1

Topics: Introduction to Imperialism

Vocabulary

Objectives:
Students will define and conceptualize major terminology for studying Imperialism.

Write or draw a related meaning for a vocabulary word about imperialism.

Activities
Activity Timing Roles
(Student S, Teacher T)
Grabber Introduction of Imperialism 1:15- (T) Will be Walking around
1:25 to keep students quiet and
Lego Build Activity engaged
Pull 4 students out into the hallway
Ask that two be developing countries and 2 (S) Will listen and watch
be developed countries their 4 peers silently
The developed countries will start out with a
wall pre-built and will have a few extra legos
left over
The developing countries will only be given
a pile of legos
When the developed countries have used all
of their legos they can go over to the
developing countries desk and take some of
theirs Until all the legos are used (T) Will call on a few
***Activity can be stopped short if need be students to facilitate the
for time*** sharing of their thoughts
The group will be pulled in with a brief
discussion around the point of whether or not (S) Will raise their hands to
that was fair participate and listen
attentively to those sharing
Lecture: Powerpoint 1:25- (T) At the front of the room
Introduce unit question 1:40 presenting the lecture
Students will follow along with their
vocabulary sheet to fill in the definitions (S) Silently following along
on their note sheets, filling-in
vocab
Activity Poster Activity 1:40- (T) Walking around the
Students will be grouped into 9 small groups 1:55 room to monitor progress and
and assigned a vocabulary word help when possible
Students will come up with a short hashtag
(not a definition) within their groups and an (S) Collaborating with peer
illustration partner at desks to come up
They will draw and write these on their with phrase and illustration
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poster paper then drawing it

Wrap-Up Presentations/Provide an Example 1:55- (T) Call on a few students to
Students will present in their groups until the 2:05 present poster
end of class
Must explain rationale as to what their (S) Present individually
picture represents within the definition while their peers listen
attentively

Assessment
Formal: 2 separate grades on the Completion Rubric for Vocab sheet and poster

Materials/Resources
Prezi: http://prezi.com/ucxy_zbgscc3/?utm_campaign=share&utm_medium=copy&rc=ex0share
This lecture shows the 9 vocabulary words that they will need to have defined as well as
a visual of the world map that is symbolic of the spread of these ideas
Lecture Notes
Vocab Note Sheet
Legos (one box will do as long as there is enough to make two rectangles any size and have a
couple of handfuls left over)
Poster Paper
Pencils or markers (something to color)
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Vocabulary Lecture Notes:

Begin by reading the Title of the Prezi

Today we are going to go through how we will be talking about European imperialism
this unit
o Draw attention to Empirical pun Empire get it?

1st Slide: Paternalism

Call on student to read the definition on the slide aloud to the class
o Allow time for the students to write the definition
While they write give examples of the types of freedoms and responsibilities that
might be suspended:
o Voting, curfews, property rights, power to govern police or army control
European sentiments of paternalism led to

2nd Slide: Imperialism

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition
Ask for examples social (clothing, religions, language), economic (money system,
industry, trade partners), and political (governance, legal status of citizens, human rights)
aspects of control
o Give a few examples if time is short
Imperialism is often done through the process of

3rd Slide: Colonialism

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition
Ask the Students:
o What are some of the raw materials Europeans would be interested in?
Precious metals, ivory, oil, etc.
o How does this give us a new market?
European influence introduces new products to local populations
European populations within these areas increase the demand for certain
products from home
Colonialism is at its core a form of

4th Slide: Subjugation and Exploitation

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition
So why would we do this? Because of a policy called
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5th Slide: Mercantilism

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition
Ask the Students:
o What is an export?
A good the is sold outside of the country it was produced in
o What is an import?
A good bought from an outside country that produces it
Mercantilism was a policy often executed by a

6th Slide: Joint-Stock Company

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition
Explain legal status
o This is not a regular business
Given authority by the government of its origin to administrate over an
area
Exercises powers of government as a proxy
o Limited liability = no one can be held accountable
Colonialism exercised by joint-stock companies tended to lead towards the, sometimes
forced, process of

7th Slide: Assimilation

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition
What are the social characteristics that we talked about before?
o Religion, clothing, language, etc.
When talking about assimilation in European Imperialism what we really mean is

8th Slide: Westernization

Call on another student to read (call on students that have not yet participated when
possible)
o Allow time for students to write the definition

9th Slide: Does anyone want to try to link the words together in a single sentence?
(If running low on time: I want you to understand the overlap of these words so I linked them
all in a single sentence)

10th Slide: Sentence

Read straight from the slide
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11th Slide: Poster Assignment

You have been keeping track on your note sheets of a few ideas and associations that came up as
we were going through the vocabulary now you will get a chance to use them
These ideas should be used to help you to come up with imagery for the poster
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Name: _________________________________ Date: _________________________

Vocabulary Terms:
As we go through the lecture write down the definition on the screen in the class definition
section then put down 3 ideas of your own to correspond. These ideas can be questions, pictures,
pop-culture references, synonyms, etc.

Term Class Definition Your Ideas (3)

Paternalism

Imperialism
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Colonialism

Subjugation

Exploitation

Mercantilism
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Joint-Stock
Company

Assimilation

Westernization

Topics: Motivation for Imperialism

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Objectives:

Students will be able to analyze maps for information and make inferences from their findings.

Students will be able to apply the motivating factors of imperialism to their findings.

Activities
Activity Timing Roles
(Student S, Teacher T)
Grabber Mapping Characteristics 1:15- (T) Will walk around the
Pick a qualitative observation (number of 1:30 room and make sure all points
people wearing hats, blue clothing, to be plotted are noticed
expressions)
Pass out class map (S) Raise their hand to
Plot the points where this characteristic is suggest qualitative observation
observable in the room and then individually plot
points
What does this tell you? (Trends, Density,
Empty space, etc.)
(T) Ask Discussion
questions and call on students
to facilitate discourse

(S) Sit and Listen to peers

called on for questions
Activity Map Graphics 1:30- (T) Walk around room to
Place maps around the room showing legacy 1:45 keep students participating
of imperialism and clarify data
There is a link to a map that should be
projected on screen (it is animated) (S) Collaborating with other
Have students grouped around a single map students grouped at the map
with a note sheets to fill out about what this station to analyze data
map means in terms of imperialism
o What does the map show (T) Call on students after
they have analyzed to ask
o What can you infer from it about
questions
imperialist countries
Call on students to share a few of their ideas (S) Raise hands to answer
with the class and listen silently to their
peers
Lecture 5 Motivating Factors for Imperialism 1:45- (T) Will be at the front of the
Go through each of the motivating factors: 2:00 room presenting lecture
Economic, Religious, Exploratory, Ethnocentric, and
Political with the lecture notes (S) Silently listening and
taking notes in personal
notebooks
Wrap-Up Exit Ticket 2:00- (S) Individually writing on
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What can you say about the map you studied in 2:05 their note sheet from map
terms of the motivating factors for imperialism? activity

(T) Walking around to

encourage participation

Assessment
Formal: Completion Rubric for Exit Ticket
Informal: Social Map of the Classroom will be checked as a gauge for participation

Materials/Resources
Map of the Classroom
Social Mapping Worksheet
Map to be projected on the board: http://geacron.com/home-en/?&sid=GeaCron559271
This map is an animated representation of the territories controlled by various countries
through time. The dates can be adjusted to automatically play through up to 10 years. (I
have chosen the years 1700, 1750, 1800, 1825, 1850, 1875, 1885, 1895, 1900, and 1914)
Maps Christian Spread, Resource density, Trade routes (Sampled below)
Prezi: http://prezi.com/ucxy_zbgscc3/?utm_campaign=share&utm_medium=copy&rc=ex0share
This lecture focuses on the 5 motivating factors for imperialism and includes images to
represent these factors. These images will be used to further an understanding of
symbolism in imagery to help the students on the cartoon activity for the next day.
Lecture Notes
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Social Map of the Class

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Social Mapping Worksheet

PART I:

Title/Description of Map:

What does it show (strictly observation)? What does this mean?

What does it say about imperialism specifically for this map?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______

PART II:

What can you say about the map you studied in terms of the motivating factors for imperialism?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Sample Size of Maps that will be printed on full sheets for the class:
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Motivation Lecture Notes:

Begin by reading the title of the title of the Prezi: Imperial Times
Ehh. Newspaper pun
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[Click Date]
Explain 1700 as a soft date
o It had been going on in a small scale
o By 1700 this is a European directed global phenomenon
Who knows what happened in 1914?: WWI

Slide 1: Motivation
Today we are looking at the 5 motivating factors for imperialism

Slide 2: Economic [Click the text area to zoom]

Imperial governments are looking to make money
o They must maximize profits
To expand the economy after the Industrial Revolution Europe needed:
o Cheap labor
o Access to markets
o Natural resources
The dependent colonies often provided these
The merchants brought with them tremendous infrastructure and took over strategic areas
to secure their control and make their trade easier
[Click Picture]
Ask the students: (Call on 2-3, try to call on as many different people as possible)
o What symbols do you notice here?
o How do they relate to the motive?

Slide 3: Political [Click the text area to zoom]

Patriotism pushed countries to compete over national pride, prestige, and security
They strategically placed bases and waypoints abroad to ensure easy access for their
navies and armies
Perceived threats to security triggered a response, for example: a country expanding
territory towards an area under another countrys control or a native population rejecting
their take-over
o Issue of security and prestige
The Empire must be expanded and defended
[Click Picture]
Ask the students: (Call on 2-3, try to call on as many different people as possible)
o What symbols do you notice here?
o How do they relate to the motive?

Slide 4: Ethnocentric [Click the text area to zoom]

Ethnocentrism is a belief that some people hold, stating that their own cultural values and
beliefs (or ethnicity) are better than anothers
If their culture was superior, in their minds, they should be spreading it to influence the
inferior ones
[Click Picture]
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Ask the students: (Call on 2-3, try to call on as many different people as possible)
o What symbols/words do you notice here?
o How do they relate to the motive?

Slide 5: Exploratory [Click the text area to zoom]

Countries wanted to see what was out there
o To venture into the unknown
Sometimes this was done for scientific discovery
o Other times for Adventure
Because of this though they ended up discovering, mapping, and claiming territories
This served for personal glory (fame) and expansion of the empire
[Click Picture]
Ask the students: (Call on 2-3, try to call on as many different people as possible)
o What symbols do you notice here?
o How do they relate to the motive?

Slide 6: Religion [Click the text area to zoom]

Religious people are seeking to convert new members
o This really serves the purpose of converting them to westernism
The missionaries would teach their language to the native peoples through education and
religious interactions
o Language, religion, and education are all some of the social forces we talked
about yesterday
Some missionaries did end up genuinely helping people as you see from the last point
o For Example: The British missionaries were some of the first advocates against
the slave trade
[Click Picture]
Ask the students: (Call on 2-3, try to call on as many different people as possible)
o What symbols do you notice here?
o How do they relate to the motive?

Slide 7:
Choose a student to read the quote
Introduce Political Cartoon Assignment
o We will be creating political cartoons
o Reflect on what you saw in the maps and talked about with the lecture and think
about symbols that you might use in you own tomorrow

Topics: Creating Political Cartoons

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Objectives:
Write or draw a related meaning for a motivating factor for imperialism.

Identify symbolism in political cartoons and explain how it is used.

Activities
Activity Timing Roles
(Student S, Teacher T)
Grabber Analyze the White Mans Burden Political 1:12- (T) Facilitates discussion
Cartoon 1:25 from front of the room around
Cartoon will be projected on the board at the as the political cartoon
class walks in.
What do you notice? (Objects, people, (S) Raise hands to share
words, composition) ideas and wait to be called on
What symbols does it use? to participate
What does it say about the native
populations?
How do these symbols reflect some of the
motives we have talked about?

Activity Create a Political Cartoon 1:25- (T) Explain assignment and

Pass out assignment sheet 1:50 walk around to help students
Students will work individually to create and check participation
political cartoons that have a specific view
(either for or against imperialism) and (S) Individually create and
represent one of the motives (Can also draw(or describe) political
describe what the cartoon would look like cartoon at desks
instead of drawing)
A few students will present what they have (T) Call on students to
made to the class present

(S) Present and explain

while other students silently
listen
Wrap-Up Reflection 1:50- (T) Present Reflection
Individually write a reflection upon what you 2:05 assignment and walk around
have drawn: to keep students engaged
o Why did the symbols you chose fit
best into the motivating factor you (S) Individually writing at
wanted to show? desks
o Could anyone understand it without
prior knowledge?
o If not what would they have to know?
o To what extent can imperialism be
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justified?

Assessment
Formal: Rubric for Cartoon Assignment and Reflection
Informal: Participation will be checked by the teacher while they work on their
assignments

Materials/Resources:
White Mans Burden Cartoon on Slide (Sampled below)
Colored Pencils (or other coloring utensils)
Political Cartoon Assignment Sheet with Rubric
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The Imperial Times

Essential Question: Is imperialism justified?

Part 1: The editor of a prominent newspaper, Imperial Times, has reached out to the public to
come up with cartoons showing the motivating forces of imperialist countries and businesses.
After nearly being sued for copywrite-infringement, all the images he had on his front page had
to be removed. Its up to you to save the paper!!!

G R A S P S
Goal Role Audience Situation Product Standards
To convince Newspaper Editor of the The editor A political See the rubric
the editor of Cartoonist Imperial needs to cartoon or below
the Imperial Times select a description of
Times to cartoon for the cartoon as
publish your (Mr. M) his paper to well as a
cartoon on the communicate reflection on
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motivation graphically it
for the
imperialism motivations
(and possible of the
effects) imperialists
before his
deadline

Part 2: You will write a response to the editor of Imperial Times in which you reflect on your
cartoon and respond to the following questions:

Why did the symbols you chose fit best into the motivating factor you wanted to show? How did
what we saw in the maps yesterday influence your decisions if at all? To what extent can
imperialism be justified?

Create a Political Cartoon

Choose a motivating factor for imperialism:

Ethnocentrism Economics Exploration

Politics Religion

Circle the one that you choose.

List (bullets are fine) any symbols that you can think of to express that motive or possible
outcomes of that motive:
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Circle the ones that you want to include.

Draw/Describe your political cartoon in the space below:

Reflection:
In the space below reflect on your cartoon.
Why did the symbols you chose fit best into the motivating factor you wanted to show? Could
anyone understand it without prior knowledge? If not what would they have to know? To what
extent can imperialism be justified?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Criteria 4 3 2 1
Completion All aspects of Most of the Most of the Assignment was
Are all the the assignment areas on the areas on the barely attempted
questions are attempted sheet are filled sheet are left or not at all
answered? with earnest out or are blank or are
effort written without written without
any evident any evident
effort towards effort towards
giving giving
appropriate appropriate
answers answers
Motivation Is A single focused A factor is The factor There is no
it clear which motivating chosen and chosen was not motivating
motivating factor is factor is chosen depicted but easily factor or one that
being expressed in and depicted there are some understood from was not
the cartoon? clearly in the elements that the cartoon or discussed as one
cartoon make it difficult had to be looked of the 5
to understand up from the discussed in
 23

above section class

Symbolism Symbols are A few symbols The only a few Symbols are
relevant to the might be symbols are irrelevant and
and message of the irrelevant or irrelevant or confusing for the
Vocabulary cartoon and confusing, but confusing and most part and no
Do you use vocabulary from there is there is no vocabulary is
appropriate the unit is appropriate vocabulary present
symbols and vocab included and vocabulary use present
from the lesson? used correctly in the cartoon

Cartoon Rubric

Reflection Rubric
Criteria 4 3 2 1
Completion All questions of 1-2 of questions Most of Reflection was
the reflection are are unanswered questions are barely attempted
attempted with or are written unanswered or or not at all
earnest effort without any are written
evident effort without any
towards giving evident effort
appropriate towards giving
answers appropriate
answers
Vocabulary Uses more than 3 Uses 3 of the Uses 2 Uses 1
vocabulary vocabulary vocabulary vocabulary word
words words words appropriately
appropriately to appropriately to appropriately
show their reflect meaning
meaning
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Specific Uses specific Makes a few Mentions a few Makes mention

references often references to the parts of the of maybe 1 part
Reference to the assignment assignment and assignment but of the assignment
and the work the work done, doesnt explain but does not
done within these but doesnt work or describe explain their
parts including explain the the thought work or thought
their thought thought process process process
process as it
pertains to the
question

Topics: Case Study India

Objectives:
Paraphrase 3-5 inferences that can be made about the evidence in the form of a pro- or con-.

Use primary and secondary source evidence to support a claim being made for two opposing
sides.

Activities
Activity
Grabber Introduction of Trial and Case Studies
Tell Students that Imperialism is on trial
(introduce sequence of the next couple of
days)
Before we can mount a case we must sift
through the evidence (explain how Case
Studies will work)
We will then go into mediation (Debriefing
Timing Roles
(Student S, Teacher T)
1:15- (T) Introduction of Trial
1:25 from front of the room starting
a short video and waiting at
the back to moniter behavior
(S) Listen silently (writing
names on folders at the very
end
 25

discussion)
Only then will we present evidence of our
findings
Pass out manila folders and tell them that
these will be where your notes from the case
studies will be kept and collected each day
o Ask that students put their names on
the folders
Activity Case Study 1:25- (T) Walk around the room to
Students will group desks into 4 clusters of 4 1:53 clarify information and
desks evidence as well as keeping
Students will be handed a note sheet time and informing students to
At each desk an artifact will be placed rotate
Students will have to write down a claim that
(S) Working in groups to
the evidence makes about both the
come up with claims for each
conquering and conquered parties as a group
piece of evidence and
Every 7 minutes the groups will rotate to the recording them on note sheet
next piece of evidence individually
Wrap-Up T-Chart 1:53- (T) Keep participation by
Using the claims you have made on the back 2:05 walking around the room
of the note sheet create a T-chart for the pros
and cons of imperialism in this country (S) Write on T-chart
individually at desks

Assessment
Formal: Completion Rubric for Case Study note sheet
Informal: Checking in on participation within groups by walking around

Materials/Resources
Case Study Note Sheet
Manila folders for each student
4 Artifacts
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Case Study:
[What country are we looking at?]
Conquering Party: Conquered Party:

Exhibit A:

Claim: Claim:

Specific Supporting Detail: Specific Supporting Detail:

Exhibit B:

Claim: Claim:

Specific Supporting Detail: Specific Supporting Detail:

Directions: As you are going around the room examining the evidence, make a claim with you
group for each piece as to whether or not it supports or contradicts the justification of
imperialism and what specifically is telling you.
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Exhibit C: __________________________

Claim: Claim:

Specific Supporting Detail: Specific Supporting Detail:

Exhibit D: ___________________________

Claim: Claim:

Specific Supporting Detail: Specific Supporting Detail:

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The Battle of
Plassey in 1757,
depicted here, was
a defining moment
in British
imperialism as it
solidified the way
the country would
take control of
other nations via
the British East
India Company

GDP or Gross
Domestic Product is
a way in which
economists measure
the size of the
economy. (The
bigger the GDP, the
bigger the economy)
 29

Establishment of a New Westernized Elite

The biggest change the British made in the social structure was to replace the warlord aristocracy
(rich and powerful group of people) by an efficient bureaucracy (government of departments)
and army. The usual system of the East India Company had been to pay its
servants fairly modest wages, and to let them increase their income from
private transactions. This arrangement worked well enough before the
conquest of Bengal, but was inefficient as a way of paying the officials of a big land-
based Empire because (a) too much of the profit went into private hands rather than the
Companys accounts, and (b) an overly greedy short-term
policy was damaging to the productive ability of the economy and likely
to drive the local population to fight against unfair authority, both of which were against
the Company's longer-term interests.

Clive had operated a 'dual' system, in other words, Company power and a puppet Nawab.
Warren Hastings displaced the Nawab and took over direct management, but kept Indian
officials. Finally, in 1785, Cornwallis created a professional group of
Company servants who had generous salaries, had no private trading or
production interests in India, enjoyed the prospect of regular promotion, and were entitled
to pensions (moneys paid regularly after retirement) (2). All high-
level posts were reserved for the British, and Indians were excluded. Cornwallis selected
British judges, and established British officials as tax collectors and ruled in each district of
Bengal.

From 1806 the Company trained its young recruits in Haileybury College near London.
Appointments were still organized on a system of patronage, but after 1833 the Company selecte
d among its nominated candidates by
competitive examination. After 1853, selection was completely on merit
and the examination was thrown open to any British candidate. The examination system was
influenced by the Chinese model, which had worked well for 2,000 years and had an almost the
same focus on classical learning and literary ability. The Indian government jobs were
therefore able to secure high quality people because (a) it was very highly paid;
(b) it enjoyed political power, which no bureaucrat could have had in England.

In 1829, the system was strengthened by beginning and building on districts throughout British
India small enough to be effectively controlled by an individual British official who from now on
exercised a completely autocratic (king-like or queen-like rule) power, acting as tax
collector, judge, and chief of police (functions which had been separate under the Moghul
governance). This arrangement later became the cornerstone
of imperial management throughout the British Empire. As the civil service was in the
end subject to the control of the British government, and the British community in
India was subject to close mutual surveillance the management was almost incorruptible.

The army of the Company was a local paid soldier force with 20,000-30,000 British officers and
troops. It was by far the most modern and efficient army in Asia. After the revolt against the
 30

British in 1857, the size of the British population rose to a

third of the total strength and all officers were British until the 1920s when a very small number
of Indians was recruited. Usually, the total strength of the army
was about 200,000. This army was very much smaller than those of Moghul India, but had
better training and equipment, and the railway network (which was built partly for military
reasons) gave it greater ability to move around, better planning ability to move supplies to where
they're needed, and intelligence.
 31

Topics: Case Study Africa

Objectives:
Paraphrase 3-5 inferences that can be made about the evidence in the form of a pro- or con-.

Use primary and secondary source evidence to support a claim being made for two opposing
sides.

Activities
Activity Timing Roles
(Student S, Teacher T)
Initiation - Ask for any questions about the evidence 1:15- (T) At the front of the room
from the day before or the trial at large 1:25 asking for questions and
choosing students to speak

(S) Listen silently to others

and raising their hands to ask a
question
Activity Case Study 1:25- (T) Walk around the room to
Students will group desks into 4 clusters of 4 1:53 clarify information and
desks evidence
Students will be handed a note sheet
At each desk an artifact will be placed (S) Working in groups to
come up with claims for each
Students will have to write down a claim that
piece of evidence and
the evidence makes about both the
recording them on note sheet
conquering and conquered parties as a group
individually
Every 7 minutes the groups will rotate to the
next piece of evidence
Wrap-Up T-Chart 1:53- (T) Keep participation by
Using the claims you have made on the back 2:05 walking around the room
of the note sheet create a T-chart for the pros
and cons of imperialism in this country (S) Write on T-chart
individually at desks

Assessment
Formal: Completion Rubric for Case Study note sheet
Informal: Checking in on participation within groups

Materials/Resources
Case Study Note Sheet [Referenced in the India Case Study]
4 Artifacts (sampled below)
 32

In Belgium in the 1880s and 1890s exhibitions were held including a typical Congolese village, where
imported Africans were told to do what they normally did at home, which was mostly not much, since at
home they would have been out hunting or in the fields. A pool was provided and stocked with fish, and
spectators threw coins in for the Congolese to dive for. Sometimes they threw in bottles of gin and brandy
too, to make them drunk. Sometimes stages were set up for the men to re-enact battles with spears and
shields. The Congolese had to go around half-naked in a display of authenticity and in cold weather
many of them became ill. Such displays were put on to underline European superiority, so there was no
interest in, for example, getting the villagers to make or display artworks or put on musical events. In a
similar way, Buffalo Bills enormously popular Wild West Show, which toured Europe at this time,
demonstrated the inferiority of Native Americans, doomed to extinction in battle with the better armed
forces of civilization.
 33

Heart of Darkness Quotes

The word ivory rang in the air, was whispered, was sighed. You would think they were praying to it. A
taint of imbecile rapacity blew through it all, like a whiff from some corpse. By Jove! Ive never seen
anything so unreal in my life. And outside, the silent wilderness surrounding this cleared speck on the
earth struck me as something great and invincible, like evil or truth, waiting patiently for the passing away
of this fantastic invasion.

This quote, from the fourth section of Part 1, offers Marlows initial impression of the Central Station. The
word ivory has taken on a life of its own for the men who work for the Company. To them, it is far more
than the tusk of an elephant; it represents economic freedom, social advancement, an escape from a life
of being an employee. The word has lost all connection to any physical reality and has itself become an
object of worship. Marlows reference to a decaying corpse is both literal and figurative: elephants and
native Africans both die as a result of the white mans pursuit of ivory, and the entire enterprise is rotten at
the core. The cruelties and the greed are both part of a greater, timeless evil, yet they are petty in the
scheme of the greater order of the natural world.

It was unearthly, and the men wereNo, they were not inhuman. Well, you know, that was the worst of it
the suspicion of their not being inhuman. It would come slowly to one. They howled and leaped,
and spun, and made horrid faces; but what thrilled you was just the thought of their humanitylike yours
the thought of your remote kinship with this wild and passionate uproar. Ugly. Yes, it was ugly enough;
but if you were man enough you would admit to yourself that there was in you just the faintest trace of a
response to the terrible frankness of that noise, a dim suspicion of there being a meaning in it which you
you so remote from the night of first agescould comprehend. And why not?
 34

As Marlow journeys up the river toward the Inner Station in the first section of Part 2, he catches
occasional glimpses of native villages along the riverbanks. More often, though, he simply hears things:
drums, chants, howls. These engage his imagination, and the fact that they do so troubles him, because it
suggests, as he says, a kinship with these men, whom he has so far been able to classify as inhuman.
This moment is one of several in the text in which Marlow seems to admit the limits of his own perception.
These moments allow for a reading of Heart of Darkness that is much more critical of colonialism
and much more ironic about the stereotypes it engenders. Nevertheless, it is important to notice that
Marlow still casts Africans as a primitive version of himself rather than as potential equals.

This book was a piece of fiction written during the imperial occupation of the Congo and
was later used as the basis for the Vietnam film Apocalypse Now

Percentage of Territories Belonging to the European/US Colonial Powers

(1900)

Region PercentageControlled After the Scramble

for Africa the
Africa 90.4%
European powers
Polynesia 98.9%
controlled almost the
Asia 56.5% entire continent.
Australia 100.0%
Americas 27.2%
 35

Topics: Case Study Philippines

Objectives:
Paraphrase 3-5 inferences that can be made about the evidence in the form of a pro- or con-.

Use primary and secondary source evidence to support a claim being made for two opposing
sides.

Activities
Activity Timing Roles
(Student S, Teacher T)
Initiation - Ask for any questions about the evidence 1:15- (T) At the front of the room
from the day before or the trial at large 1:25 asking for questions and
choosing students to speak

(S) Listen silently to others

and raising their hands to ask a
question
Activity Case Study 1:25- (T) Walk around the room to
Students will group desks into 4 clusters of 4 1:53 clarify information and
desks evidence
Students will be handed a note sheet
At each desk an artifact will be placed (S) Working in groups to
come up with claims for each
Students will have to write down a claim that
piece of evidence and
the evidence makes about both the
 36

conquering and conquered parties as a group recording them on note sheet

Every 7 minutes the groups will rotate to the individually
next piece of evidence
Wrap-Up T-Chart 1:53- (T) Keep participation by
Using the claims you have made on the back 2:05 walking around the room
of the note sheet create a T-chart for the pros
and cons of imperialism in this country (S) Write on T-chart
individually at desks

Assessment
Formal: Completion Rubric for Case Study note sheet
Informal: Checking in on participation within groups

Materials/Resources
Case Study Note Sheet [Referenced in the India Case Study]
4 Artifacts (Sampled Below)

"The Philippine War is No Race War

It pays to be a little thoughtful.... The strife [against the Philippines] is no race war. It is quite time for the
Negroes to quit claiming kindred with every black face from Hannibal down. Hannibal was no Negro, nor
was Aguinaldo [the Filipino nationalist leader]. We are to share in the glories or defeats of our country's
wars, that is patriotism pure and simple.

-- Indianapolis Freeman, October 7, 1899

Source: George P. Marks, III, The Black Press Views American Imperialism (1898-1900), Arno Press and
the New York Times, New York, 1971
 37

U.S. soldiers torturing a Filipino, 1901. When the

U.S. military water-boarded Filipinos, the practice
was accepted. When the Japanese later water-
boarded U.S. personnel in World War II, America
tried them for war crimes.
Topics: Debriefing Discussion

Objectives:
Be able to discuss questions and responses related
to imperialism in a group.

Engage in respectful discussion with a peer group

Utilize evidence from case studies to relate back to

the unit question of is imperialism justified.

Activities
Activity Timing Roles
(Student S, Teacher T)
Set-Up 1:15- (T) At front of the room to
Desks will be arranged in a circle 1:30 explain the assignment
Rubric for the discussion will be at each
desk (S) Pay attention and follow
Students will read through the discussion along on their own sheets
rubric silently
Students will make name cards (for me to
(T) Pass out evidence files
keep track of who is participating)
Students will have their evidence folder with
them at their desk
Activity Discussion 1:30- (T) Mediates discussion and
Present the Essential Question: Is 2:05 (10 offers questions when there is
imperialism justified? mins per a lull as well as keeping time
Other Topics will Include: topic and recording participation
Motives with 5
mins of (S) Carry the discussion and
Portrayal, treatment, and benefits of Native
wiggle engage each other speaking
groups
room) one at a time and using
examples from the evidence
 38

Assessment
Formal: Discussion Rubric

Materials/Resources
Class Map [Referenced in Social Map of Class] to keep track of participation for each
student
Rubric for students
Evidence Files

Discussion Rubric

Participation is Participant offers enough solid analysis, without prompting, to

Outstanding move the conversation forward
Participant, through his/her comments, demonstrates a deep
knowledge of the materials
Participant has come to the discussion prepared with notes
Participant, through his/her comments, shows that he/she is
actively listening to other participants
She/he offers clarification and/or follow-up that extends the
conversation
Participant's remarks often refer to specific parts artifacts or
materials

Participation is very Participant offers solid analysis without prompting

good Through his/her comments, participant demonstrates a good
knowledge of the materials
Participant has come to the discussion prepared with notes
Participant shows that he/she is actively listening to others.
She/he offers clarification and/or follow-up

Participation is Participant offers some analysis, but needs prompting from the
 39

satisfactory discussion leader and/or others

Through his/her comments, participant demonstrates a general
knowledge of the materials
Participant is less prepared with few notes
Participant is actively listening to others, but does not offer
clarification and/or follow-up to others' comments
Participant relies more upon his/her opinion, and less on the
evidence to drive his/her comments

Participation is not Participant offers little commentary

satisfactory Participant comes to the seminar ill-prepared with few notes
and little understanding of the materials
Participant does not listen to others, offers no commentary to
further the discussion

Topics: Transitioning to the Trial

Objectives:
Write an effective opening statement that uses inferences about evidence to support a position

Work as a group to submit a single writing piece.

Activities
Activity Timing Roles
(Student S, Teacher T)
Explain the scope of the next few days to the 1:15- (T) Standing at the front of
students 1:35 the room to give overview of
o Trial introduction today and creation lesson to the entire class
of opening statement (S) Listen silently from
o Trial preparation of evidence desks
tomorrow
o Trial presentations Friday (T) Calling on different
Read the entire assignment sheet with the students to read sections of the
assignment aloud
kids
Ask for questions
(S) Raising hands to
participate in reading

(T) Stands at the front of the

class and addresses specific
 40

questions from the entire

group

(S) Raise hands from seats

to ask questions
Activity Trial Preparations 1:35- (T) Read off names on each
Split classroom and assign perspective 2:05 team from the front of the
(European or Native populations) class
Go over the first column of the rubric for the
opening statement (S) Silently listening,
Repeat and write the necessary components staying seated
of the opening statements on the board
(T) Calling on different
Pass back evidence files
students to read sections of the
Let students start to write the statements and assignment aloud
begin to pull evidence to support their
assigned opinion (S) Raising hands to
Submit the typed opening statement to participate in reading and once
teacher as a google doc finished get up an move to the
appropriate side of the room
for their team

(T) Passing back evidence

files and walking around room
to help and make sure all
students are participating

(S) Going through their

evidence packets and
collaborating with each other
to write their opening
statements

Assessment
Formal: Rubric for Opening Statements
Informal: Participation recording only those students who are not participating with their
group sufficiently

Materials/Resources
Trial Assignment Sheet
Evidence Files
Bring back all other artifacts from case studies
Computer
 41

Trial Project
Essential Question: Is imperialism justified?

Introduction:

Throughout this unit we have been looking at the question above and evidence that might
support or contradict an answer. Now we are going to put it to the test.

The class is going to be split over the course of the next few days. One side will be assigned the
position of European imperialists that would say imperialism is justified. The others will be
representatives for the native populations of the countries we have learned about.

For this assignment we will take a position on the issue and come to a consensus as whether or
not we can say imperialism was justified. All the evidence that you have compiled through the
artifacts is in play for this trial and everyone will have to present something whether it is the
opening statement or a piece of evidence.

When we have heard everyones presentations we will review the material and question
independently from notes that you will take on your own. This will be collected and tallied as a
vote to make a ruling verdict for the class (unfortunately the statute of limitations has been
exceeded and justice cannot be served in any way other than recording the decision).

Part A. Opening Statement

 42

The trial will begin with an opening statement that summarizes your argument for the case. This
will not include specific references, but rather gives an impression of the types of evidence you
will present and why your side is correct.

The opening statement will be a collaborative activity (it will be completed as a group). Your
entire team should be contributing their ideas to build a single paragraph of roughly 5-7
sentences. The grade for this will be for your entire group, but participation will be marked
individually.

This will be read aloud by a single member of your group. This group member will not have to
present a piece of evidence, but rather will be graded on their presentation using the same
criteria.

Include in your opening statement:

Your groups position (justified or unjustified)
A description of the types of evidence you will present
o What types of motivation are you showing?
o How did it impact your group?
o Why is that motivating factor justified or unjustified?
Why might the other side be invalid?
Any appropriate vocabulary

Part B. Presentation of Evidence

For the rest of the group, you each will be presenting an artifact from the 3 class case studies.
Although you are presenting individually, you should be choosing your evidence with your group
and bouncing ideas off of each other.

You have already made claims for both the conquering and conquered peoples and you are
encouraged to use this information in your presentation. You will need to modify these claims to
and use it as evidence to support your position and opening statement.

Artifacts are limited and students are plentiful. For this reason, you may want to present the same
evidence as another group member. This will be allowed, but you must be sure that you do not
make the same point as the other member of your group.

You will record your thoughts in the evidence note sheet (attached at the back). While you do not
have to write out a script for yourself (although you certainly can), you will need to be able to
present clearly and concisely; using vocabulary appropriately and stating exactly how the artifact
supports your position.

The note sheet has enough space to work with every piece of evidence. Since you are only
presenting one artifact you may use the extra space for your notes on other students
presentations.
 43

This note sheet is for you to organize your ideas. I will not be collecting it, you will be expected
to include information from each column on your own presentations.

Part C. Presentation Day

When we come in on Friday, the room will be set for the trial. Groups will sit together and have
their information organized and prepared before the class begins.

We will begin with a coin flip over which group will present first, then that group will read their
opening statement. The other groups opening statement will be read to the class immediately
following, but evidence will begin again with the starting group and they will finish their
presentations before the opposing group starts their artifact presentations.

While students are presenting, the rest of the room should be listening respectfully. You are
expected to take some notes on your own as to the effectiveness of each piece of evidence. These
notes will not be collected, but they will make your individual judgment much easier.

Part D. Judgment

There will in fact be a ruling at the end of this assignment. It is important that you pay attention
to the presentations so that you can then take the role of the jury and make your own decision on
whether or not imperialism is justified.

This will be a short free write to be collected at the end of the presentations. You will need to
include:
Your belief after the evidence on whether or not European imperialism was justified
Why you believe that
What argument against your stance was most effectively presented

These will be collected and tallied to determine which team one the trial for our class.
 44

Category 4 3 2 1
Stance Have Took an easily There was a Developed a Did not take a
you answered apparent stance stance and stance on stance on
the question and and reasonably justification, whether or not whether or not
explained why? supported it but it was not imperialism was imperialism was
with clearly justified, but did justified.
appropriate defined. not state why.
information
Evidence Gave insight Speaks about Lists out the Does not
How do you into the types of the types of evidence present any
back up the evidence that evidence, but directly instead evidence that
claim you have would be doesnt of pointing out supports the
made? presented so as describe the the significance. claim.
to understand case being
the grounds on made.
which the case
will be argued
without
speaking
specifically.
Vocabulary Used more than Used 2-3 of Used 1-2 of the Did not use any
Did you use the 3 the vocab vocab words vocabulary from
vocabulary from words/concepts words without without error class or did not
the classroom that were talked error use any of it in
appropriately? about in class the proper
correctly in the context.
proper context
 45

Organization The statement The Most of the Does not follow

Do your ideas is framed well requirements requirements what is required
flow in a and flows to of the are met, but do by the
deliberate form? make a assignment not flow well assignment or it
coherent are met, but together or there does not present
argument with the ideas may is evident the ideas in an
all parts of the not flow well organization, effective way
assignment together. but less than
included. half of the
requirements
are met.
Rubrics:
Opening Statement Content Rubric:

Presentation Rubric:

Criteria 4 3 2 1
Clarity The presenter The presenter The jist of what The presenter
communicates can communicate the presenter is barely speaks in
fluently in full understandably trying to say full sentences or
Did you wing it sentences and despite making a comes across but pronounces
or were you pronouncing few errors in errors in fluency words
prepared? words correctly wording distract from the incorrectly;
main point of the maybe even
presentation stumbles over
whole sentences
Speaking Presenter The presenter The presenter Presenters body
displays maintains a displays a few language shows
Presence professional professional good body- no
body language speaking language professionalism
Are you (standing up presence for characteristics, and speaks with
confident about straight, making most of the but is informal a monotone
what youre eye contact, presentation with for the most part voice
presenting? facing the only minor
audience, vocal breaks
inflection is
appropriate)
Engagemen Presenter Knowledge on The presenter Presenter does
displays clear the artifact is may have some not appear to
t with knowledge of the evident, but the knowledge of the have a grasp on
Content artifacts and is student may have artifact they are the information.
able to overlooked some presenting but The points they
Do you know manipulate the minor details that does not make are too
 46

what the source information in a detract from their manipulate the stretched,
is saying? believable way understanding details to fit the inaccurate, or do
to support their stance effectively not fit with the
stance artifact
Relation to It is explicit in The stance might The stance isnt The presenter
the presentation be given given explicitly, does not state
the Stance how the explicitly but but it can be how this
information some inferred which information
Did you tie it all supports the information isnt side the student connects back to
back? stance of the tied back to it is presenting for the group stance
group or is confused in
its relationship

Evidence Note Sheet:

Artifact/Countr Specific Detail How it supports Claims that this How you would
y to support your your stance: artifact makes counter those
stance: against your claims:
stance:
1

2
 47

6
 48

10
 49

11

12
 50

Topics: Trial Preparation

Objectives:

Students will compile evidence from class and manipulate it to fit with an assigned perspective.

Activities
Activity Timing Roles
(Student S, Teacher T)
Reintroduce Trial Assignment 1:15- (T) Standing at the front of
Remind students of the schedule 1:25 the room with assignment
Tell students exactly which part they should sheet
be working on
Answer any questions that may have arisen (S) Listening quietly and
asking questions at the end if
need be
Activity Continue Case Work 1:25- (T) Walking around the
Students will have the remainder of the 2:05 room to help when needed and
period to continue their work compiling keep students from become
evidence and choosing who will present silent observers of their groups
which pieces and how they justify
imperialism (S) Collaborating with their
teams in their groups and
going through their evidence
to decide which artifacts point
to their stance and how they
may or may not justify
imperialism
 51

Assessment
Informal: Participation will be checked, only those not participating sufficiently will be
marked off

Materials/Resources
Evidence Files
All Artifacts from case studies
Assignment Sheet

Topics: Trial Presentation

Objectives:

Students will present a point of view clearly and concisely and show how the evidence confirms
that viewpoint.

Activities
Activity Timing Roles
(Student S, Teacher T)
Grabber Intro 1:15- (T) At the front of the room
Teacher should have robes and gavel or 1:20 reading
otherwise set the room up for the event
All rise the honorable judge Remind (S) Sitting silently and
everyone exactly what their stance is and listening
introduce them for their opening statements
Activity Trial 1:20- (T) Teacher is sitting at the
Students choose one person to present their 1:55 desk observing the
opening statements to the room (each presentations as well as
Pro-imperialists begin the evidence student keeping time and marking the
presentation has rubric for grading
Each student presents an inference made about 2
from an artifact minutes (S) One student at a time is
to talking others are paying
Anti-imperialists follow doing the same
present) attention and taking notes on
the other presentations
individually
Wrap-Up Exit Ticket 1:55- (T) Passing out paper and
Closing statements are written by the 2:05 introducing the task
 52

students individual opinions

o Do you believe imperialism is (S) Writing individually and
justified? flipping through their notes
o Why do you believe that?
o What argument against your stance (T) Collects exit ticket
was most effectively presented?
These will be tallied and the students will
know who won the trial the next day
(doesnt affect their grades)

Assessment
Formal: Presentation rubric as well as Opening Statement Rubric

Materials/Resources
Rubrics for each presentation (from students)
Evidence Files
Artifacts from case studies
Paper for Exit Ticket