LC-USZC4-4101 Illus. in: Judge,
1890 Dec. 20, p. 214.
Library
of Congress Prints and Photographs Division
“To
robbery, slaughter, plunder they gave the lying name of empire; they make a
desert and call it peace.” Cornelius Tacitus, a great Roman Senator, uttered these words
2,000 years ago, and they have been ringing true ever since. Using primary sources, students examine what
impact empire-building had on nations throughout the world during the Age of
Imperialism. Students will weigh
sources, examine the benefits and the costs, and write a document-based,
persuasive essay that condones or condemns the practice of imperialism in the
late 1800s.
Overview/ Materials/Historical
Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
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Objectives |
Students
will: ·
Describe the roots of
global imperialism during the 19th century. ·
Be able to describe
the geographic scope of imperialism during the 19th century as a cause of
international conflict. ·
Examine the impact
imperialism had on both conquering and conquered nations using an analysis
chart. ·
Analyze primary source
material related to imperialism. ·
Develop a persuasive
essay supporting or attacking the practice of imperialism using appropriate
primary source material. |
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Recommended time frame |
4 – 45-minute class periods |
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Grade level |
10 |
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Curriculum fit |
World History, during a unit
on Imperialism |
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·
30 Primary Source
Documents in the Resource Table ·
Document Analysis
Chart for Students ·
DBQ Essay Rubric (with
the rubric printed on each side) |
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Prairie High School Social Studies Learning Standards Back to
Navigation Bar |
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Conflict and Cooperation • Understands the causes
of Imperialism and its effects on global society Human interaction with the
environment |
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This lesson would appear at
the end of a short unit on imperialism. Before teaching this lesson, the
students would have been presented with the following topics: First, the students would understand the
connection between the Industrial Revolution and the need to “imperialize”
other nations for materials and markets.
Next, the students would have completed a resources map (with
questions) that showed them which European nations were the biggest empire builders
and what nations they took over. Next,
the students would view a PowerPoint on imperialism around the world. It would focus first on Africa, and then
move into Asia and the Middle East.
Next, students would have a discussion on what other forms of
imperialism they have seen in history or in their modern world. We would discuss figures from Alexander the
Great to Napoleon and the Spanish and Europeans who conquered the native
peoples in America. After we have finished going through the more objective
information, we would begin our lesson on the impact that imperialism had on
the conquering and conquered nations. Day One: Start of DBQ Researching Students will do a quick
write-up about the benefits and costs of imperialism. We will read 3 or 4 of each type of
response and then discuss. Students will be given their
DBQ question and rubric. Their
question will be “Imperialism in the late 1800s was both a blessing and a
curse. Products were produced more
cheaply, new markets were established, and native peoples from Africa and
Asia were introduced to new technological and educational advances. At the same time, tens of thousands of
people lost their lives as a direct result of imperialist takeover.” After researching both sides of the
argument, write a persuasive 5- to 6-paragraph essay that uses primary
sources to prove whether or not the benefits of imperialism outweighed the
costs. Next, students will be given
a document analysis sheet. They will
use this sheet to analyze the 30 primary source documents around the
room. The students may work in a team
of 3 to find and analyze at least 6 documents that they can use to prove
their point. In their final essay they
must use at least 5 documents as evidence, and they must have 1 document from
each of the major geographical areas that we addressed (the Americas, India,
Africa, and China). The students will form their
groups on Day 1 but will have little time to research. Day 2: Continuing Research Students will re-form their
groups and continue their research using the primary sources. Because there are so many sources to choose
from, the students may break up and try to find pieces that best fit their
point of view. Students need to finish
this task during class today because they will begin writing tomorrow. Day 3: Writing Today students will formulate
their essays. First, we will go over
their rubrics. The rubric is broken
down similarly to an AP essay rubric. We will recap how to write a thesis and
discuss resource documentation in the essay. Students will be given the
last 25 minutes in class to use their charts to work on their essay. If necessary, the students will be able to
access the primary sources. Day 4: Student Analysis Today students will critique each other’s essays. Each essay will be read and critiqued using their DBQ rubric by 2 other students. (AP essays are read by 2 graders, so we model this process with the students.) After the essay is read for the first time, the reader discusses the strengths and weaknesses of the essay with the writer and offers constructive criticism. The essay is read by a second reader, and the author is given more advice on bettering his or her piece. The student will then take the last few minutes of class to make revisions to his or her work. This essay will be due on Day 5, typed and corrected by the student. I will complete the final DBQ analysis and grade my student based on his or her final product. |
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This lesson will be evaluated by the student and by the
teacher. Students will have the first
draft of their persuasive essay evaluated by 2 of their peers. They will then be allowed to make revisions
before turning in their final draft to me to be evaluated on the same DBQ
rubric. |
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If students wish to continue studying this topic further, I
would direct them to “An On-Line History of the United States: The Age of Imperialism,” created by Small
Planet Communications and located at http://www.smplanet.com/imperialism/toc.html. My students could take a closer look at
what role America played in imperialism, and what effects imperialism is
still having on our world. After
viewing this information, my students could prepare a short film, a museum
booth, a report, or an informative brochure on what they learned and present
it to their classmates or to an elementary class. |
Historical
Background
Imperialism occurs when a strong nation takes over a
weaker nation or region and dominates its economic, political, or cultural
life. This type of foreign policy was practiced by European nations and Japan
throughout the 1800s and early 1900s. In every case, a nation would experience industrialization prior to practicing imperialism on a foreign nation or
region. This was due to the nearly insatiable demand for cheap raw
materials and the need for
markets to buy manufactured goods.
Industrial Roots
Abundant
raw materials and vast markets are needed in order to
maintain an industrialized economy. Raw materials such as iron and cotton can
be turned into products such as steel and textiles. Finally, these products
need to be sold to a market in order to realize a profit. The forces of
industrialization caused nations to begin looking outside of their borders for
cheaper and more abundant raw materials. Foreign populations were also viewed
as vast markets where goods produced in domestic factories could be sold.
Other Causes
Nationalism also contributed to the growth of
imperialism. Citizens were proud of their country’s accomplishments, which
sometimes included taking over foreign areas. As European nations became
competitive with one another, there was an increased pressure to practice
imperialism in order to maintain a balance of
power in Europe.
As
Europeans took over foreign lands, they viewed the culture of the native
population to be inferior to their own. This concept became known as “The White
Man’s Burden” after a popular poem that was published by Rudyard
Kipling in 1899. Some
interpreted this poem to mean that it was the duty of imperializing nations to
bring Western culture and sensibility to the savage native populations that were
encountered in far-off lands. This is sometimes referred to as Social Darwinism, or the belief that
all human groups compete for survival, and that the stronger groups will replace
the weaker groups. Others saw it as a warning to Western nations to stop the
harmful practice of imperialism.
Results
In the short-term, imperialism was a very profitable
foreign policy which came at the expense of the foreign regions where it was
being practiced. Cultural
diffusion also occurred, leading
to an exchange of ideas between the West and the East. For example, European
methods of education were adopted, leading foreigners to study ideas of liberty
and democracy embraced during the Enlightenment and various political revolutions. This exchange eventually led to the demise of imperialism
and colonialism throughout the world after World War
II.
Introduction to Imperialism Summary created by Thomas Caswell for the Oswego City School District Regents Exam Prep Center found at http://regentsprep.org/Regents/global/themes/imperialism/index.cfm
Primary Resources from the Library of Congress
Back to Navigation Bar
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Image |
Description |
Citation |
URL |
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Awkwardly holding the white man’s weapon while inadvertently
spilling his liquor, this dazed Native American is among the many historic
caricatures devised by non-Indian artists. |
[Process], printed by Vance & Parsloe,
1875. [LC-USZ62-92901 (black & white film copy negative)] |
http://lcweb2.loc.gov/pnp/cph/3b30000/ |
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Our Indian policy - one at a time—next! |
LC-USZC2-1238 from Library of Congress Prints and
Photographs Division Washington D.C. |
http://memory.loc.gov/service/pnp/cph/ |
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Our Indian policy—a house of cards. |
LC-USZ62-96961 (b&w film copy
neg.) |
http://memory.loc.gov/service/pnp/ |
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The Usual Summer Eruption |
LC-USZ62-105115 Illus. in: Harper’s weekly, 1885 July 4,
p. 436. Library of Congress Prints
and Photographs Division Washington, D.C. 20540 USA |
http://memory.loc.gov/service/pnp/ |
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Documents from the Continental
Congress and the Constitutional Convention, 1774–1789 |
Journals of the Continental Congress, v. 33, p. 753.
Library of Congress, Rare Book and Special Collections Division, Continental
Congress & Constitutional Convention Broadsides Coll. |
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Caricature of alleged frauds in Indian supplies
from peace commissioners showing man offering Indians torn blankets,
empty rifle case, and spoiled beef, as Marsh witnesses and resolves to report
the scene. |
LC-USZC2-771 Illus. in: Frank Leslie’s
illustrated newspaper, 1875 Sept. 18, p. 17. Library of Congress Prints and
Photographs Division Washington, D.C. |
http://memory.loc.gov/service/pnp/cph/ |
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The reason for the Indian
outbreak - General Miles declares that the Indians are starved into
rebellion. Indian
holding musket and package labeled “starvation rations,” standing next to an Indian
agent carrying bags of money. |
LC-USZC4-4101 Illus. in: Judge, 1890 Dec. 20, p.
214. Library of Congress Prints and
Photographs Division Washington, D.C. 20540 USA |
http://memory.loc.gov/service/pnp/ |
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Cartoon
showing a snake portrayed as a Native American coiled around a pioneer
family, squeezing the life out of them, and around a tree; Uncle
Sam is feeding the snake from a bowl of “Government Gruel” in the background. |
LC-USZC4-4802 Illus. in: Judge, v. 8, no. 192,
1885 June 20, pp. 8-9. Library of
Congress Prints and Photographs Division Washington, D.C. 20540 USA |
http://memory.loc.gov/service/pnp/ |
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A policeman ordering a Native man to “move on” away from a
voting poll around which are clustered stereotyped “naturalized” Americans. |
LC-USZ62-77909 Illus. in: Harper’s Weekly, v. 15,
no. 747 (1871 April 22), p. 361. |
http://memory.loc.gov/service/pnp/ |
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This satire refers to the arrival in London of three
chiefs of
the Cherokee Nation on an embassy to the Court of
George III, and the impression these envoys produced on the English is
described in the verses. |
LC-USZ62-102370 Forms part of:
British cartoon
Prints collection (Library of Congress). |
http://memory.loc.gov/service/pnp/ |
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Animal personifications of Russia, England, Germany,
Austria, Italy, France, and Japan fighting over body of China (dragon); U.S.
(eagle) looks on. |
LC-USZ62-52598 Illus. in: Puck, 1900 Aug. 15. Library of Congress Prints and Photographs
Division Washington, D.C. 20540 USA |
http://memory.loc.gov/service/pnp/cph/ |
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Discussion of Indian Affairs |
Serial: The American Missionary Volume 0035 Issue 1
(Jan 1881) Title: Editorial: Discussion of Indian
Affairs [pp. 7-9] Collection: Journals: American Missionary (1878 - 1901) |
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Administration of Indian
Affairs. |
Serial: The United
States Democratic Review Volume 0018 Issue 95 (May 1846)
Title: Administration of Indian Affairs [pp. 333-336]
Collection: Journals: The United States Democratic
Review (1837 - 1859) |
Non-Library of Congress
Primary Resources
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Image |
Description |
Citation |
URL |
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Modern History Sourcebook: |
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. |
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Modern
History Sourcebook:
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From: Chinese Repository, Vol. 8 (February 1840),
pp. 497–503; reprinted in William H. McNeil and Mitsuko
Iriye, eds., Modern Asia and Africa,
Readings in World History Vol. 9, (New York: Oxford University Press, 1971),
pp. 111–118. |
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Modern
History Sourcebook:
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From Jules François Camille Ferry, “Speech Before the
French Chamber of Deputies, March 28, 1884,” Discours
et Opinions de Jules Ferry, ed. Paul Robiquet
(Paris: Armand Colin & Cie., 1897), -1. 5, pp. 199-201, 210-11, 215-18.
Translated by Ruth Kleinman in Brooklyn College
Core Four Sourcebook |
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Modern
History Sourcebook:
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W. S. Blunt, My Diaries: 1888–1914, 2 Vols., (New York: Alfred A. Knopf, 1921), I.212–213,
298–299, 325, 375–380. |
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Extent of Colonialism Chart |
Mary Evelyn Townsend, European Colonial Expansion Since
1871 (Chicago: J.P. Lippincott Company, 1941), p. 19 |
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Speech against Indian Imperialism |
Bal Gangadhar Tilak, His Writings and Speeches (Madras: Ganesh and Co., 1923), pp. 55–67. |
http://www.historyteacher.net/GlobalStudies/Readings/DOCS-IndianNationalismAndBritishRule.pdf |
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Modern History Sourcebook: |
Dadabhai Naoroji, Essays, Speeches, Addresses and Writings,
(Bombay: Caxton Printing Works, 1887), pp. 131–136. |
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This
famous poem, written by Britain’s imperial poet, was a response to the
American takeover of the Philippines after the Spanish-American War.
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Modern
History Sourcebook:
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Modern
History Sourcebook:
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G. M. Theal, ed.,
Records of Southeastern Africa (Capetown: Government of Capetown,
1898–1903). |
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Josiah Strong on
Anglo-Saxon Predominance, 1891
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Native
Congolese hold the severed hands of those punished by mutilation for failing
to gather enough rubber while the White Belgian looks on.
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No information available |
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The
cartoon was published in 1902 in an English magazine and depicts the horror
inflicted upon the Congolese people under King Leopold II of Belgium.
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Punch Magazine, 1902 England. |
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Forty pages of Parliamentary Papers of individual
statements detailing the killings and cruel beatings of men, women, and
children by soldiers of Bula.
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Ref.: British Parliamentary Papers, 1904, LXII, Cd. 1933 |
Rubric
DBQ ESSAY RUBRIC GRADE
SHEET