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The Imperial India: Document Analysis

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:
Document Analysis
Grade Level:
7
Lessons in this unit:
  1. Imperialism: Persuasive Campaign
  2. The Imperial India: Document Analysis

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Alabama State Standards

The learning goals for this lesson meet the following 9th Grade World History standards in the Alabama Course of Study:

  • 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 History Standards

The following National History Standards for World History were addressed in this lesson:

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

The following National History Standards for Historical Thinking were addressed in this unit:

  • 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

The learning goals for this unit correspond with the following NCSS Thematic Strands:

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