Revised lesson plan: March 17, 2014

Unit Plan: Imperialism & Colonialism World History Grade 9

Overview
This lesson will serve as an introduction to colonialism & imperialism, a broad-based unit that will give students context for our upcoming in-depth study of apartheid in South Africa. This lesson is intended to take two 51-minute class periods to complete, with the second focusing on students detailed review of colonial cartoon primary source documents. Students who finish early may read and reflect on White Mans Burden poem

Essential Question (for unit)

What is colonialism? What is imperialism? What are the motives behind European imperialism? What impact does colonialism have on colonizer and colonized?

Enduring Understanding (for unit)

Colonialism is a system based on unequal relationship between countries, economies, and people. This had diverse impacts for both colonizer and colonized. Colonial relationships is maintained in many different ways including violence, education, economics, religion, and government. Many motives in colonialism. Colonialism promotes the glorification of the (typically White) mother country Europe was the biggest colonial occupier in the world during the 19th and 18th century.

Goals & Objectives

goals: Students will be able to describe: the European motives of early Imperialism/Colonialism and how they initially involved study of foreign cultures without intent to colonize The desire of Europe to discover and control new territories The various motives for colonialism the connection between industrialization and colonialism the impact of Colonization on Africa and Asia: spread of European ideals, promotion of racism and nationalism objectives: students will examine a gallery of colonial documents and categorize each document according to which imperial motive it most closely represents.

Standards

CCSS.ELA-LITERACY.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.5

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Materials
Student true/false quiz Powerpoint Image gallery Digital and paper worksheet: gallery image response White Mans burden printout for homework

Procedures
DO NOW: 5 minutes: What do you know about Africa? When you think of Africa, what images and ideas come to mind? Do you know anyone from Africa? Intro: 5 minutes: Students take true/false quiz on colonialism as teacher reads questions with class (see handout). All the statements are TRUE. Teacher provides students with true/false paper tags so that students can see how everyone is answering the question. A hopeful participation boost above hand-raising. (10-15 minutes) Mini-lecture: students follow along (an abbreviated text) with clozenotes format The industrial revolution increased the scale of production around the world, creating more goods to be sold and consumed. The combination of exploration, exchange, and industry helped the earths population to grow more than ever before. The wealthy nations of Europe, who most benefitted from these changes, wanted to increase their share of the worlds wealth. They were competing against one another for supremacy and above non-European nations for control. As a way to increase, European countries claimed territory for themselves around the world. This expansion of territory is known as imperialism. Imperialism involved the control of colonies, or territories from beyond the mother country that were controlled by the mother country. Question for students: According to the map, which countries controlled the most territory in 1800? Imperialism and colonialism are related terms: they are almost the same, but colonialism refers specifically to the control of a dependent country by another country. Imperialism is more broad, and refers just to the expansion of your country through others. All i colonialists are imperialists, but not all imperialism is colonialism. America taking Alaska and Hawaii is imperial, and trying to take Iraq is imperial, but Spains installing of new governors in the Americas is colonial. (Note: In this unit colonialism and imperialism will be used interchangeably, with the caveat the colonialism refers to a kind of imperialism in which the mother country takes over another country without incorporating that new territory into the formal existing government and boundaries of the former.)

(10-20 minutes) Cartoon Gallery Walk: look at the images of imperialism and describe what you see. You must select two images from the gallery and answer the questions below for each one. (5 minutes): teacher demonstration. Teacher will use white mans burden cartoon) to show students the method of document interpretation. Students follow along in their own notes. summarizing: What type of document is this? What do you see in the source directly? What is this an image of? Describe in detail context: What do you know about where this image comes from? (When, who, etc) How was this image made? What materials were used? (Is it a drawing, photograph, or what? Who do you think this image was made for? inferring: what do you think the image suggests about imperialism? what do you think is the opinion of the author of this source? what bias or side is the author taking in this image? based on what is in the image, what other opinions do you think the author has? monitoring: what information is missing from the source to answer our question what images, words, or ideas do you not quite understand form the image? do you think this source is reliable for answering our question about imperialism and colonialism? Why or why not? (for second day): students complete their colonial cartoon review and conducting paired activity after being partnered with students who did not pick the same two cartoons. Students who finish earlier than the rest of class may read The White Mans Burden and write a reflection explaining how the poem does/does not relate to the themes of colonialism and imperialism.

Assessment
--students progress on image gallery review exit ticket: go around the room to hear one-word reviews/reactions to colonialism. --come back with gallery review form to complete cartoon review in class --for early finishing students: White Mans Burden reading and written reflection (extra credit)

Accommodations
multiple intelligence: visual learner emphasis (maps, photo gallery) teacher demonstration --scaffolded cloze-note format support from teacher as teacher moves around the room

Name_________________

True or False? In the 1800s...

___A British army faced a Sudanese army twice its size. The British won the battle, losing only 48 men while killing 10,000. ___Mountains of guano (bird droppings), sold to Europeans, created an brand new class of millionaires in Peru. ___The King of Belgium ran a private rubber-collecting company in the Congo that secretly killed 8 million people. ___England ruled all of India by committing only one soldier per 10,000 Indian subjects. ___Three out of ten people in southern China became addicted to the opium drug as a result of British merchants illegally shipping it there from India. ___British railway builders in East Africa provoked the biggest killing spree by lions in history: two lions killed 135 men. ___The British Customs Department grew an impassable hedge (bush) across India to prevent the smuggling of salt. This hedge, made mostly of thorny bushes, was from ten to fourteen feet high and from six to twelve feet deep. It stretched 2,504 miles and was guarded by nearly 12,000 men. ___The biggest holes in the world were dug by hand in South Africa. One was over 2.5 miles wide and 720 feet deep. It yielded thousands of pounds of diamonds.

Modern History Sourcebook: Rudyard Kipling, The White Man's Burden, 1899
This famous poem, written by Britain's imperialism-supporting poet, was a response to the American colonial take over of the Phillipines after the Spanish-American War.
Take up the White Man's burden-Send forth the best ye breed-Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-Your new-caught, sullen peoples, Half-devil and half-child. Take up the White Man's burden-In patience to abide, To veil the threat of terror And check the show of pride; By open speech and simple, An hundred times made plain To seek another's profit, And work another's gain. Take up the White Man's burden-The savage wars of peace-Fill full the mouth of Famine And bid the sickness cease; And when your goal is nearest The end for others sought, Watch sloth and heathen Folly Bring all your hopes to nought. Take up the White Man's burden-No tawdry rule of kings, But toil of serf and sweeper-The tale of common things. The ports ye shall not enter, The roads ye shall not tread, Go mark them with your living, And mark them with your dead. Take up the White Man's burden-And reap his old reward: The blame of those ye better, The hate of those ye guard-The cry of hosts ye humour (Ah, slowly!) toward the light:-"Why brought he us from bondage,

Our loved Egyptian night?" Take up the White Man's burden-Ye dare not stoop to less-Nor call too loud on Freedom To cloke your weariness; By all ye cry or whisper, By all ye leave or do, The silent, sullen peoples Shall weigh your gods and you. Take up the White Man's burden-Have done with childish days-The lightly proferred laurel, The easy, ungrudged praise. Comes now, to search your manhood Through all the thankless years Cold, edged with dear-bought wisdom, The judgment of your peers!

Questions for Review: Define burden: _________________________ 1) What is the White Mans Burden? 2) What line or lines in the poem did you find most interesting, and why? 3) Reflect for ten minutes on your thoughts about this poem or the themes discussed in it. Keep writing for ten minutes, even if you start to change topics. Questions to consider: a. Does this poem support or oppose imperialism? Why? b. Who do you think was the intended audience for this poem? c. What issues is the White Man in the poem going to resolve? d. How would you improve this poem? e. or anything else you want to write about

Image A: cartoon from a British newspaper, published 1879

Image B: cartoon from an American Political magazine, published 1894 (for students, image will be modified to identify the different nationalities around the table)

Image C: Cartoon on imperialism from 2009, from poly.co.uk.org

Image D: Cartoon From a British newspaper, published 1882

Image E: Cartoon from an Egyptian Newspaper, published 1886

Image F: White Mans Burden Cartoon. American newspaper, published 1885.