Miranda 1

IntroductiontoImperialismUnitPlan
Stage1DesiredResults
EstablishedGoals
UnderstandWesternexpansionandcontrolofforeignlandsduringthe19 th&20thcenturies.CAStandards:
10.4StudentsanalyzepatternsofglobalchangeintheeraofNewImperialisminatleasttwoofthefollowing
regionsorcountries:Africa,SoutheastAsia,China,India,LatinAmerica,andthePhilippines.
10.4.1.Describetheriseofindustrialeconomiesandtheirlinktoimperialismandcolonialism(e.g.,therole
playedbynationalsecurityandstrategicadvantage;moralissuesraisedbythesearchfornationalhegemony,
SocialDarwinism,andthemissionaryimpulse;materialissuessuchasland,resources,andtechnology).
10.4.2.DiscussthelocationsofthecolonialruleofsuchnationsasEngland,France,Germany,Italy,Japan,the
Netherlands,Russia,Spain,Portugal,andtheUnitedStates
10.4.3.Explainimperialismfromtheperspectiveofthecolonizersandthecolonizedandthevariedimmediate
andlongtermresponsesbythepeopleundercolonialrule.
10.4.4.Describetheindependencestrugglesofthecolonizedregionsoftheworld,includingtherolesof
leaders,suchasSunYatseninChina,andtherolesofideologyandreligion.
Understandings
EssentialQuestions
Studentswillunderstand Whatmakesacountrypowerful?
thatWesternexpansion
Whydosomepeople/countriestrytoruleandcontrolotherpeople/countries?
hadbothpositiveand
Whatweretherootsofimperialism?
negativeeffectsonthe
Whatchangesoccurredasaresultofimperialism?
colonizedlandsand
Howdocountries/peopleinpowerbenefitfromsuppressingthosewithoutpower?
people.
Whathappenstotraditionalvalueswhentheyarethreatenedbyoutsideforces?
Howcanacountry/peopleexpanditsinfluenceoverothers?
Doweseetheeffectsofimperialismtoday?
Whydosomeculturesfeelsuperiortoothers?
Howdopeopleresistcolonization?
When,ifever,isitvalidforonecountry/peopletointerveneinanotherandimpose
itsownvalues?
Howdidtheimperializingcountriesjustifyimperialism?
Studentswillknowhowimperialismdifferedfromcolonialism,thereasonsdrivingimperialism,whatregions
wereaffected,theeffectsofimperialism,andwhatformsofresistanceweremostused.
Stage2AssessmentEvidence
PerformanceTasks
OtherEvidence
Simulationperspective,empathy,selfknowledfe
KWLChartexplanation,selfknowledge
PoliticalCartoonsinterpretation
EntryTicketQuestionsexplanation
FoundPoeminterpretation,application,selfknowledge
UnitTestall
Stage3LearningPlan
LearningActivities
Day1
Poll(5m)KWLChart(5m)IntroLecture&Discussion(30m)BerlinConferenceSimulation(20m)
Day2
ConferenceDiscussion(20m)KWL(5m)OriginsLecture(20m)PoliticalCartoonAssignment(15m)
Day3
EntryTicket(5m)PoliticalCartoonsPairShare(10m)PoliticalCartoonDiscussion(10m)Effects
Lecture(10m)WhiteMansBurdenAnalysis(25m)
Day4
WhiteMansBurdenAnalysis(40m)FoundPoemAssignment(20m)
Day5
KWL(5m)ShareFoundPoems(20m)AnswerQuestions(20m)Poll(5m)StudyTime(10m)

Miranda 2

KWLCHART
ConsiderthefollowingquestionsasyoufillouttheKWLchartonimperialisminthe19thand
20thcenturies.
FIRSTQUESTION:WHATISIMPERIALISM?
Whatmakesacountrypowerful?
Whydosomepeople/countriestrytoruleandcontrolotherpeople/countries?
Whatweretherootsofimperialism?
Whatchangesoccurredasaresultofimperialism?
Howdoesacountry/personinpowerbenefitfromsuppressingthosewithoutpower?
Whathappenstotraditionalvalueswhentheyarethreatenedbyoutsideforces?
Howcanacountry/peopleexpanditsinfluenceoverothers?
Doweseetheeffectsofimperialismtoday?
Whydosomeculturesfeelsuperiortoothers?
Howdopeopleresistcolonization?
When,ifever,isitvalidforonenationorculturetointerveneinanotherandimposeitsown
values?
Howdidtheimperializingcountriesjustifyimperialism?
WhatIKNOW

WhatIWANTtoKnow

WhatILEARNED

Miranda 3

BerlinConferenceSimulation
YourRegion:

1.
2.
3.
4.
5.

Howwillyoudefendyourdivisionsofthecontinent?
Whyshouldothernationsagreewithyourdivisions?
Whatallowancesdidyoumakeforothernations?
Whatarethemostimportantresourcesyouwantedtoobtain?
Whatgoalmotivatedyoumost(economic,nationalist,SocialDarwinist,humanitarian)?

Turnyouranswersinonaseparatesheetofpaperwithallgroupmembersnamesatthetop.
Onlyonepageofanswersisrequiredpergroup.

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PoliticalCartoonsAssignment

Whoarethecarriers?
Whoaretheycarrying?
Wherearetheycarryingthem?
Whatdotherocksrepresent?
Writeafewsentencesaboutwhatyouseeandwhetheritisanaccurateportrayal

Miranda 5

Whataresomeofthecountriesrepresented?
Whatarethepeopletryingtodotothepizza?
WhatisthecharacterrepresentingChinatryingtodo?
Writeaboutwhatyouseeandwhetheritisanaccurateportrayal.

Miranda 6

Accordingtothiscartoon,whowerethebeneficiariesofimperialism?Whatdidtheygain?
Accordingtothiscartoon,whathappenedtothosewhowerecolonized?Whatdidtheylose?
Writeaboutwhatyouseeandwhetheritisanaccurateportrayal.

Miranda 7

Describethetwoscenesinthecartoon.
Inthetopscene,whatisthewhitemansittingon?Whatarethethingssurroundingthebags?
WhataretheAfricanmendoing?HowdoesthisportraytheeffectsoftheBerlinConference?
Inthebottomscene,howisthewhitemanreactingtothepleasoftheAfricanman?
Explainthequoteatthebottomofthecartoon.

Miranda 8
TheWhiteMansBurden:KiplingsHymntoU.S.Imperialism
Inthispoem,KiplingurgedtheU.S.totakeuptheburdenofempire,ashadotherEuropean
nations.PublishedintheFebruary1899issueofMcCluresMagazine,thepoemcoincidedwith
thebeginningofthePhilippineAmericanWarandU.S.Senateratificationofthetreatythat
placedPuertoRico,Guam,Cuba,andthePhilippinesunderAmericancontrol.Theodore
Roosevelt,soontobecomevicepresidentandthenpresident,copiedthepoemandsentittohis
friend,SenatorHenryCabotLodge,commentingthatitwasratherpoorpoetry,butgoodsense
fromtheexpansionpointofview.NoteveryonewasasfavorablyimpressedasRoosevelt.The
racializednotionoftheWhiteMansburdenbecameaeuphemismforimperialism,andmany
antiimperialistscouchedtheiroppositioninreactiontothephrase.
TakeuptheWhiteMansburden
Sendforththebestyebreed
Gosendyoursonstoexile
Toserveyourcaptives'need
Towaitinheavyharness
Onflutteredfolkandwild
Yournewcaught,sullenpeoples,
Halfdevilandhalfchild
TakeuptheWhiteMansburden
Inpatiencetoabide
Toveilthethreatofterror
Andchecktheshowofpride;
Byopenspeechandsimple
Anhundredtimesmadeplain
Toseekanothersprofit
Andworkanothersgain

TakeuptheWhiteMansburden
Andreaphisoldreward:
Theblameofthoseyebetter
Thehateofthoseyeguard
Thecryofhostsyehumour
(Ahslowly)tothelight:
"Whybroughtyeusfrombondage,
OurlovedEgyptiannight?
TakeuptheWhiteMansburden
Havedonewithchildishdays
Thelightlyprofferedlaurel,
Theeasy,ungrudgedpraise.
Comesnow,tosearchyourmanhood
Throughallthethanklessyears,
Coldedgedwithdearboughtwisdom,
Thejudgmentofyourpeers!

TheBlackMansBurden:AResponsetoKipling
AfricanAmericans,amongmanyothers,objectedtothenotionofthewhitemansburden.
AmongthedozensofrepliestoKiplingspoemwasTheBlackMansBurden,writtenby
AfricanAmericanclergymanandeditorH.T.JohnsonandpublishedinApril1899.ABlack
MansBurdenAssociationwasevenorganizedwiththegoalofdemonstratingthat
mistreatmentofbrownpeopleinthePhilippineswasanextensionofthemistreatmentofblack
Americansathome.
PileontheBlackMansBurden.
'Tisnearestatyourdoor;
WhyheedlongbleedingCuba,
ordarkHawaiisshore?
Hailyeyourfearlessarmies,
Whichmenacefeeblefolks

Whofightwithclubsandarrows
andbrookyourriflessmoke.
PileontheBlackMansBurden
Hiswailwithlaughterdrown
YouvesealedtheRedMansproblem,
AndwilltakeuptheBrown,

Miranda 9
Invainyeseektoendit,
Withbullets,bloodordeath

Betterbyfardefendit
Withhonorsholybreath.

ThePoorMansBurden:LaborLampoonsKipling
InoneofmanyparodiesofTheWhiteMansBurdenfromthetime,laboreditorGeorge
McNeillpennedthesatiricalPoorMansBurden,publishedinMarch1899.
PileonthePoorMansBurden
Driveoutthebeastlybreed;
Gobindhissonsinexile
Toserveyourprideandgreed;
Towaitinheavyharness,
Uponyourrichandgrand;
Thecommonworkingpeoples,
Theserfsofeveryland.
PileonthePoorMansBurden
Hispatiencewillabide;
Hellveilthethreatofterror
Andchecktheshowofpride.
Bypiouscantandhumbug
Youllshowhispathwayplain,
Toworkforanothersprofit
Andsufferoninpain.
PileonthePoorMansBurden
Yoursavagewarsincrease,
GivehimhisfullofFamine,
Norbidhissicknesscease.
Andwhenyourgoalisnearest
Yourglorysdearlybought,
ForthePoorManinhisfury,
Maybringyourpridetonaught.

PileonthePoorMansBurden
YourMonopolisticrings
Shallcrushtheserfandsweeper
Likeironruleofkings.
Yourjoysheshallnotenter,
Norpleasantroadsshalltread;
Hellmakethemwithhisliving,
Andmarthemwithhisdead.
PileonthePoorMansBurden
Thedayofreckoningsnear
HewillcallaloudonFreedom,
AndFreedomsGodshallhear.
Hewilltryyouinthebalance;
Hewilldealoutjusticetrue:
ForthePoorManwithhisburden
WeighsmorewithGodthanyou.
LiftoffthePoorMansBurden
MyCountry,grandandgreat
TheOrienthasnotreasures
TobuyaChristianstate,
Oursoulsbrooknotoppression;
Ourneedsifreadaright
Callnotforwidepossession.
ButFreedomssacredlight

Analysis
Answerthefollowingquestions:
1. AccordingtoKipling,andinyourownwords,whatwastheWhiteMansBurden?
2. WhatrewarddidKiplingsuggesttheWhiteMangetsforcarryinghisburden?
3. WhodidKiplingthinkwouldreadhispoem?Whatdoyouthinkthatthisaudiencemight
havesaidinresponsetoit?
4. ForwhataudiencesdoyouthinkH.T.JohnsonandGeorgeMcNeilwrotetheirpoems?
HowdoyouthinkthoseaudiencesmighthaverespondedtoTheBlackMansBurden
andThePoorMansBurden?

FoundPoetry
Review the bulletin points your team wrote.
Then, using the three poems, cut out or write clips and form your own found poem
highlighting the key premises of imperialism as well as some lines that reveal yout opinion or a
perspective of the time, e.g. a colonizer or colonized.
Yourpoemshouldbeatleast8stanzas(phrases)long.Bepreparedtosharetomorrow.

Imperialism Unit Test

1. Compare and contrast early colonialism and new imperialism using a Venn Diagram.

Colonialism

2.
a.
b.
c.
d.

Imperialism

Match the country with the country it controlled. Answers can be used more than once.
Spain
1. India
Britain
2. Mexico
France
3. Philippines
United States
4. Singapore
5. Egypt
6. Vietnam

3. During the 1884 Berlin Conference, ________, ________, and ________ were able to
acquire the most territories in Africa. Leaders from African nations were not present at
the conference however. Explain why Western nations did not want those leaders present.
Imagine you were an African leader. What are some of the demands you might have
wanted to voice had you been allowed at the Conference? (3 part question)
3. Identify positive and negative effects of colonialism. Weigh these effects and using your
knowledge of the reasons behind imperialism, write about whether you believe
imperialism was the correct thing to do. (There is no right position to take, you must

simply be able to defend your position using what you have learned.) (2 part question)
4. Define Social Darwinism and explain how it contributed to racism in imperialized lands.
5. Analyze the political cartoon and its caption. Identify the characters in the cartoon and
interpret its meaning.

Lear
ning civilized ways is hard work
3. Read the following two passages and answer the questions below.
IMPERIALISM: A GERMAN VIEWPOINT
Summary of a passage written by Friedrich Fabri in his book, Does Germany Need Colonies?. The book was
published in 1879 and identifies some of the motives for European Imperialism.

Should Germany begin on the road to Imperialism? I believe we should. For one, we are an
industrial nation. In order to maintain our factories and produce our goods we need access to
natural resources. Resources like rubber, petroleum, manganese for steel, and palm oil for
machinery is necessary and can be found in Africa and Asia. Obtaining colonies will also benefit

our economy. Obtaining colonies in far away lands will open up new markets to trade our goods,
and buy items that we do not produce. Colonies will provide our bankers with new business
enterprises and projects to invest money in. Participating in Imperialism will strengthen our
military and defend our nation. Our steam powered merchant ships and naval vessels require coal
to operate. Colonies spread throughout Africa would provide all of our ships with a place to pick
up coal and supplies. By engaging in Imperialism we can limit the power of our competitors,
Britain and France. We can prevent territory from falling into their hands, and halt further
expansion. Germany would weaken their trade and keep colonial profits from going to Britain
and France. Lastly, taking part in Imperialism would increase national pride in Germany. If we
successfully obtain colonies we will show the world that we are a strong nation. We will provide
a place for our increasing population to live and work. By obtaining colonies, we can restore
Germanys position as the most prestigious, important, and influential nation in Europe.
IMPERIALISM: A FRENCH VIEWPOINT
Paraphrased from Paul Leroy Beaulieu- late 19th-century

The great part of the world is inhabited by barbarian tribes or savages who participate in wars
without end and brutal customs. They know very little about the arts or sciences. They do not
know how to work, invent, or exploit their land and its natural resources. They live in little
groups in poverty spread throughout large territory which if used correctly, could provide much
food and riches. This area of the world needs civilized people to intervene. It is not natural for
the civilized people of the west to gather the marvels of science, art, and civilization and not
share the opportunities with the savages in need. We have a duty to spread knowledge of
medicine, law, and Christian religion. Such a transformation of a barbarian country cannot be
accomplished by business or economic relations alone.
a. According to the German viewpoint, the primary reason for having colonies is __________.
According to the French viewpoint, the primary reason for having colonies is __________.
b. How does having colonies help a country remain competitive?
c. How might someone justify imperialism according to the French? What author agreed?
d. Write a sales pitch trying to convince the king of a Western nation to participate in
imperialism. Use ideas from either of the two passages above or from other knowledge you
have.
e. Now, write a sales pitch trying to convince someone in a foreign land to accept imperialism.
Use ideas from either of the two passages or from other knowledge you have.
8. The most effective lecture/activity in this unit was:
Why?
9. The least effective lecture/activity in this unit was:
Why?

Imperialism Unit Test Key/Sample Responses

1. Colonialism: subset of imperialism, economic exploitation, long-term establishments
Imperialism: broad definition
Both: takeover of another country, imposing one countrys government/culture/language
on another
2. A: 2, 3
B: 1, 4, 5
C: 6
D: 3
3. A: France, Britain, Belgium
B: Deemed African people inferior/unintelligent, did not want to make economic
concessions
C: No direct control, equal rights for native people, tax on exported goods
4. A: Positive-technology (e.g. transportation, vaccines), weakened caste system, introduced
democracy. Negative-racism, two-tier class system, increased reliance on Western
countries
B (rubric): Full credit-2+ concrete reasons and explanations in defense, Partial credit-1
concrete reason and some explanation, No credit-Vague explanation/no defense
5. Pseudoscience that sought to apply Darwins theory of natural selection to people.
Natural selection says those who are fittest (i.e. best adapted to their environment) will be
able to reproduce on pass on their genes. People supported Social Darwinism by
weighing and measuring skulls to say non-whites were less intelligent and needed to have
Westerners controlling/helping them. Whites thought they were superior and were racist
towards non-whites.
6. Asian people are being forced to carry around the white man and do all the hard work
while he sits by enjoying himself. You can see the Asian continent in the background,
which means the white man wants to expand even more. The caption is saying that the
white people were supposed to be teaching the people where they colonized civilized
ways but oftentimes this wasnt really true because the civilized ways only applied to
white people.
7. A: i. Economic
ii. Humanitarian
B: All the other countries will also be competing for land and resources so they wont be
able to raise prices and since everyone will have control over different parts you can stop
a country from becoming too powerful.
C: People in non-Western nations were not as civilized and it was the Westerners job to
go teach them how to be civilized. Rudyard Kipling wrote about this in The White Mans
Burden.
D (rubric): Full credit-cites 2+ reasons and writes a strong argument. Partial credit-cites 1
reason and offers an argument. No credit-vague argument. (Reasons should be economic
and nationalist, can be Social Darwinist)
E (rubric): Full credit-cites 2+ reasons and writes a strong argument. Partial credit-cites 1
reason and offers an argument. No credit-vague argument. (Reasons should be
humanitarian and economic)