Unit 6: Imperialism

10th Grade Semester One

Unit 6: Imperialism

Stage 1: Desired Outcomes
Topic / Unit Title: Imperialism
* How did European Imperialism change the course of world history?
NYS Content Standards
 Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
 Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
 Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. / Common Core Skills
 Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support analysis
2. Determine the main idea of a document
5. Identify and analyze arguments/ideas presented in documents
8. Identify and analyze evidence
9. Compare and contrast primary and secondary source information
 Writing (W)
1. Write an argument to support claims
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text\
 Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and evidence
6. Demonstrate command of formal English
Understandings:
 Economic, political, social, religious, military motives for imperialism.
 Effects of industrialization on the desire for new markets and access to natural resources.
 Native response to imperialist control.
 The social and religious justifications made by Europeans concerning imperialism.
 Imperialist countries motives for control of Africa, China and Japan.
 Key Terms/Vocabulary: imperialism, nationalism, economic, political, social, Spheres of Influence, Opium Wars, Scramble for Africa, Berlin Conference, Boxer & Taiping Rebellions, “White Man’s Burden”, Matthew Perry, Meiji Restoration, westernization, isolation, Treaty of Kanagawa, modernization, Russo-Japanese War, annexation. / Essential Questions:
 Was imperialism a blessing or a curse?
 Who benefitted and who was disadvantaged by imperialism?
 How did people resist European conquest?
 What were some of the short-term and long-term effects of imperialism on colonial culture?
 How did different countries react to imperialist control?
 What were some of the benefits and disadvantages that imperialism brought to conquered lands?
 How did different countries respond to imperialism (passive/active resistance, acquiescence, assimilation, modernization)?
 What were the different methods used by imperialist nations to control people in imperialized countries?
Stage 2: Assessments and Tasks
Common Core Literacy Task
 Create a two-page dialogue based on the benefits & harms between King Leopold II and an African native.
 Write a 2-page diary entry from the perspective of a leader of the Boxer Rebellion explaining reasons why their rebellion is preferable to the Taiping Rebellion.
 Write a 3-5 paragraph essay that answers the overarching unit question using evidence how imperialism can change the world.
 RAFT Activity

Role – Matthew Perry, Tokugawa Emperor, Emperor Meiji, peasant
Audience – Shogun, peasants, Japanese business
Format – poem or song lyrics
Topic – treatment of lower classes in Japanese society, possibility and growing sentiments of opening doors to American and western influence, the forceful nature of American threats against the Japanese, the infusion of American values and the reluctance of traditional Japanese society to accept such infusion.

/ Performance Task(s) – Other Evidence
 Write an essay which discusses how imperialist concepts apply to modern society.
 Create posters, speeches, & obituaries which explain key concepts of western imperialism.
 Jig-saw/Expert activity wherein students individually learn about a particular group affected by imperialism and are then tasked with sharing their expertise to the whole class (in speech or written form).
 Story Chain, including vocabulary word maps and answers to various AIM questions.
 GISTing activity – students will read a topical article, answer the W’s (who, what, when, etc.), and write a limited-word response in paragraph form to demonstrate comprehension (for example, the paragraph can be no longer than 20 words total).
How will students reflect upon and self-assess their learning?
 Students will be asked to write a reflection based on what they learned and how effectively they worked.
 Reading feedback on essays and other written work.
 Student will peer- and self-edit essay for proper structure and mechanics, and students will evaluate essay content.
 Students will revise first drafts of their essays.
 Student will self-assess learning by attempting another combination in the RAFT.
 Student will assess their key-term knowledge by attempting to recreate parts of their vocabulary word maps without using their notes.
 Students will compare their GIST paragraphs with their peers in order to determine the validity of their responses and whether they have answered the W’s.
Accommodations: Scaffolds and Differentiation
Content /

Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose

Process /

Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose

Product /

Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose

Stage 3: Learning Plan
Aim: Were the European methods of conquest justified?
 Identify/define: Scramble for Africa, Berlin Conference, divide and conquer, Boer Way, The White Man’s Burden.
 Assess the extent of the relationship between industrialization and imperialism especially with regard to superior weaponry.
 Discuss the European methods of conquest and evaluate whether they were justified from both points of view. (Discussion should include: divide and conquer tactics and the use of natives in colonial armies).
 Evaluate whether the European methods of conquest were justified.
Aim: Was Chinese nationalism a response to European Imperialism?
 Identify/define: spheres of influence, Boxer Rebellion, Taiping Rebellion, Opium Wars.
 Discuss the Chinese peoples’ reactions to European imperialism (spheres of influence and the Boxer Rebellion)
 Assess the extent to which China’s internal weaknesses contributed to the development of Chinese nationalism including the weakness of the Qing (Manchu) Dynasty, poverty, illiteracy, the idea loss of the Mandate of Heaven, and the Taiping Rebellion.
 Evaluate whether the Qing Dynasty would have been overthrown even without European imperialism.
 Evaluate whether Chinese nationalism developed as a result of internal conditions or as a response to European imperialism.
Aim: Should the Europeans be ashamed of their imperialist past? OR Have conquered peoples benefitted from imperialism?
 Identify/define: imperialism, nationalism, cash-crop economy
 Discuss the short and long term effects of the “divide and conquer” tactics on the colonies: i.e., the Hindu/Muslim conflict in India today and the ongoing civil wars in Africa.
 Describe the social, political and economic effects, both positive and negative, or imperial rule on Africa, India, and China.
 Evaluate the extent to which imperialism stunted economic growth and prevented political development in Africa, India, and China.
 Evaluate whether the Europeans should be ashamed of their imperialist past.
Aim: Did westernization save Japan from foreign domination? OR Was the westernization of Japan forced or
voluntary? OR Was the westernization of Japan inevitable?
 Identify/define: westernization, modernization, Matthew Perry, Tokugawa Shogunate, Meiji Restoration, zaibatsu, Constitution of 1867, Treaty of Kanagawa.
 Explain the social and economic situation in Japan at the time of Matthew Perry’s expedition in 1853.
 Compare and contrast the situation in Japan at the time of the Meiji Restoration with china during the same period.
 Discuss the reasons for Japan’s decision to “open to the west” and explain the consequences of this decision.
 Explain the results of the Meiji Restoration, modernization, and westernization on Japan.
 Describe the characteristics of Japanese society in 1867-68 and the subsequent changes made from 1869 to 1912.
 Evaluate whether the westernization of Japan was forced or voluntary.
 Evaluate whether westernization saved Japan from foreign domination (imperialism).
Aim: Does industrialization cause imperialism? OR Was Japan forced to become an imperialist nation?
 Identify/define: imperialism, Sino-Japanese War (1894)95), Russo-Japanese War, Annexation of Korea, militarism.
 Determine the causes of Japanese expansionism/imperialism and compare them with western imperialism.
 Evaluate the statement “Japan chose to become a victor rather than a victim of imperialism.”
 Assess the effects of nationalism, militarism, industrialization, and feudal values on Japan’s policies of expansion.
 Deduce the reasons for Japan’s victory against Russia and China, and the world’s reaction to the Japanese victories over the Russian and the Chinese.
 Evaluate whether military aggression and imperialism were a natural result of Japan’s industrialization.
 Analyze the effects of Japanese imperialism on Japan’s relations with her Asian neighbors today.
 Evaluate whether industrialization causes imperialism.
 Suggested Documents: Political maps of Japan and East Asia, Millard Fillmore’s “Letter to the Emperor of Japan,” Ito Hirobumi’s “Reminiscence on Drafting of the New Constitution”, 19th century Japanese prints showing contact with the West, differing perspectives of Commodore Perry.
Teacher Reflection for Future Planning
 Evaluate exit tickets and response to questions during discussion.
 Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.
 Determine how well RAFT work (did it stay afloat…?) and make necessary patches for future excursions.
 Determine how accurately students were able to respond to the GIST activity (answering the W’s) and responding correctly to the limited-word-use paragraph format.

January 2015

Theme: Human and Physical Geography
Geographic features have influenced the political and economic, social and historical development of countries and regions
Task: Select two geographic features and for each

Discuss how this geographic feature influenced the political, economic, social and/or historical developments in a country of region

You may use any geographic feature from your study of global history and geography. Some suggestions you might wish to consider include the influence of rivers in China, deserts in North Africa, climate in Russia, plains in Europe, islands of Japan, monsoons on India, mountains of South America and natural resources in the Middle East.

January 2008

Theme: Change
Not all revolutions are political. Nonpolitical revolutions have brought important intellectual, economic and/or social changes to societies.
Task: Identify two nonpolitical revolutions that brought important intellectual, economic and/or social changes to societies and for each
● Describe one change brought about by this nonpolitical revolution
● Discuss an impact this nonpolitical revolution had on a specific society or societies
You may use any nonpolitical revolution that brought important intellectual, economic, and/or social changes from your study of global history. Some suggestions you might wish to consider include the Neolithic Revolution (10,000 B.C. – 6,000 B.C.), the Commercial Revolution (11th – 18th centuries), the Scientific Revolution (16th – 18th centuries), the Enlightenment (17th – 18th centuries), the Agricultural Revolution (18th-19th centuries), the Industrial Revolutions in Europe (18th-19th centuries), and the Green Revolution (late 20th century).

June 2007

Theme: Political Change
Often, government implement policies in an attempt to change society
Task: Choose one example from global history where a government attempted to change society and
● Describe the change the government wanted to bring about
● Explain why the government wanted to make this change
● Describe one specific policy the government used to try to bring about this change
● Discuss the extent to which this change was achieved
You may use any example of governmental change from your study of global history. Some suggestions you might wish to consider include efforts to strengthen the Empire of Mali under Mansa Mus, Reformation in England under Henry VIII, westernization of Russia under Peter the Great, Region of Terror during the French Revolution under Robespierre, Meiji Restoration in Japan under the Emperor Meiji, modernization of Turkey and oil policies in Venezuela under Hugo Chavez. Although you are not limited to these suggestions, you may not use communism under Mao Zedong or Deng Xiaoping as your example of government change.

Multiple Choice

1 Commodore Matthew Perry is best known for taking which action?

(1) leading the British East India Company

(2) rescuing Europeans during the Boxer Rebellion

(3) justifying European spheres of influence in China

(4) opening Japan to American and European influences

2 One way in which the rule of Peter the Great in Russia and the rule of Emperor Meiji in Japan are similar is that both leaders

(1) emancipated serfs

(2) granted equality to women

(3) encouraged modernization

(4) ruled according to a constitution

3 One way in which Emperor Meiji of Japan and Kemal Atatürk of Turkey are similar is that they both

(1) crushed secessionist movements

(2) worked to modernize their nations

(3) conquered eastern neighboring territories

(4) protested against economic sanctions

4 Which action did Japan take during the Meiji Restoration?

(1) established a social system to benefit the samurai

(2) sent experts to learn from modern Western nations

(3) allowed communist ideas to dominate its government

(4) started an ambitious program to expel foreign manufacturers

5 Which change is associated with Meiji Japan?

(1) expansion of feudal political and social values

(2) modernization of the economy and government

(3) adoption of isolationist policies

(4) abandoning plans for an overseas empire

6 Peter the Great is to Russia as Emperor Meiji is to

(1) Mongolia

(3) India

(2) Japan

(4) Korea

• Sino-Japanese War 1894–1895

• Russo-Japanese War 1904–1905

• Annexation of Korea 1910

These events in the history of Japan reflect its

(1) resistance to trade

(2) abundance of natural resources

(3) vulnerability to attack by neighbors

(4) emergence as an imperialistic country

8 As a result of the Russo-Japanese War, Japan came to be seen by Europeans as

(1) a likely area for colonization

(2) the strongest of the imperialist countries

(3) a leader in the movement for nonalignment

(4) an emerging global threat

• Opium War (1839–1842)

• Taiping Rebellion (1850–1864)

• Boxer Rebellion (1898–1901)

This series of events is most closely associated with the

(1) spread of communism to China and Korea

(2) growing concerns about the influence of the West in China

(3) alliance formed between Vietnam and China

(4) increasing expansion of civil and political rights in China

Base your answers to questions 10 and 11 on the passage below and on your knowledge of social studies.

... The Opium War of 1839–42 was short and one-sided, due to the superiority of European weapons, which came as a complete surprise to the Chinese. In the first skirmish alone, in July 1839, two British warships defeated twenty-nine Chinese ships. On land, the Chinese and their medieval weapons were no match for British troops armed with state-of-the-art muskets. By the middle of 1842 British troops had seized Hong Kong, taken control of the key river deltas, and occupied Shanghai and several other cities. The Chinese were forced to sign a peace treatythat granted Hong Kong to the British, opened five ports for the free trade of all goods, and required the payment of reparations to the British in silver, including compensation for the opium that had been destroyed by Commissioner Lin....

— Tom Standage

10 Which term best characterizes the events described in this passage?

(1) industrialization

(2) imperialism

(3) containment

(4) cultural diffusion

11 What was an immediate result of the Opium War described in this passage?

(1) signing the Treaty of Nanking

(2) forming the Guomindang

(3) beginning the Boxer Rebellion

(4) organizing the Taiping Rebellion

12 Some of the ethnic strife in Africa today can be traced back to the European division of Africa resulting from the

(1) Treaty of Tordesillas

(2) Congress of Vienna

(3) Berlin Conference

(4) Yalta Conference

13 The Berlin Conference is most closely associated with the colonialization of

(1) South Asia

(2) East Asia

(3) Latin America

(4) Africa

14 Which area of the world was most directly affected by the decisions made at the Berlin Conference?

(1) Africa

(2) China

(3) India

(4) South America

15 The Berlin Conference in 1884 was significant because it

(1) promoted Belgium as a world power

(2) established rules for the European division of Africa

(3) called for a war against England

(4) ensured ethnic harmony in the Middle East

16 The development of cash-crop economies promotes globalization by

(1) equalizing the standard of living for peasant populations

(2) establishing communities that are self-sufficient

(3) maintaining the diversity of indigenous agriculture

(4) meeting demands outside the region of production