March 17, 2014 Unit Plan: Imperialism & Colonialism World History Grade 9

Overview
This lesson will serve as students introduction to colonialism & imperialism, a broadbased unit that will give students context for our upcoming in-depth study of apartheid in South Africa.

Essential Question
What is colonialism? What are the motives behind European imperialism? What impact does colonialism have on colonizer and colonized? Are you using the terms colonialism and imperialism interchangeably?

Enduring Understanding
Colonialism is a system based on unequal relationship between countries, economies, and people. While true, it seems important to help the students understand (not defend!) the perspective of the colonizer and perhaps briefly cite examples where lives of native people were positively affected by strong outside rule (i.e. education) Colonialism is maintained in many different ways Vague - do you mean through violence and other forms of oppression? Colonialism promotes the glorification of the (typically White) mother country

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 Superb! You might filter some of these ideas into your essential questions and enduring understandings. 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? A simple yet rich question. How many of your students embrace their African heritage? Intro: 5 minutes: Students take true/false quiz on colonialism as teacher reads questions with class (see handout). All the statements are TRUE. (10 minutes) Mini-lecture: students follow along (an abbreviated text) with cloze-notes 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. Okay, this answers my first question under essential questions. (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? Do you mean this literally? 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? (2 minutes) closing: assign students White Mans Burden poem to pre-read for tomorrow.

Assessment
--students completed image gallery review exit ticket: elaboration on do-now about Africa: how might imperialism have influenced Africas place in the world today? Homework: read the white mans burden for discussion tomorrow

Accommodations
multiple intelligence: visual learner emphasis (maps, photo gallery) teacher demonstration --scaffolded cloze-note format support from teacher as teacher moves around the room This is a powerful collection of cartoons, and asking your students to look at two makes sense, but be sure to give them enough time to really look, reflect, and answer all the questions.

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.

Image A: cartoon from a British newspaper, published 1879

Image B: cartoon from an American Political magazine, published 1894

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.