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Progressive Ideas and Movements (1750-1918)

Nationalism and Imperialism

Learning Module

Abstract

Students investigate the Industrial Revolution, Movement of Peoples, and Progressive Ideas and Movements. They select one to study in depth. This includes causes and effects, how life changed and the Australian experience.

Keywords

Industrial Revolution, Imperialism, Nationalism, Movement of Peoples, Progressive Ideas and Movements, History, Primary Sources, Secondary Sources, Document Study

Knowledge Objectives

As a result of completing this module, students will be able to:

Explain why nationalism / imperialism emerged and the basis of that idea (the policy of extending the rule or authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies).

Explain the reasons why nationalism / imperialism emerged.

Understand the role of an individual (Kaiser Wilhelm) in the promotion of ONE of these key ideas, and the responses to it.

Understand the short and long-term impacts of nationalism / imperialism on Australia and the world, discussing the rise of nationalist sentiment in Australia in the mid - to late nineteenth century.

1. Colonies c 1901

For the Student

In the previous Overview unit we looked at the European countries and their colonies.

1. Look at the colonies map. Write down 10 dots points about them e.g. who has the largest colonies? Where are most of the colonies from?

Discuss.

2. You are an emperor / monarch (king or queen) of one of the empires (British, French, Japanese, German, Spanish). List 5 facts about your emperor or monarch and 5 facts about your country prior to 1914.

3. Discuss which lands you would like to acquire and why.

Comment: You have to do a risk analysis of this plundering. What are the benefits and problems of acquiring more colonies? Add your ideas and comment on the comments of at least 2 other students, explaining why you agree or disagree with them.

Fig. 1: Cecil Rhodes and the Cape-Cairo railway project. Rhodes founded the De Beers Mining Company, owned the British South Africa Company and had his name given to what became the state of Rhodesia. He liked to "paint the map British red" and declared: "all of these stars ... these vast worlds that remain out of reach. If I could, I would annex other planets".

For the Teacher

Aim: This lesson is to recap the European Powers of 1901 - 1914.

Notable Monarchy and Emperors in the 1750 - 1918 period

  • British Monarchy: Queen Elizabeth, 20 June 1837 to 22 Jan 1901
  • Emperor of the French: Napoleon I, 18 May 1804 to 11 April 1814 and again 20 March 1815 to 22 June 1815.
  • Japanese: Emperor Meiji 1867 - 1912 (First Emperor of the Empire of Japan)
  • German: Kaiser Wilhelm I, 22 March 1797 - 18 Jan 1871.
  • Spanish Monarchy: Isabella II, 29 Sept 1833 - 30 Sept 1868

Possible answers for question 3:

  • resources
  • people (labour force, potential army)
  • location
  • power / prestige
  • spread of influence
  • rivalry

Resources: In the overview unit students coloured in a map of European powers. If they dont have one, use the colonies map from Oxford Big Ideas, year 9 or Pearsons history year 9.

European Empires 1914

LA_1_-_European_empires_1914.docx

Atlas

Emperors, kings and queens pictures

LA_1_-_Colonies_c1901_Emperors__kings_and_queens.pub

NOTE: Students will refer to the emperor / monarch activity in future activities.

Timing: LA 1-2 = 1 lesson

2. Aniticpation

For the Student

The Anticipation Guide consists of a series of statements about imperialism and colonisation. Some statements are true and others are false.

Read through the statements highlighting any key words you are unfamiliar with. Define these words and record them in your workbook.

Re-read the statements and in the column marked before reading, decide whether the statements are true or false.

Read 'The emergence of and key ideas in Imperialism.'

Fill in the after reading column.

Discuss.

Fig. 2: Portuguese women in Goa, India, 16th century.

For the Teacher

Anticipation guide

The Anticipation Guide consists of a series of statements about imperialism and colonisation. Some statements are true and others are false.

After students have read 'The emergence of and key ideas in Imperialism' they will be able to answer the after reading column.

Resources: 'Anticipation Guide'

Anticipation_Guide.docx

The emergence of and key ideas in Imperialism.

The_emergence_of_and_key_ideas_in_imperialism.pdf

Timing: LA 1-2 = 1 lesson

3. Imperialism or Colonisation?

For the Student

Reread 'Imperialism and Colonisation' from the handout 'The emergence of and key ideas in Imperialism.'

Construct a Venn Diagram to show the similarities and differences between the concepts of imperialism and colonisation. Define each term in the diagram and include examples such as cultural imperialism, economic imperialism, direct and indirect imperialism.

For the Teacher

Timing: LA 3-4 = 1 lesson

Possible answers:

Similarities:

  • both impose control and influence over another country.
  • Both expand an empires power.
  • Both affect the native / indigenous population of the country.
  • Began in the 17th century.

4. What is the Best form of Imperialism?

For the Student

Go back to your scenario where you were an Emperor, King or Queen. You are about to colonise _________ (choose a continent). What is the best way to conquer a country and why?

Think about direct / indirect, cultural, economic imperialism. You can choose 1 or more types to discuss.

For the Teacher

Continue to refer to the Imperialism and Colonisation section of 'the emergence of and key ideas in Imperialism.'

Timing: LA 3-4 = 1 lesson

5. Economic Advantages of Colonies Mind Map

For the Student

Reread ‘Economic growth’ from the handout 'The emergence of and key ideas in Imperialism

Create a mind map titled ‘The economic advantages of colonies.’ Decide on the number of branches in the mind map as well as a subtitle for each. Make sure that, as your mind map expands, you give more specific detail and examples.

Now re-read Technological Superiority and Divide and Conquer. Answer these questions:

  1. What was meant by the saying ‘the spear is no match for the gun?’
  2. Explain how gunboat diplomacy was used to achieve imperial aims.
  3. What does it mean to ‘divide and conquer’?
  4. How did the British apply the strategy of ‘divide and conquer’ to rule India?

On an A3 piece of paper, create a dot to dot connection about all of the key ideas from this reading. Have imperial aims in the middle.

NOTE: A dot to dot connection is like a mind map.

For the Teacher

Economic advantages Technological superiority and divide and conquer

Resources: A3 paper

Possible Answers to prompt students:

Mind map branches:

  • investment opportunities
  • Manufactured goods
  • new resources
  • trade
  • new markets
  • workers (to get this branch, get students to analyse the pearl divers picture on the handout)

Dot to dot connection is similar to a mind map. Start with the concept of imperial aims and branch off.

Timing: LA 5-6 = 1 lesson

6. War Cabinet

For the Student

Refer back to the activity where you were an Emperor/King/Queen. Imagine that as the emperor/king/queen you are having a meeting with the war council. You are about to colonise ______ (pick a random continent / country). Your cabinet is recommending to use 'gun boat diplomacy' or divide and conquer.

Which do you think is the best way to conquer a country? Consider the pros and cons.

For the Teacher

Timing: LA 5-6 = 1 lesson

7. The Advantages and Disadvantages of Colonisation

For the Student

Reread ‘spreading the gospel’ and ‘a civilizing duty’.

The concept of ‘the white man's burden’ was based on the assumption that colonized people would benefit from adopting the ways of the Europeans. What do you think the effects of colonization was on the indigenous people?

Create a table with two columns – ‘The benefits of colonization to the indigenous population’ and ‘the disadvantages of colonization to the indigenous population.’ Think also about the long-term benefits and disadvantages. List at least 7 ideas for each column – and write them in depth.

Add any other benefits and disadvantages from other activities in this unit.

For the Teacher

Timing: LA 7, 8 and 9 = 2 lessons

8. The Impact of Imperialism

For the Student

L.I: To identify examples of imperialism in China and Australia

Read 'The World before 1914: The Age of Empires. Asia'

As you are reading identify key words and phrases and record them in the key words and phrases column.

Write a sentence or two that captures the main points of the text in the notes column.

Record questions or responses that you have in the last column.

Key Words / phrases
Notes Questions / responses



For the Teacher

Using the provided texts:

  1. Organise students into small groups (3-4). Check that each student has a copy of the text, a note taking worksheet and a highlighter.
  2. Have students individually identify key words and phrases as they read the text and record these on their note taking sheet.
  3. Ask students to write a sentence or two that captures the main points of the text. Direct them to use the highlighted words and phrases.
  4. Have each student take turns to share their notes and compare the main points within their groups. Provide time for each student to modify their notes as necessary.
  5. Direct students to record any further questions and responses in the right hand side of the note taking worksheet.

Taken from course book 1 Tactical Teaching - Reading, Steps Professional Development, 2009.

Timing: LA 7, 8 and 9 = 2 lessons

Possible Key words / phrases

  • British Merchants
  • Opium
  • Opium Wars
  • 'Open door policy'
  • Asian Expansionist policy
  • 'Sphere of influence'
  • Ports
  • Boxers

Purpose

The purpose of this activity is to monitor understanding. Note taking enables readers to record information from lengthy or dense text, to organise and summarise information, and to recall it for later use. It improves a reader's ability to recall significant concepts and the relationships between them (Course Book 1, Tactical Teaching Reading, Steps Professional Development, 2009).

Resources

Imperialism in Australia

Imperialism in China

Imperialism_in_China.doc

Imperialism in China article sourced and amalgamated with editing from Anderson, M. et. al Challenge, Change and Continuity , John Wiley & Sons, 2001 and http://en.wikipedia.org/wiki/Imperialism_in_Asia#Imperialism_in_China

Chinese Spheres of Influence:

Note Taking Scaffolds:

Note taking Scaffold - 'Imperialism in China'

Note_Taking_Scaffold_Imperialism_in_China.doc

Note Taking Scaffold - 'Imperialism in Australia'

Note_Taking_Scaffold_Imperialism_in_Australia.doc

Teaching tips

Note taking is the recording of key words and information during reading as a means of monitoring understanding and linking new information with prior knowledge. Taking notes can also be a way of recording and summarising information from a spoken or written text (Course Book 1, Tactical Teaching Reading, Steps Professional Development, 2009).

9. PEC Paragraph Response Imperialism in China

For the Student

Write a PEC paragraph responding to the previous activity that answers the following question:

What impact did imperialism have upon China during this period?

For the Teacher

Timing: LA 7, 8 and 9 = 2 lessons

Possible Answers:

  • war / violence
  • change in trade
  • loss of land, influence and culture
  • government lost control
  • Many European powers controlled China
  • Humiliation

10. 321RIQ: Kaiser Wilhelm/Bismarck Reading

For the Student

Look at the statements about Kaiser Wilhelm and decide whether they are true or false.

Read the article about Kaiser Wilhelm and Bismarck. After reading, record:

  • 3 Recalls
  • 2 Insights
  • 1 Question

Work in your table groups to discuss your recalls and insights and attempt to answer your questions.

For the Teacher

Resources: Kaiser Wilhelm True \ False

NOTE: All of the answers are TRUE

11. Timeline: The Moroccan Crisis

For the Student

Between 1904 and 1910 there was great unrest between European countries regarding Morocco. This became known as the Moroccan crises.

Identify the main events of the Moroccan Crises.

Record these on a timeline. Use the article, as well as any other resources to help you.

For the Teacher

TIMELINE key events (not all events but most)

1904 Britain signed the Entente Cordiale (friendly understanding) with France. This meant that France agreed to allow Britain to extend its influence into Egypt and Britain made similar promise regarding France and Morocco.

Kaiser Wilhelm viewed this as an alliance against Germany.

1905 Kaiser Wilhelm visited Morocco and promised to protect Morocco against anyone who threatened it.

March 1905 and May 1906 – First Moroccan Crisis.

1906 A conference was held in Algecira (1906) where Britain and Russia supported France and Germany was forced to promise to stay out of Morocco. This in turn annoyed Germany who thought that they were ‘ganged up’ to stop Germany occupying its rightful place in the world. (Italy supported France).

1907. Britain and Russia alarmed by German ambitions made an Entente.

1911 the Sultan of Morocco requested French help in quelling an uprising by rebel tribesmen.

1911 – The Second Moroccan Crisis

Resources: 'Moroccan Crisis'

LA_11_-_Case_study_-_Moroccan_Crisis.docx

Timing: LA 10 and 11 = 2 lessons

12. The Daily Telegraph Affair and George’s Mansion House Speech

For the Student

Read through the speeches given by Kaiser Wilhelm and the British Chancellor David Lloyd George about international relations after the Moroccan Crisis.

For the Teacher

Resources: 'The Daily Telegraph affair and George's Mansion House Speech'

The_Daily_Telegraph_Affair_and_George_s_Mansion_House_Speech.docx

Timing: LA 12 and 13 = 1 lessons

Resources

Student Handout: 'The Daily Telegraph Affair and George's Mansion House Speech'

The_Moroccan_Crisis_Source_Analysis.docx

13. Kaiser Wilhelm's Examples of Imperialism

For the Student

After reading The Daily Telegraph Affair and George's Mansion House Speech.

Which of Kaiser Wilhelm's actions and words are examples of imperialism?

For the Teacher

KW's examples of imperialism

Timing: LA 12 and 13 = 1 lessons

14. Rocking the Boat Primary Source Analysis

For the Student

Using the using the AOCAMBUR source analysis method analyse the following sources as a class:

Rocking the Boat Cartoon

  • A: Author
  • O: Origin
  • C: Content
  • A: Audience
  • M: Motive
  • B: Bias
  • U: Usefulness
  • R: Reliability

For the Teacher

'Student handout': Source analysis Rocking the Boat

Student_handout_Source_Analysis_Rocking_the_Boat.docx

Analysis: L'enfant Terrible Tenniel, Punch May 10 1980.

Author: British artist Tenniel published in Punch magazine. A famous British weekly magazine of humour and satire that published famous political cartoons about issues of the time.

Origin: Britain, 1890

Content: A cartoon entitled L’enfant Terrible (it is a French term for a child who is terrifyingly outspoken by saying embarrassing things to adults, especially parents). It shows Kaiser Wilhelm II “rocking the boat” It shows other European leaders cowering in the stern of the boat and is captioned “Don’t go on like that – or you’ll upset us all!!” Kaiser Wilhelm II is portrayed as a naughty child who will upset the balance of power in Europe and create problems for the other powers. The cartoonist is suggesting that his actions and ambitions for Germany were a threat to the peace in Europe. In the rowing-boat which Wilhelm is threatening to overturn, are seated figures representative of the Kaiser Franz-Josef of Austria-Hungary, King Umberto of Italy, and Queen-Regent Maria Christina of Spain (with the infant King Alfonso XIII on her shoulder); but in the listing stern of the boat is the figure of ‘Marianne’, representative not of a real ruler but of the French Republic.

Audience: Primarily an English speaking, British, audience however, the cartoons would also have been accessible in other areas of Europe. Readers of the magazine had access to these cartoons but British newspapers also published them such as The Times and the Sunday paper News of the World.

Motive: The ‘L’Enfant Terrible!’ cartoon is very interesting not simply for the way in which Wilhelm II is depicted personally, but also because Tenniel (the artist) intended for the young Kaiser to be representative of his entire nation. – Tenniel was therefore commenting as much on the instability of ‘young’ Germany as on its ruler. The reference in the cartoon is to Wilhelm’s early enthusiasm for a form of socialism. The inference here is that Wilhelm (and by extension Germany), by his reckless courting of the Socialists, is needlessly endangering European stability at a moment when the seas are otherwise as calm as a millpond.

Bias: Punch was a British Magazine and therefore the cartoon is from a British viewpoint. The British would have wanted to make Wilhelm II look bad and skew people’s perception of him towards the negative. They wanted the European population to blame Wilhelm II, and therefore Germany, for all of the problems that were plaguing Europe at the time. Punch had a history of making fun of Kaiser Wilhelm because they saw many of his actions as sheer silliness.

Usefulness: Very useful as a source to show what other European powers thought of Kaiser Wilhelm II and his actions and desires in Europe. It is also an interesting example of the ways in which British tabloids were willing to portray other leaders of Europe.

Reliability: Reliable source of public/media opinion but not necessarily the opinions of the rulers of Britain.

Timing: LA 14 = 1 lesson

Resources

Source Analysis - 'Kaiser Wilhelm II "Rocking the Boat", L'enfant Terrible, May 1890'.

Analysis_Wilhelm_II_Rocking_the_Boat.doc

15. Assessment: Source Analysis

For the Student

Assessment: Source Analysis Kaiser Wilhelm II biting the world cartoon.

For the Teacher

The assessment is broken up into 2 parts, the AOCAMBUR table and the written analysis.

HINTS for the Written Analysis:

  • Students MUST mention Kaiser Wilhelm's foreign policy (include examples from the Moroccan Crisis' and the Daily Telegraph affair).
  • MUST include a definition of imperialism and
  • How Kaiser Wilhelm's actions is a demonstration of imperialism.

Timing: LA 15 = 1 lesson

Resources

Assessment Task: 'Kaiser Wilhelm cartoon analysis'

Assessment_Task_-_Kaiser_Wilhelm_Cartoon_Source_Analysis.doc

16. PEC Reflection

For the Student

Reflecting on the first activity again in which you are an Emperor \ King \ Queen. Why was imperialism important? Why \ why not?

Refer to what you have learnt throughout the unit.

Requirements:

  • 2x PEC paragraphs
  • Discuss 3 important factors
  • 10 sentences in each
  • At least 1 quote in each paragraph.
  • 1 lesson

For the Teacher

Requirements:

  • 2x PEC paragraphs
  • 10 sentences each
  • 1 lesson

Timing: LA 15 = 1 lesson

Possible answers

  • economic influences
  • political influences
  • cultural influences
  • trade
  • natural resources
  • power / prestige
  • colonies

17. Acknowledgements

Title: (Source); Fig. 1: Imperialism (Source); Fig. 2: Colonialism (Source).