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Imperialism: Persuasive Campaign

Persistent Issue:
What actions are justified in the interest of the welfare or security of the community?
Central Question:
Has the British presence been good for India?
Topic:
Imperialism
Course:
World History
Strategy:
Persuasive Campaign
Grade Level:
9
Lessons in this unit:
  1. Imperialism: Persuasive Campaign
  2. The Imperial India: Document Analysis

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Alabama State 9th Grade World History Standards

  • Standard 9: Describe the impact of technological inventions, conditions of labor, and the economic theories of capitalism, liberalism, socialism, and Marxism during the Industrial Revolution on the economics, society, and politics of Europe.
  • Standard 11: Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan’s power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States imperialism.

National Standards for World History

Era 6: The Emergence of the First Global Age, 1450-1770

  • Standard 5 – How Asian societies responded to the challenges of expanding European power and forces of the world economy.
    • Standard 5B
  • Standard 6 – Major global trends from 1450 to 1770.

Era 7: An Age of Revolutions, 1750-1914

  • Standard 3 – The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1850
    • Standard 3C
  • Standard 5 – Patterns of global change in the era of Western military and economic domination, 1850-1914
    • Standards 5A, 5B, and 5C
  • Standard 6 – Major global trends from 1750 to 1914

National History Standards for Historical Thinking

Standard 2: Historical Comprehension

  • Standards A, B, D and G

Standard 3: Historical Analysis and Interpretation

  • Standards B, D, E, F, G, H

Standard 5: Historical Issues-Analysis and Decision-Making

  • Standards B, D, E, F

National Council for the Social Studies Standards

Strand II: Time, Continuity, and Change

  • Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
    • High School Standards b,c,d,e

Strand V: Individuals, Groups, and Institutions

  • Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
    • High School Standards a,b,d,f,g,h

Strand VI: Power, Authority, and Governance

  • Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
    • High School Standards a,b,c,f

Strand IX: Global Connections

  • Social studies programs should include experiences that provide for the study of global connections and interdependence.
    • High School Standards a,b,h
Lesson Video

1.
Mr. Matthews’ Classroom Video 1

One student group presents their argument and defends it.
Lesson Video

2.
Mr. Matthews’ Classroom Video 2

Mr. Matthews provides scaffolding to student groups as they analyze historical accounts.
Lesson Video

3.
Mr. Matthews’ Classroom Video 3

Mr. Matthews provides a brief introduction to the argumentation task that his students will be conducting using different evidence-based perspectives.
Lesson Video

4.
Mr. Matthews’ Classroom Video 4

Mr. Matthews help student groups further expand their argumentations.
Seq. Title Size Filetype Download
1 PR Billboard Model for Visual Elements 1.10 MB PDF Download File