled by a foreign country be a bad thing?

When desired answers are reached, ask the class as a whole:

What factors today led to people rebelling against British Rule?

Closure:

Review the importance of Nationalism without giving specific examples from class.

-keeps countries dependent only upon themselves

-the people being ruled get to make the rules

-less likely to be racially mistreated, ect.

Have the groups get back together and write down ideas on how Nationalism connects to handouts. Rotate from member to member until each person in the group has connected Nationalism to the topic at least 5 times. (Groups of 2 will have at least 10 ideas.)

Summative Assessment:

HOMEWORK: Each student will individually write one paragraph discussing what Nationalism is and how it related to one of the three cultures we’ve discussed.

Names ______

______

Date______PD_____

Nineteenth Century Imperialism

What is Nationalism?

What are Colonies?

What was the Scramble for Africa?

Zulu War in Africa

Sepoy Rebellion in India

Boxer Rebellion in China

HOMEWORK: Due Next Class Period.

On a separate piece of paper, write a paragraph (Topic Sentence, 3 supporting details, and a conclusion statement) stating how the idea of Nationalism is related to one of the three events discussed today. Each person in the group must turn this in tomorrow, be sure to include all group member’s names on your paper. Circle your name so I know it’s your paper. Groups with the best scores will receive 5 points extra credit on the next exam.

NATIONALISM AND IMPERIALISM

No body wants to be controlled by another person. When a country seeks to either remain or gain its independence from another country we call it Nationalism. Nationalism also involves a country or region attempting to gains rights that they believe should be rightfully given to them. For example, in India the natives thought they were being under paid and mistreated, so they tried to change the rules. Foreign countries try to take away nationalism by imposing their own laws and even imposing their own taxes creating ownership over the land. In late eighteen hundreds, the British Empire was establishing Colonies around the world. A Colony is a small territory ran by people of similar interests or from the same "mother" country. The colonies were established in order to gain access to trade routes as well as collect materials available in different areas. Where the British established colonies however, were not always in need of a change of control to foreign powers. A lot of times a government is already established and it creates conflict with the people trying to take over.

Zulu War in Africa

In 1879 the British Empire, like many other countries at this time, turned to Africa as a wide-open area to expand its empire with colonies and exportation of foreign goods. This massive push for Imperialistic countries to establish colonies in Africa was known as the Scramble for Africa. The British also declared a "forward policy" claiming that they would continue to expand their empire. British commander Sir Henry Bartle Frere, already having a colony in Southern Africa, looked to the Zululand of South Eastern Africa as good ground for British Rule. The land was already under the rule of the Zulu tribe though. This was a self-supporting tribe that lied on the eastern seaboard of Africa. The British wanted this area since it would make trade and transportation easier for them. Sir Frere immediately considered the Zulu's a threat towards British colonization and went to war with the idea that they would quickly put down the Zulu's who fought with shields and spears. The Zulu's put up more resistance though killing 1300 British soldiers and allies in the beginning of what is known as the Zulu Wars. The battle quickly turned into British favor though when they were able to push back the Zulu's closer to their capital, Ulundi. When reaching Ulundi, the British burnt down the city and immediately divided up the area into thirteen British sections.

When foreign powers come into control like they did in Africa with the Zulu's, sometimes and most the time, the native people become upset with the way their new government acts.

Sepoy Rebellion

By 1857, the British had started the East India Company. The expansion of this company upset India as it would erase Indian culture and replace it with European civilization. The British also took away some the titles that some of the people had, such as Prince. The British company in India was ran by Indian natives, which were known as Sepoys. These people also received poor pay as well as lower positions due to ethnicity. The Sepoys overtime grew more and more dissatisfied with their pay and their treatment. They could tell that their best interests were not being thought of by their British rulers. The Sepoys were also upset that Christianity forcing its way into their Hindu and Muslim culture. This was present when the British would supply the Sepoys with weapon cartridges made of cows that were sacred to the Hindus and pigs that were sacred to the Muslims. To rebel against the British, the Sepoys refused to use items that were made from their sacred animals. The Sepoys began to fight back against the British in what is called the Sepoy Rebellion. The first city sacks was Dehli and the Sepoys named Bahadur Shah II (seen to the left) the emperor of India. After intense and often savage fighting, the British decided it would be better to give in to some of India's requests. The British agreed to act with religious toleration to the Muslim and Hindu ways, no longer exploit the resources they got from Indian land, and Indians would be allowed to work civil positions, though often still subordinate.

Boxer Rebellion

China was divided into many different European colonies. Wanting independence for the Chinese people, Chinese Empress Tsu His of the Ch'ing Dynasty (seen to the right) in 1900 created a group known as the Boxers who were dedicated to pushing out foreign rule and ending Chinese exploitation. This group was able to sack the city of Beijing in what was called the Boxer Rebellion. Unfortunately, with many different European powers present in the area, they all had economic interests they needed to protect. Forces reacted quickly against the Boxer's with troops from Russia, Japan, Britain, America, Germany, France, Austria, and Italy. The Nationalist Boxer movement was quickly put down and all the foreign powers present established a centralized government in Beijing.

Zulu Wars (Africa) - Sepoy Rebellion (India) - Boxer Rebellion (China)

-TEACHER'S NOTES-

ANTICIPATORY SET

1- What is Imperialism?

A policy of extending your rules over foreign countries.

2- What is Nationalism?

Desire to be independently operated or have a say in how you are governed.

3- What would inspire a country to become an Imperial power?

-Increase an empire’s land area

-Increase trade routes

-Exploit minerals or materials not native in your country

-Or get materials you may have used up

-Acquire cheap native labor

4- Do you see any problems a country might have with this?

-No one wants to be ruled by a foreign power

-We all want a say in what we do and how we are governed

CLARIFICATION OF CLASS ACTIVITY

1- Groups will consist of (2) members who 1 reads through part of the handouts and 2 writes important information down about the topics listed on the worksheet.

2- Come together as a class and do the GUIDED PRACTICE…

GUIDED PRACTICE

Ask the class the following questions and write each answer on the board.

On one side: Why would creating foreign colonies be a good thing?

Expand power, gain extra materials, expand or create trade routes, cheap labor.

Opposite: Why would being controlled by a foreign country be a bad thing?

Your interests not represented, Native discrimination, exploitation

When desired answers are reached, ask the class as a whole:

What factors discussed today led to people rebelling against British Rule?

Zulu- Peace, British attacked them

India- Poor pay, no toleration of religion, mistreatment

China- Exploitation of land

GROUP REFLECTION

Cooperative Activity – What to Look For

Positive Interdependence

Each group member must take turns writing and reading the passages. This is portrayed through different handwriting on their work sheet as well as the possibility that any one of them may be called on to answer a question. Answers from today will be used on the homework. They all need to achieve high scores on the homework as well to win the extra credit points.

Face-to-Face Promotive Interaction

The best resource the students will have is each other. They will have their books, past knowledge, and what ever they can come up with together. Groups unable to work together will find their grade on the assignment reflect their participation.

Individual Accountability

Questions asked to the whole class or to the group will go to random students. No group will have an assigned speaker. The group grade will depend on how whatever group member is called can defend their answer. So the groups must use time wisely in transferring knowledge to each other.

Interpersonal And Small Group Skills

Students will need to work together to be sure that they reach the correct answers so that they all have the proper resources needed to complete the homework and earn extra credit. Students will need to follow the teacher's directions properly, actively listen to each other, paraphrase each other's ideas, as well as contribute ideas and brainstorm together.

Group Processing

At the very end of the activities, the groups will get back together to discuss how Nationalism connects to the day's activities. The ideas they come up will lead into the night's homework. Those groups who have done a great job processing will find the homework to be easy. Those who haven't participated may take longer to complete the homework.

Goal of Cooperative Work

Groups who receive the highest average scores on their homework will receive 5 extra credit points that will go towards their next exam.

RUBRIC FOR PARAGRAPH

5 Paragraph contains a topic sentence, three supporting statements, and a conclusion statement. It states what nationalism is and how it relates to one of the three examples discussed in class.

4 Paragraph contains a topic sentence, two supporting statements, and a conclusion statement. States what nationalism is and discusses how it relates to one of the class examples but is missing one supporting statement.

3 Paragraph has a weak or generic topic or conclusion and either does not mention nationalism, or does not relate it to examples discussed in class.

2 Paragraph is missing topic or conclusion and does not mention the idea of nationalism or how it relates to an event discussed in class.

1 Paragraph was a poor attempt to properly complete the assignment.