History's effects on New Imperialism in Asia

[Anonymous]

Still trying to get all of these files uploaded.
If you have any questions or can't get them to open, please email me at [email protected] and I will be happy to send you what I have!

[Rob_Hugo@PortNW]

My goal was to incorporate the content we learned in the seminar into my unit on New European Imperialism, for 10th grade World History. If you have any questions, please let me know!

Imperialism in Asia
Textbook: Spielvogel. World History: Modern Times. McGraw-Hill Glencoe: Woodland Hills CA 2006
Standards:
10th Grade World History:
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
Chronological and Spatial Thinking:
1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
Essential Questions:
Why did some countries fall to European Imperialism? Why were some able to maintain their independence? What resources did Europeans want from Asia? What resources did Asians want from Europe? How did the history of China and Japan affect their response to European encroachments?

Day
Activity
Homework
Source/Materials
1
British Rule in India ppt lecture with graphic organizer

Ch 6 Section 3
2
Watch Ghandi video, assign build-a-colony groups

Ghandi A&E Biography
3
Build a Colony group activity work day
finish colonies for presentations

4
Build a Colony presentations

5
New Imperialism in SE Asia lecture
assign Imperialism essay
Ch 6 Section 1
6
Glories of Qing Dynasty, Silk Road Map activity
China Reading Questions Ch 7 Section 1
http://www.silkroadproject.org/tabid/177/defaul.aspx
7
Spheres of Influence, Open Door, Opium Wars ppt lecture

Ch 7 Section1
8
Fall of the Qing Dynasty

Ch 7 Section 2
9
Rise of Modern Japan

Ch 7 Section 3
10
Opening Japan Activity

Asia for Educators Primary Sources
11
Study Guide/Review Game
10.4 Standards fitb wksht

12
Imperialism Unit Test
notebook check

Lesson Plans:
Day 1:
Warm-up: What is Imperialism? (brainstorm handout attached) What do you know about Asia?
New Information: begin PowerPoint lecture, section on India.
Activity: Students take notes using the fill-in-the-blank graphic organizer. (handout attached)

Day 2:
Warm up: What are sepoys? Why did they revolt? Who is Mohandas “Mahatma” Gandhi?
New Information: Watch A&E’s Biography: Gandhi (checked out from school library)
Activity: Answer questions during film (handout attached)
Homework: Assign create-a-colony project. (handout attached) Have students bring materials from home.

Day 3:
Warm up: What was Gandhi’s greatest contribution to India? What are some common motives for creating a new colony? What skills and resources are necessary to be successful?
New Information: Students will use what they have learned about Imperialism and colonization to create their own colonies. They will create a poster and present the information to the class, hoping to get a charter from the government to go and build their colony.
Activity: (handout/rubric attached)
Directions: You are adventurous spirits who are off on a quest to colonize a new land. Before you go, however, you must get permission and support from your homeland. You are to create a proposal to present to the nation. You must persuade the class that you are serious and have a good plan. Include all of the following things on your colorful, organized 11x17 poster: Name, Map, Flag, Economy, Purpose, Pictures, and Founding Members. Most importantly, be creative and have fun with it! All members must contribute and be actively working. You will present your poster to the class on the due date.

Day 4:
Warm up: Why were some colonization attempts more successful than others? What challenges might arise when colonizing?
New Information: Presentations of new colonies. Teacher uses rubric (attached) to grade presentations.
Activity: Students vote on which colonial proposals get the charters from Queen (Teacher).

Day 5:
Warm up: To where did Europe expand their empires? What regions did they not expand to? What affected those decisions?
New Information: PPT lecture on Imperialism in South/East Asia. Students take Cornell style notes. I suggest they copy the underlined content, especially for ELs or struggling students.
Activity: Assign Imperialism Essay. (handout attached) Go over directions and expectations in detail.

Day 6:
Warm up: Think back to 7th grade: What do you remember about the Silk Road? Where is China located in the world? How does its location affect its trade opportunities?
New Information: powerpoint introduction to the Manchu dynasty and refresher on the Silk Road.
Guided Activity: Trace the Silk Road on a blank map of Eurasia, marking the sources of at least 5 items along the route.
Independent Activity: Create your own good to trade—color a beautiful rug, use construction paper to create an instrument or some other craft that would be traded along the Silk Road. Write a journal entry from the perspective of that item—consider where you would you come from? Where are you going? What would you see, who would you meet along the way?
Day 7:
Warm up: How did China trade with the outside world for most of its history? Who were the major trading partners?
New Information: Spheres of Influence, Open Door Policy, Opium Wars ppt lecture
Activity: Create a political cartoon about one of the topics introduced today.
Homework: Finish political cartoon.

Day 8:
Warm-up: Draw the trade cycle of tea, other goods, and gold between Britain and China. Where was the imbalance? How would opium change that? Why did the Chinese government oppose this?
New Information: brief PPT on Fall of the Qing Dynasty, road to revolution
Activity: Students will read Chapter 7 Section 2, in class, popcorn-style. Students will write a 1-2 sentence summary of each blue section and defining each highlighted vocabulary word.

Day 9:
Warm-up: What led the Qing dynasty to fall? Who was the last emperor?
New Information: begin Opening Japan: Matthew Perry in Edo Bay from “Asia for Educators” (handouts attached)
Activity: Students will read through the packets and answer the questions in groups. At the end of the lesson, we will come together as a class to discuss what we have learned.
Homework: Students will read Chapter 7 Section 3 for homework.

Day 10:
Warm-up: Why did Japan resist most European influences? Why did they give in to the Dutch? What forced them to open to other foreign trade?
New Information: Students will hopefully have already read Chapter 7 Section 3, but will re-read briefly before beginning.
Activity: Students will work in groups of 3-4 to create a poster highlighting the key points of their section (end to isolation/resistance to the new order, the meiji restoration, or joining imperialist nations/culture in transition). They will then jigsaw to present their information to other groups, so all students
Homework: Students will also read the Primary Sources on page 404 and answer the 5 questions regarding those excerpts.

Day 11:
Warm-up: What was the Meiji restoration? How did that affect Japan? What impact might this have on future world events?
New Information: Students will work on their study guide in class and the teacher will answer any questions for the first 20 minutes.
Activity: Students will use white boards to play a review game, where they write their answers to questions posed by the teacher (usually straight from the test) to review before the exam.
Homework: Students need to study and make sure all of their notes and worksheets are in their notebooks and ready to go tomorrow.

Day 12:
Warm-up: Students have ten minutes to “cram” and turn in their notebooks.
Activity: Unit Test!!!

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[Anonymous]

Heads up, I use several clips I downloaded from Discovery Education's United Streaming in my powerpoint.

[Author]

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