LU Title: Age of Imperialism in Asia, Latin America, and Africa (1800 - 1914)

Author(s): Susan Burwell

Grade Level: 9

School Address: Madrid-Waddington Central School, P.O. Box 67, Madrid, NY, 13660

Subject Area: Global Eras

School Phone/Fax: (315) 322-5746, Fax (315) 322-4462

Declarative

Procedural

• Factors of the era of expansion that caused the era of imperialism

• Create an annotated bibliography off the Internet

• Industrialism and the Age of Imperialism

• European division of Africa

• India/China under European control

• Resistance to Western control

• Japanese reform to avoid imperialism

• Imperialism leads to the rise of nationalism

Benchmarks: Analyze U.S. involvement in foreign affairs & willingness to engage in international politics; examine the ideas and traditions leading to these foreign policies.

Benchmarks: Understand the connectedness of Western civilization & other civilizations; understand broad patterns, relationships and interactions ... during a particular era; analyze evidence critically ... demonstrate understanding of how circumstances of time & place influence perspectives; investigate key events & developments & major turning points in World History to identify factors that brought about change & the long term effects of these changes; analyze the different interpretations of important events ... by testing data sources ... and by detecting bias...

Standard: #1 - History of U.S. and New York State; subsection #2... "connections & interactions of people & events across time & from a variety of perspectives.

Standard: #2 - World History; subsection #1..."understanding cultures & civilizations; subsection #2 ... "examining themes across time; subsection #4 ... "historical analysis"

Standard: #3 - Geography; subsection #1 ... "These 6 elements include ... places & regions, ... human systems ... and the use of geography."

Standard: #4 - Economics; subsection #1 ..."Understand the major economic concepts and systems, the principles of economic decision making and the interdependence of economies and economic systems throughout the world.

Benchmarks: understand how to develop and use maps and other graphic representations to display...; analyze how the forces of cooperation and conflict among people influence the division and control of the earth's surface.

Benchmarks: Analyze the effectiveness of varying ways societies, nations and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources; define and apply basic economic concepts; understand the nature of scarcity; explain how economic decision making has become global as a result of an interdependent world economy; understand the roles in the economic system.

Standard: #5 - Civics, Citizenship, & Government; subsection #4 ..."probe ideas & assumptions, ask & answer analytical questions, take a skeptical attitude, evaluate evidence, formulate rational conclusions"...

ELA Standard #1 - Language for understanding & information; subsection #1 listening & reading to acquire information; subsection #2 acquire, transmit, and interpret information.

Benchmarks: Consider the need to respect the rights of others, to respect other's points of view.

Benchmarks: Interpret & analyze complex information; convey an individual perspective; use a wide range of organizational patterns; use standard English skillfully.

ELA Standard #3 - Language for Critical Analysis & Evaluation; subsection #3 - speaking & writing for critical analysis & evaluation.

Benchmarks: Present orally & in writing well developed analyses ... in a variety of perspectives in such forms as ... thesis/support papers..., and issue analyses; make effective use of details, evidence & arguments & of presentational strategies to influence an audience to adopt their position.

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1. Economic factors that caused imperialism: define markets, need for raw materials, role of supply and demand, Industrial Revolution.

Discussion & note taking to cover main concepts
* Activity: timeline 

Construct meaning - graphic organizer

Teacher supplied timeline and list of significant events;
1st timeline done together in class;
following timelines will be done in pairs, when supplied with books or internet access

2. Political factors: Nationalism, prestige of holding colonies, profits to be made by investors, & need of natives to serve in military. Forms of imperialism: colony protectorate, & spheres of influence.

Discussion & note taking to cover main concepts

Organize knowledge & Commit to Memory

Teacher as a source: topical/chronological, done n note sheets and/or board outline.
Student as a source: student presenter; outline sheets; to be filled in by other students during presentations.
Review: Review material through review sheets, assigned for homework & committed to notebooks prior to each exam.

3. Social factors: Role of mission, ethnocentrism, Xenophobia, & racism.

Readings from the time period that illustrate these psychological and sociological aspects. Literature as a basis for students to construct their own definitions of ethnocentrism, prejudice, racism & Xenophobia.

Construct meaning.

Students will read and answer teacher constructed discussion questions for A Passage to India (selected chapters) and Kipling's poem "White Man's Burden". 

4. European division of Africa: Livingston & Stanley, "mad scramble", Berlin Conference, Who/ why/ how in North, Central & East Africa. South Africa & the Boer experience.

Discussion & note taking to cover main concepts

Organize knowledge

Using historical atlases or the internet, the students will complete outline maps of Africa before and after the Conference at Berlin. Their map keys should indicate the geographical reasons for the who, why and what was controlled by Europe.

5. The African response to imperialism

Discussion & note taking to cover main concepts

Organize knowledge

Given suggested topics, the students work in pairs to create an annotated bibliography (5 to 10 sites) that explain the Apartheid experience and its history.

6. Division of Asia, British in India, China & the West (extra territoriality, Treaty of Nanking, Spheres of influence, Boxers, Revolution of 1911, rise of Guomindang, Sun Yat-sen, etc.)

Discussion & note taking to cover main concepts

7. Japan & the US, Matthew Perry, Meiji Restoration and the pattern repeats in Southeast Asia.

Discussion & note taking to cover main concepts

8. Chinese and Japanese response to imperialism

Graphic organizer and follow-up essay

Organizing knowledge 

Complete teacher designed graphic organizer showing western actions and both the Chinese and Japanese responses. 

9. Latin America and the US, Monroe Doctrine, Spanish American War, Panama Canal, Roosevelt Corollary, Mexican Revolution; application of imperialist psychology in the area.

Timeline, readings and written assignment

Organize knowledge, construct meaning

Timeline with dates supplied by the teacher to establish the idea of the escalation of US involvement in the area. Readings of the "imperialists" and "anti-imperialists" of the time period.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 Create an annotated bibliography from the Internet.

Students will be instructed first in the classroom what an annotated bibliography is, how it is written and utilized. With the help of the media specialist and computer instructor, they will utilize the computer lab to create their annotated bibliographies, working in pairs. Possible topics suggested by the teacher: African National Congress, Afrikaners, Stephen Biko, Nelson Mandela, Winnie Mandela, Desmond Tutu, F.W. DeKlerk, bantustans, 1992 Referendum, Sharpesville Massacre, History of South Africa, Boers, Black Sash, Albert Luthuli, Soweto riots, etc.

Assignment: Find 5 to 10 web sites that explain the Apartheid experience and its history. The written format to be used includes the correct citing of the web site and 1 to 2 sentences as to what the site contains. 

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 a) Social factors: role of mission, ethnocentrism, Xenophobia & racism.

b) Chinese and Japanese response to imperialsim.

c) Imperialism inclusive of its definition and rate of progress during the time period indicated. The specific application and response in a specific area of the world. An evaluation of the incident on progress in the area. An acknowledgment of the various view points (imperialist and anti-imperialist).

d) U.S. interaction with Latin America.

e) how historical events affect individuals (through role playing activity)

(X) Comparing 

Classifying 

(X) Inductive Reasoning

Deductive Reasoning

Error Analysis

(X) Analyzing Perspectives 

(X) Constructing Support 

Abstracting

Other: 

a) Students will use an essay format to compare & contrast the views of the imperialist towards the native and the attitudes of the natives toward the imperialist as evidenced in the readings (Passage to India and "White Man's Burden").

b) Students will write an essay that compares and contrasts Chinese and Japanese responses to imperialism.

c) Using their notebooks, graphic organizers, and all other materials utilized during this unit, the students are to create a graphic (poster) representation that answers the question posed at the beginning of the unit. Is it possible that imperialism leads to progress? If so, for whom and why?
Students will present their poster to the entire class. This presentation is to include both a written and oral justification as to why their illustration answers the proposed question.

d) Based on the timeline created, and readings on the "imperialists" and "anti-imperialists", students will write a letter to an editor supporting one side.

e) Creation of the role playing documents (as introduced in the launch activity, ongoing throughout the unit):
- 3 diary entries
- a letter to a friend
- a position letter to an editor of a newspaper
- a newspaper clipping from the period
- a political cartoon from the period
(These will be done on tea stained paper, etc., to give them the look of age.)

Planning Guide

Unit: Age of Imperialism in Asia, Latin America, and Africa (1800 - 1914)

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

a) Explain historical events; b) Interpret and assess how historical events impacted the people of the time period;
c) Determine why the Age of Imperialism might be called a turning point in history.
d) Write and edit effectively.

[ X] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others) 
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions) 
[ ] Invention
(creating something to meet a need or improve on a situation) 
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation) 
[ X] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) 
[ ] Systems Analysis
(analyzing the parts of a system and how they interact) 
[ ] Other:

Products/Performances
Title " Grandma's Attic"
Setting: You are helping Grandma clean out her attic.  She has trunks that have come down through the family and contain things that belonged to many of your long dead relatives.  In the process you find a trunk that contains diaries and other things from the Age of Imperialism.  Using these "primary" documents, you are to write a fictional biographical magazine sketch of the person's life during this age. Include an informed opinion on why the Age of Imperialsim might be called a turning point in history.

The magazine articles will be proof read both by teacher and peer review.  Then each of the three classes will produce their own historical "People" magazine focusing on the Age of Imperialism. [To organize their article, students are encouraged to use a literature plot chart prior to writing their essay]

Criteria for evaluation
Magazine article: did the student use correct English structure; is the interpretation in keeping with the time period and events; does the paper show understanding of the major theme of the Age of Imperialism.

=French in Algeria in the 1840's
1. a 21 year old French soldier
2. a Bedouin girl
3. the French Ambassador's son

=Africa
1. a Zulu chief's son
2. Belgium's Ambassador to the Congo - daughter
3. a Boer farmer's daughter
4. a British soldier in South Africa
5. the British Ambassador to Nigeria
6. Cecil Rhodes
7. a British colonist's wife in Rhodesia
8. son of a Boer farmer

=British in India
1. 12 year old daughter of a British civil servant in India
2. 15 year old house boy
3. 10 year old son of a British merchant
4. 10 year old girl living on the streets of Calcutta

=Sapoys
1. an 18 year old Hindu soldier
2. an 18 year old Muslim Sepoy
3. the wife of a British Commander

=food shortages in India 1800's
1. a British cotton exporter ( India to Britain)
2. a British textile mill owner
3. a poor Indian farmer
4. a poor city dweller in Bombay

=China=Opium Wars
1. a British General's wife
2. the Empress of China
3. a British soldier

=China=extraterritoriality
1. a British diplomat
2. a Chinese court official

=China=Spheres of Influence
1. a German Trading Co. owner
2. a US Trading Co. owner
3. a Chinese Trading Co. owner

=China=Boxer Rebellion
1. a Boxer
2. the wife of an European diplomat
3. a Chinese Christian
4. a soldier in the joint force to put down the rebellion

=China=Guomindang
1. Sun Yat-sen's wife
2. Empress of China's daughter
3. a peasant farmer
4. an urban worker

=Japan=Shogun
1. the Shogun
2. a Daimyo
3. a Samurai
4. a peasant farmer

=Perry arrives=1853
1. Commodore Perry
2. a sailor on Perry's ship
3. a Japanese fisherman

=Meiji take over 1868
1. the Meiji Emperor
2. 10 year old daughter of  an American diplomat in Japan
3. daughter of a Samurai

=Dutch in Indonesia
1. a Dutch Trader
2. a native chief
3. a wife of a colonist

=Spanish Philippines
1. a Spanish governor
2. a native chief
3. daughter of a Spanish government official sent to the colony

=British in Burma
1. a Burmese princess
2. British diplomat's son

=Spanish - American War
1. a sailor on the Maine
2. a journalist for the NY Herald
3. Juan, a 13 year old boy in Havana
4. John, a Rough Rider

=Panama Canal
1. Jose, a leader in the Panamanian Revolt
2. a member of the Columbian Senate
3. a US Marine

=Mexico=Texas Revolt
1. American at the Alamo
2. soldier in Santa Anna's army
3. friend of Sam Houston
4. wife of a rancher outside San Antonio

=Mexico=Maximillian 
1. Maximillian's daughter
2. a Mexican revolutionary
3. a French government official

=Mexican Revolution
1. a soldier with Pancho Villa
2. a soldier with Carrenza
3. a soldier with Zapata
4. a soldier with Pershing
5. a Mexican peasant farmer
 

Score Point 4

Score Point 3

[ ] Organization is exceptional & enhances the project

[ ] Organization is proficient

[ ] Understanding of the basic concepts and content is thorough

[ ] Proficient understanding; minor errors do not distract

[ ] Coverage is in depth and breadth and completely accurate

[ ] Coverage is even and accurate for the most part

[ ] Conclusion is plausible and supported by the evidence

[ ] Conclusion is plausible, supported by evidence but weaknesses are noted

Score Point 2

Score Point 1

[ ] Organization is weak and distracts from the stated purpose

[ ] Lacks organization, information is presented in a random manner

[ ] Understanding is marginal when it comes to concepts and content, major errors in fact are present

[ ] Demonstrates little understanding of concepts and content

[ ] Coverage is partially accurate, major errors in fact are present

[ ] Coverage has little or no accuracy

[ ] Conclusion has limited plausibility and is supported with little evidence

[ ] Conclusion is incorrect, minimal evidence is present

Score Point 4

Score Point 3

[ ] Coverage is in depth, complete coverage of the topic

[ ] Proficient coverage of the topic, minor areas not covered

[ ] Accuracy: completely accurate

[ ] Accurate for the most part, minor errors do not detract from the overall report

[ ] Effective presentation of content and concepts

[ ] Competent presentation of content and concepts with minor inaccuracies

[ ] 

[ ] 

Score Point 2

Score Point 1

[ ] Limited coverage of the topic; major omissions and/or factual errors are present

[ ] Little coverage of the topic; material irrelevant or off-topic

[ ] Partially accurate, major errors of fact are present

[ ] Little or no accuracy

[ ] Marginal presentation of concepts and content with major inaccuracies

[ ] Random and sparse presentation of content and concepts

[ ] 

[ ]