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STAGE I GOALS
Unit Overview:
Students will learn about the age of imperialism. Specifically the rise,
existence, and effects of imperialism. The race for land, resources, and
power changed the world order. Governments were now focused on foreign
policy and obtaining masses of land. This land-grab led to conflict between
nations that would otherwise coexist peacefully. The indigenous people
residing in colonized lands suffered greatly under colonial rule and these
negative effects can still be observed today. Students will also explore how
this led to WWI.
Enduring Understanding:
Imperialism aided in cultivating the atmosphere in which the conflict of World
War I occurred.
Essential Question:
What is the historical significance of the age of imperialism?
Key Concepts: (8-10 with definitions)
1. Imperialism- a policy of extending a country's power and influence
through diplomacy or military force.
2. Nationalism-an extreme form of this, especially marked by a feeling of
superiority over other countries.
3. Spheres of influence- a country or area in which another country has
power to affect developments although it has no formal authority.
4. Colonialism- the policy or practice of acquiring full or partial political
control over another country, occupying it with settlers, and exploiting it
economically.
5. One-crop economies- when a country or a region relies solely on one crop
for its livelihood. For ex: the American civil war south and cotton.
6. Artificially drawn boundaries- Boundaries drawn by colonizing forces
rather then local peoples. This does not reflect the natural separation of
different ethnic groups or established nations.
7. Cultural suppression-occurs when one culture is put down, usually
coinciding with the promotion of another culture. It is often related to
cultural imperialism. The person of the suppressed culture either seeks a
foreign culture to adopt or creates a new one to replace it.
8. Closed door policy- The practice of not allowing someone or something
into your country, organization etc-used especially about limits on trade
which make it difficult for foreign companies to do business in a country.
9. Militarism- the belief or desire of a government or people that a country
should maintain a strong military capability and be prepared to use it
aggressively to defend or promote national interests.
10.Alliances-a union or association formed for mutual benefit, especially
between countries or organizations.

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Standards:
Arizona Standards for Social Studies:
PO 6. Analyze the social, political, and economic development and impact of
the Industrial Revolution:
c. unequal spread of industrialization to other countries
d.political and economic theories (nationalism, anarchism, capitalism,
socialism)
Concept 7: Age of Imperialism
Industrialized nations exerted political, economic, and social control over less
developed areas of the world.
Concept 8: World at War
Global events, economic issues and political ideologies ignited tensions
leading to world wide military conflagrations and diplomatic confrontations in
a context of development and change.
Evaluate primary and secondary sources for:
authors' main points
- purpose and perspective
- facts vs. opinions
- different points of view on the same historical event (e.g., Geography

Concept 6 geographical perspective can be different from economic

perspective)
credibility and validity
SSHS-S1C1-05
Apply the skills of historical analysis to current social, political, geographic,
and economic issues facing the world. SSHS-S1C1-06
Objectives:
1. Students will be able to explain the rationale (e.g., need for raw materials,
domination of markets, advent of national competition, spread of European
culture/religion) for imperialism
2. SWBAT analyze the development of the British Empire around the world
(e.g., America, Southeast Asia, South Pacific, India, Africa, the Suez).
3. SWBAT Describe the division of the world into empires and spheres of
influence during the 18th and 19th centuries (e.g., British, French, Dutch,
Spanish, American, Belgian).
4. SWBAT Identify and analyze the effects of European and American
colonialism on their colonies (e.g., artificially drawn boundaries, one-crop
economies, creation of economic dependence, population relocation,
cultural suppression).

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5. SWBAT Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy

Rebellion, Opium Wars, Zulu Wars) by people under colonial rule at the end
of the 19th century.
6. SWBAT Explain Japanese responses to European/American imperialism
from a closed door policy to adoption of Euro-American ideas.
7. Students will be able to Examine the causes of World War I: a. rise of
nationalism in Europe
8. Explain how the following world movements led to World War I: a.
militarism b. imperialism c. nationalism d. formation of alliances
9. SWBAT Analyze the social, political, and economic development and
impact of the Industrial Revolution and its connection to Imperialism.
10. SWBAT identify and analyze how global events, economic issues and
political ideologies ignited tensions leading to world wide military
conflagrations and diplomatic confrontations in a context of development
and change.
11. SWBAT Apply the skills of historical analysis to current social, political,
geographic, and economic issues facing the world
12. SWBAT Evaluate primary and secondary sources for, authors main points,
purpose and perspective, facts vs. opinions, and different points of view on
the same historical event.

STAGE II ASSESSMENTS
Formative assessments: Quizzes, Discussions, Written Pieces
Quiz- Students will take two short (5-10 question) quizzes to help asses their
learning as they progress through the unit. If the class is having difficulty
with some concepts on the quizzes they will be provided with an opportunity
to review that information prior to the summative assessment. This will
address a number of objectives over the course of the unit.
Discussions- Class discussions will happen frequently throughout a unit and
will follow most other activities as a way of sharing insightful ideas and
checking for comprehension. Students may think, pair, share or do a work
sheet/short writing and then share depending on the activity. The teacher will
mark down who adds to the conversation for participation points. This will be
done almost every day. (all objectives)

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Writing- Students will be expected to complete short answer questions and

other short written activities over the course of the unit. One example would
be students being given examples of different groups in India during British
imperialism and being asked to write short paragraphs about how each
group would feel about imperialism and how they were effected by it.
Achievement Test Description:
Students would take a final summative test at the end of this unit. They will
be asked to complete multiple choice questions, true/false, matching, and 2
short answer questions.
First students will complete a vocabulary matching section (approximately 810 words/definitions) where they will have a series of numbered definitions
and lettered words- they will match the correct ones together. This will
measure if the students fully understood what each term meant. This will
also help them focus on some key terms before going on to the rest of the
test where those terms may be helpful. (20% of points)
They will then move on to a mix of multiple choice and true/false questions
(approximately 15-20 questions) which will measure specific and concise
content knowledge. These questions would measure basic recall knowledge
of facts as well as a more challenging knowledge of significance. (40% of
points)
Lastly students would be provided with 4 short answer questions- they will
choose two. They will write a complete identification and analysis of the topic
as instructed by the prompt. These questions will be directly connected to
the objectives and essential questions of the unit. This will test higher
learning and comprehension of the overall theme of the unit as well as some
specific content application/synthesis skills. (40% of points)
Performance (Authentic) Assessment Description:
Project Overview:
Students will be asked to create a project that demonstrates their content
knowledge as well as their ability to identify and apply key information. They
will have the ability to choose between several different options of a final
product as well as the specific topic they are covering. They will make their
final product and present it to the class.
They may choose between: Imperialism in India, Imperialism in Africa, the
historical and modern day effects of imperialism on colonized countries,
spheres of influence/imperialism in china, the social/political/economic

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development and impact of the Industrial Revolution, how the following world
movements led to World War I: a. militarism b. imperialism c. nationalism d.
formation of alliances OR suggest your own topic to be approved by the
teacher.
Option 1: Create a quality (not just a slide show, effort clearly put in)
documentary style video highlighting one of the main topics options listed.
This video should include at least 1 voice over, background knowledge,
analysis of the topic, and the historical significance. Some sort of primary
source must be included. Videos should be at least 5 minutes but no longer
then 8 minutes. At least 1 page of research/notes must be turned in with the
project.
Option 2: Students will make a quality (not falling apart, not just black and
white with minimal pictures and writing) tri-fold poster board with pictures,
and at least 1 total single spaced page (can be cut into sections and spread
around on the board) of writing that gives background knowledge, analysis of
the topic, and the historical significance. At least 1 political cartoons, primary
source, or other things from the time period must be included.
Option 3: Students may make a piece of quality artwork (time and effort
clearly put in, not falling apart) that is representative of their topic. They
must accompany this with at least 1 page single spaced of writing that gives
background knowledge, analysis of the topic, and the historical significance.
At least 1 primary source must be quoted or used in the writing.
Option 4: Students may teach a short 5-10 minute lesson to the class that
gives background knowledge, analysis of the topic, and the historical
significance. They must create a powerpoint to go with their topic and they
must turn in 1 page of research/notes. The powerpoint (or prezi) is to look
professional and it must be clear that effort was put in. At least 1 primary
source should be included in this presentation.
Unit Calendar:

Day

Historical Unit
Topic(s)
Objective(s)

Activities

Assessments

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1, 2, 4

With a partner
students will find,
read, and analyze
two contrasting
sources about the
Age of Imperialism
(1800-1914) We will
then discuss the
definition of
imperialism and I will
give them an
overview of
imperialism Finally,
they will discuss the
two sides of
Imperialism.

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Day 1

Imperialis
m
Overview

Two 10-12
sentence
paragraphs.
One paragraph
per person in
the group. One
partner should
be writing the
pro side the
other should be
writing the con
side. We will
then discuss as
a class

Day 2

Imperialis 1, 2, 4, 5, 9,
m in India 12

Students will first

Quiz
see a painting from
the era- they will be
asked to discuss this.
Students will answer
questions on
question guide and
take any additional
notes they feel are
necessary based on
Prezi notes/lecture.
Students will then do
the activity (critical
thinking sheet).
There will be two
handouts (and
connected
discussions).

Day 3

Imperialis 1, 3, 5, 9, 12
m in Africa

Analyze a political
cartoon for warm up,
Prezi/Lecture notes
about the Berlin
Conference and other
key information

Answer a short
answer
question about
the political
cartoon.

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Day 4

Racism/Mo 4, 11, 12
rality as
connected
to
Imperialis
m

Day 5

Imperialis
m in
China/Asia

1, 2, 3, 4, 5, 6, Prezi/lecture notes
7, 9
and quiz.

Quiz

Day 6

Perspectiv
es of
Imperialis
m

12, 4, 10

Students will
complete a DBQ
about Imperialism.

DBQ

Day 7

Imperialis 7, 8, 10
ms role
in WWI

Students will take

notes about
Imperialisms role in
WWI then we will do
test review.

Vocab review
game, Q&A
period (any
questions about
things they
want to add to
their notes)

Day 8

Test

Students will
complete a unit test
based on the info
learned.

Test

Day 9

M.A.I.N.
3, 7, 8, 10, 12
Causes of
WW1

Students will take

Writing and
brief notes based on discussion
a prezi, they will
watch a short video,
and then they will
play the blame game
(which includes
writing and
discussion)

Day
10/11

Project
Presentati
ons

Students will present Project/

a short overview of
presentation
the projects they
based on rubric
have been working
on over the course of
the unit.

ALL

ALL

Look at
Discussion
primary/secondary
(Socratic
sources about the
Seminar)
treatment of different
countries/people
under Imperialism.

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Catalog of Lessons:
Day 1
Lesson title: Imperialism overview
Unit objectives: 1, 2, 4
Activities: With a partner students will find, read, and analyze two
contrasting sources (may be primary or secondary, but must be scholarly
sources) about the Age of Imperialism (1800-1914). The students will each
write an 10-12 sentence paragraph supporting their side based on the
sources they chose. They may write about either the positives of Imperialism
or the negatives of Imperialism using evidence from what they read. We will
then discuss the definition of imperialism and I will give them an overview of
imperialism. They may take notes on this overview if they want to. Finally,
they will discuss the two sides of Imperialism and briefly argue the side they
wrote about.
Assessment: Students will be assessed based on their individual paragraphs
and their participation in the discussion. Paragraphs should be 10-12
sentences, use at least 2 examples or pieces of evidence from their source,
and should include a proper citation for that source (including an in-text
citation if they directly quote the text)
Day 2
Lesson title: Imperialism in India
Unit objectives: 1, 2, 4, 5, 9, 12
Activities: Teacher will show the students a painting from the era and have
them analyze the painting by answering guided questions and having a
discussion. (Painting will be in Prezi link you see later in the attachments
section):
What do you see in the picture? (be specific)
Who are the people? What are they doing?
Where this scene might be taking place?
Why might be taking place in this scene?
How might the people in the scene be feeling?

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I will go through prezi notes with them which include information on key
vocabulary such as
Colonialism- the policy or practice of acquiring full or partial political control
over another country, occupying it with settlers, and exploiting it
economically.
Sepoy Rebellion- 1857 a group of Indian soldiers in the British East India
Company's army led a mutiny in the state of Uttar Pradesh. The mutiny soon
escalated into an uprising of sepoys and Indian civilians throughout northern
India.
Cultural suppression-occurs when one culture is put down, usually coinciding
with the promotion of another culture. It is often related to cultural
imperialism. The person of the suppressed culture either seeks a foreign
culture to adopt or creates a new one to replace it.
Imperialism- a policy of extending a country's power and influence through
diplomacy or military force.
Prezi outline:
British control in India:
- India's colonization supplied Europe with raw materials, market for exports,

additional land
- Advantages and disadvantages of colonization in India
- Cash Crops

British East India Company:

- English Joint stock company
- EITC took over as Mughal Empire weakened
- Military force: Sepoy soldiers and British commanders

Sepoys:
- Who were the sepoys?
- Issues with British control over Sepoys
The Enfield Rifle:
- Controversy with Cartridges
- Resulting Rebellion
Sepoy Rebellion:
- British Suppress rebellion
- Raj Control of India
Students will then answer questions on question guide and take any
additional notes they feel are necessary. For independent practice students

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will complete critical thinking sheet. Then Students will participate in class
discussion that reviews the assignment.
Assessment: Quiz- Students will complete a short quiz over the topics from
this class.
Day 3
Lesson title: Imperialism in Africa
Unit objectives: 1, 3, 5, 9, 12
Activities: As a warm up students will analyze a political cartoon that is
shown in a prezi and they will answer an accompanying short answer style
question. The students will then take notes based on the prezi and my
lecture.
Africa- Divided up amongst European powers
Grab for power- European nations got into conflict about who would get what
land
Reasons- Natural resources and labor force abundant (Gold and Diamonds)
nationalism, political rivalry, military ports, economics, Social Darwinism,
population outlets, and religion/humanitarian
Battle of Adowa- Ethiopians defeat Italians
Cape Colony- Settled by Dutch (Afrikaners)
Boers- Dutch farmers; believed they were superior to the indigenous clans
(Boer war)
Apartheid- Legal segregation
Berlin conference- regulated European colonization and trade in Africa
during the New Imperialism period.
Assessment:
8-10 sentence paragraph in complete sentences answers the short answer
question that accompanies the political cartoon.
Day 4
Lesson title: Racism/Morality as connected to Imperialism
Unit objectives: 4, 11, 12
Activities: For homework students will find sources/articles to discuss in a
socratic seminar for day 4s class. The students will be broken into 3 groups:
Primary sources from the time period, Secondary sources from throughout
history, and sources from today. Primary sources should focus on how people
in the countries being colonized felt it effected their countries, or how people

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from the time period felt it effected those countries. Secondary sources
should focus on historians view of imperialisms effect on the countries being
colonized. Modern sources should be from within the last 10-15 years and
should address the lasting effects of Imperialism on those countries. They
should come in with at least 3 questions each to ask their peers in a socratic
seminar.
Assessment: Students should bring a printed copy of their source and 3
socratic seminar questions. These will be checked off for 3 points each (total:
6 pts) They will also be graded on their participation, each person must
contribute to the discussion at least once (5 pts)
Overall total (11 pts)
Day 5
Lesson title: Imperialism in China/Asia
Unit objectives: 1, 2, 3, 4, 5, 6, 7, 9
Activities: Prezi powerpoint notes including Crash-course World history: Asian
Responses to Imperialism video.
How did imperialism lead to nationalism and militarism in Asia?
How did the chinese respond to imperialism?
Vocabulary:
Nationalism-an extreme form of this, especially marked by a feeling of
superiority over other countries.
Spheres of influence- a country or area in which another country has power
to affect developments although it has no formal authority.
Colonialism- the policy or practice of acquiring full or partial political control
over another country, occupying it with settlers, and exploiting it
economically.
Artificially drawn boundaries- Boundaries drawn by colonizing forces rather
then local peoples. This does not reflect the natural separation of different
ethnic groups or established nations.
Closed door policy- The practice of not allowing someone or something into
your country, organization etc-used especially about limits on trade which
make it difficult for foreign companies to do business in a country.

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Militarism- the belief or desire of a government or people that a country

should maintain a strong military capability and be prepared to use it
aggressively to defend or promote national interests.
Alliances-a union or association formed for mutual benefit, especially
between countries or organizations.
Assessment: Quiz
Day 6
Lesson title: Perspectives of Imperialism
Unit objectives: 12, 4, 10
Activities: Students will complete short DBQs that cover numerous of the
objectives and focus on analyzing different sources such as a poem, political
cartoon, and primary source from someone living in a colonized area.
Students will learn about the age of imperialism. Specifically the rise,
existence, and effects of imperialism. This DBQ would fall in the middle of
the unit and it focuses on the opinions of those involved and the effects of
the institution of imperialism. Students must use the documents and their
outside knowledge of Imperialism, a policy of extending a country's power
and influence through diplomacy or military force, to answer the essay
question. Some key concepts or objectives that this assignment covers
include: cultural suppression, colonialism, and SWBAT Identify and analyze
the effects of European and American colonialism on their colonies.
Assessment: 5 paragraph essay
Identify and evaluate the differing opinions of imperialism. Identify some of
the effects of imperialism.
Your essay should be well organized with an introductory paragraph that states your thesis. The
body paragraphs should identify and evaluate the opinions and effects of imperialism using
support and at least 2 citations or references to the provided documents. Additionally utilize your
outside knowledge based on information learned in class (at least two pieces of outside
knowledge should be used). Finally write a conclusion paragraph that sums up your overall
answer.
Day 7
Lesson title: Imperialisms role in WWI
Unit objectives: 7, 8, 10

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Activities: Notes, Vocab review game, Q&A period (any questions about
things they want to add to their notes). Students will first take power point
notes. For the game I will break the class into teams and move all the desks
to the sides of the room leaving a path in the middle. I will put the white
board markers on a chair at the back of the room and students will stand
back there. I will call out the vocabulary word and one representative from
each team will grab a marker and run up to the white board and write the
definition of the word. The first team to get it correctly gets a point. The
player may then shoot a basket for an extra point. The winning team gets 3
points of extra credit on their test. Every person on the team must
participate, if they dont they are ineligible to receive extra credit points. At
the end of class they can ask any questions needed to clarify the material
from the unit.
Imperialisms Role notesImperialism lead to conflicts between world powers over which country would
get specific land
Created tension in Europe and created a grab for power. Disrupted the
balance of power.
Inspired nationalism and obtaining power and glory to be better then other
nations
Contributed to Militarism- imperial powers had to increase their military
power to conquer and defend colonies. This has the power to make
surrounding countries nervous that those countries may attack.
Vocabulary terms:
1. Imperialism- a policy of extending a country's power and influence
through diplomacy or military force.
2. Nationalism-an extreme form of this, especially marked by a feeling of
superiority over other countries.
3. Spheres of influence- a country or area in which another country has
power to affect developments although it has no formal authority.
4. Colonialism- the policy or practice of acquiring full or partial political
control over another country, occupying it with settlers, and exploiting it
economically.
5. One-crop economies- when a country or a region relies solely on one crop
for its livelihood. For ex: the American civil war south and cotton.
6. Artificially drawn boundaries- Boundaries drawn by colonizing forces
rather then local peoples. This does not reflect the natural separation of
different ethnic groups or established nations.
7. Cultural suppression-occurs when one culture is put down, usually
coinciding with the promotion of another culture. It is often related to

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cultural imperialism. The person of the suppressed culture either seeks a

foreign culture to adopt or creates a new one to replace it.
8. Closed door policy- The practice of not allowing someone or something
into your country, organization etc-used especially about limits on trade
which make it difficult for foreign companies to do business in a country.
9. Militarism- the belief or desire of a government or people that a country
should maintain a strong military capability and be prepared to use it
aggressively to defend or promote national interests.
10.Alliances-a union or association formed for mutual benefit, especially
between countries or organizations.
Assessment: Participation in review game.
Day 8
Lesson title: Test
Unit objectives: ALL
Activities: TESTVocabulary matching section (approximately 8-10 words/definitions) where
they will have a series of numbered definitions and lettered words- they will
match the correct ones together.
They will then move on to a mix of multiple choice and true/false questions
(approximately 15-20 questions)
Lastly students would be provided with 4 short answer questions- they will
choose two. They will write a complete identification and analysis of the topic
as instructed by the prompt.
Assessment: Test.
Day 9
Lesson title: M.A.I.N. Causes of WWI
Unit objectives: 3, 7, 8, 10, 12
Activities: Prezi notes, Blame game, video (if time permits).
M- Militarism: Most of Europe, The more military power one nation had, the
more scared surrounding nations were. Led to surrounding nations building
up military

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A- Alliances: Tripple Entente, Central powers. Created domino effect

I- Imperialism: Europe and the U.S., caused added tension and conflict where
there normally wouldnt be
N- Nationalism: Popular all over the world especially in countries that had
been colonized AND countries that owned colonies. Imperialists thought they
were superior, colonized countries wanted to be independent and valued
their customs over their oppressors. Cause additional conflict.
BLAME GAME: The class will be broken into 4 groups. Each group will
represent a letter in the M.A.I.N. acronym. Each group will be asked to defend
their cause and explain why it is NOT the most significant cause of WWI.
They will also be asked to blame another cause and explain why. Each group
will write two paragraphs: one defense and one that blames another group.
At the end of this activity every group will share both of their ideas and the
groups can debate back and forth.
Assessment: Two 8-10 sentence paragraphs per group turned in. Each group
participates in discussion.
Day 10/11
Lesson title: Project Presentations
Unit objectives: ALL
Activities: Students will present their Authentic Assessment projects to the
class. Presentations will be 5 mins each and the projects will be turned in to
the teacher for grading after. Points will be awarded based on the project as
well as the presentation.
Assessment: Project/Presentation.
Citations:
For handout:
The Age of Imperialism. (n.d.). Retrieved April 21, 2015, from
http://www.coedu.usf.edu/main/departments/seced/webq/social
studies/history/jberringer/#5
For DBQ:

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The People of Canton: Against the English, 1842. (n.d.). Retrieved April 14, 2015, from
http://legacy.fordham.edu/halsall/mod/1842canton.asp
Kipling, R. (n.d.). The White Man's Burden, 1899. Retrieved April 14, 2015, from
http://legacy.fordham.edu/halsall/mod/kipling.asp
McCutcheon, J. (1916, January 1). For His Own Good. Chicago Tribune. Retrieved April 14,
2015.

For Imperialism in Asia video:

Green, J., & Green, H. (2014, October 24). Asian Responses to Imperialism:
Crash Course World History #213. Retrieved April 21, 2015, from
https://www.youtube.com/watch?v=nxmWfbXS4Pw
Attachments:
Day 2:
Prezi: http://prezi.com/tca8lauff7-q/?
utm_campaign=share&utm_medium=copy
Handouts:
Answer these questions in COMPLETE SENTENCES unless otherwise specified on YOUR
OWN LINED PAPER. You may work with your group but EVERY PERSON MUST TURN IN
THEIR OWN PAPER for points.

1. Explain the British East India Trading Companys role and involvement in India.
2. LIST IN BULLET POINTS: What three tasks did the British focus on in India?
3. What might one say were the benefits of British imperialism in India?
4. What caused the Great Rebellion? Give a thorough and complete response.
5. Why was India important to England?

Critical Thinking handout:

Name_____________________________________________________Period_______________

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British Imperialism in India: Critical Thinking Exercise

What point of view might each of the following people have taken on British
rule in India?
(a) a textile manufacturer in Britain

(b) a British railroad executive in India

(c) an Indian official in the civil service

(d) a Hindu soldier

(e) a wealthy Indian educated in Britain

Imperialism: British Control in India

QUIZ- Complete all questions throughly and according to the
directions.
Select the best answer:

1. Why was the most significant cause for England entering India?
A. England wanted to convert them to Christianity.
B. England wanted a port to re-supply their ships and stop there before going to china.
C. England wanted access to Indias raw materials and trade market.

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D. England wanted more land.

2.

What was the main cause for the Sepoy Rebellion?

A. Soldiers were angry about British influence in India so they attacked British officials.
B. The native population engaged in civil disobedience to protest new laws that went
against Hindu beliefs.
C. Troops were required to bite animal fat off the ends of cartridges (against Hindu and
Muslim beliefs).
D. Indian soldiers wanted more money.

3.

What might one say were the benefits of British imperialism in India?

A. Employment for the Sepoy soldiers.

B. Cash Crops, trade, and job opportunities.
C. Unified country.
D. Railroads, education, hospitals, common language.

TRUE or FALSE: Circle the one that best describes the statement:

4. The British were able to conquer India because the land was so culturally diverse and
the people were not able to unite against the British
True
False

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SHORT ANSWER: Explain in a shot paragraph with complete sentences.

5. What were the results of the Sepoy Rebellion?

KEY:
1. C
2. C
3. D
4. True
5. EXAMPLE INFO: The British suppressed the rebellion and abolished the British East
India Company. As a result of the mutiny, in 1858 the British government took direct
command of India. India became a British colony The part of India that was under
direct British rule was called the Raj. The term Raj referred to British rule over India
from 1757 until 1914. After the mutiny Indian soldiers were treated very poorly

Day 6
Look at/read all three documents, then on your own sheet of paper complete the
question at the end of this packet in a 5 paragraph essay including complete sentences
and references to the documents.
Read/view all three of the DBQ sources and consider the different opinions of imperialism. Also
contemplate the effects of imperialism on both the imperialist nations and the native population
in the colonized countries.
Considered who authored the two written documents; consider how their opinion was shaped by
their culture/nation of origin.

SOURCE ONE:

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Modern History Sourcebook:

Rudyard Kipling, The White Man's Burden, 1899
This famous poem, written by Britain's imperial poet, was a response to the American 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.

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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!

SOURCE TWO:

Modern History Sourcebook:

The People of Canton: Against the English, 1842
[Tappan Introduction]: From a paper that was agreed to at a great public meeting in Canton.

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Behold that vile English nation! Its ruler is at one time a woman, then a man, and then
perhaps a woman again; its people are at one time like vultures, and then they are like wild
beasts, with dispositions more fierce and furious than the tiger or wolf, and natures more greedy
than anacondas or swine. These people having long steadily devoured all the western
barbarians, and like demons of the night, they now suddenly exalt themselves here.
During the reigns of the emperors Kien-lung and Kia-king these English barbarians humbly
besought an entrance and permission to deliver tribute and presents; they afterwards
presumptuously asked to have Chu-san; but our sovereigns, clearly perceiving their traitorous
designs, gave them a determined refusal. From that time, linking themselves with traitorous
Chinese traders, they have carried on a large trade and poisoned our brave people with opium.
Verily, the English barbarians murder all of us that they can. They are dogs, whose desires
can never be satisfied. Therefore we need not inquire whether the peace they have now made
be real or pretended. Let us all rise, arm, unite, and go against them.
We do here bind ourselves to vengeance, and express these our sincere intentions in order to
exhibit our high principles and patriotism. The gods from on high now look down upon us; let us
not lose our just and firm resolution.

Source:
From: Eva March Tappan, ed., China, Japan, and the Islands of the Pacific, Vol. I of The
World's Story: A History of the World in Story, Song, and Art, (Boston: Houghton Mifflin, 1914),
p. 197.

SOURCE 3:

Text says: Come now, Youve got to take it sooner or later and you might as well take it
now

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ESSAY RESPONSE
Identify and evaluate the differing opinions of imperialism. Identify some of the effects of
imperialism.
Your essay should be well organized with an introductory paragraph that states your thesis. The
body paragraphs should identify and evaluate the opinions and effects of imperialism using
support and at least 2 citations or references to the provided documents. Additionally utilize your
outside knowledge based on information learned in class (at least two pieces of outside
knowledge should be used). Finally write a conclusion paragraph that sums up your overall
answer.

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Grading Criteria:

5 paragraphs (1 intro, 1 conclusion)

Clear thesis
2 citations or references to the provided documents
Addresses the cultural suppression shown in sources 3
Addresses the varying viewpoints displayed in sources 1 and 2.
Uses at least 2 pieces of outside knowledge
Uses evidence from documents to support their thesis
Uses accurate historical information

Sources:
The People of Canton: Against the English, 1842. (n.d.). Retrieved April 14, 2015, from
http://legacy.fordham.edu/halsall/mod/1842canton.asp
Kipling, R. (n.d.). The White Man's Burden, 1899. Retrieved April 14, 2015, from
http://legacy.fordham.edu/halsall/mod/kipling.asp
McCutcheon, J. (1916, January 1). For His Own Good. Chicago Tribune. Retrieved April 14,
2015.

Day 9
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