Multiple Pathways to Success Quarter 3 Learning Module Aligned … · Multiple Pathways to Success Quarter 3 Learning Module Aligned with Maryland State Standards Social Studies World

Multiple Pathways to Success

Quarter 3 Learning Module

Aligned with Maryland State Standards

Social Studies

World History

Prince George’s County Public Schools

Board of Education of Prince George’s County, Maryland

World History 3rd Quarter Learning Module

DBQ: Technology & Imperialism

Some things you should know: ● DBQ stands for Document Based Question. ● A DBQ is a type of essay that provides you with documents to serve as sources of information

for your writing. ● A DBQ is not necessarily designed to assess your content knowledge but rather to guide you

in the practice of thinking like an historian as you will be prompted to analyze, evaluate, and synthesize the information presented in a series of primary and secondary sources.

How to Write a DBQ Essay:

Step #1: Unlock the Prompt ● Read the Historical Context to begin brainstorming ideas for writing your introduction. Take a

look at the Historical Context for this essay below.

Historical Context: Among the many important events of the 19th century, two were of tremendous importance. One was the Industrial Revolution; the other was the domination and exploitation of Africa

and Asia by the Europeans, Americans, and later the Japanese. Historians believe the two were interconnected – technological advancements made imperialism successful, while colonies were often acquired as for their resources and their markets. Colonial peoples, on the other hand, had a different

perspective and both industrialization and imperialism profoundly affected these peoples. ● Brainstorm:

What time periods/societies/areas of the world come to mind? Identify (if possible):

WHO: WHAT: WHEN: WHERE:

● Read the Task below.

Task: Using the information from the documents and your knowledge of global history, write an essay in which you: Analyze the relationship between technology and 19th century imperialism and its impact on colonial peoples. Decide whether technology made it easier to obtain or to maintain empires. Based on the following documents, discuss the influence and impact of technology on 19th century imperialism.

○ Circle action verbs. ○ Underline important ideas/details. ○ Restate the prompt expectations as a thesis statement.

Sample Thesis: Technological advances spurred on by the Industrial Revolution served as a driving factor for widespread Imperialism in the 19th century.

Your Preliminary Thesis: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step #2: Close Reading of the Documents ● Begin by conducting a first read, reading each document just to get the gist. ● Then, go back and conduct a Close Read. Be sure to Mark Up the Text as you examine each

document. ● Finally, answer each of the scaffolding questions that accompany the given texts.

Step #3: Responding to the Prompt

● Outline your thoughts: In your body paragraphs, you should use 4 out of the 6 documents total. That would equal out to 2 documents for each of the body paragraphs (or 1 per topic).

Intro Historical Context Sentence: Thesis:

Body Paragraph #1 Topic: ______________________ Document #s:

Details: ● ● ● ●

Body Paragraph #2 Topic: ______________________ Document #s:

Details: ● ● ● ●

Conclusion Restated Thesis:

● Now, WRITE your essay and revise according to the Scoring Rubric.

Mark Up the Text

Number Each Paragraph

Circle key words or details you

want to remember.

Put a question mark over things

you find confusing or have

questions about.

Put an exclamation mark over

things you find interesting.

Use an E to note Evidence you

find in the text.

Draw an arrow next to parts you

make connections to.

Write important THOUGHTS in the

margin.

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DOCUMENT-BASED QUESTION: TECHNOLOGY AND IMPERIALISM

DIRECTIONS The following question is based on the accompanying documents. (The documents have been edited for the purpose of this exercise). The question is designed to test your ability to work with and understand historical documents. Write an essay that: • Has relevant thesis and supports that thesis with evidence from the documents. • Uses all or all but one of the documents. • Analyzes the documents by grouping them in as many appropriate ways as

possible and does not simply summarize the documents individually. • Takes into account both the sources of the documents and the authors’ points of

view. ESSAY PROMPT Analyze the relationship between technology and 19th century imperialism and its impact on colonial peoples. Decide whether technology made it easier to obtain or to maintain empires. Based on the following documents, discuss the influence and impact of technology on 19th century imperialism. What types of additional documentation would help access the impact of technology during the Era of Colonialism? HISTORICAL BACKGROUND Among the many important events of the 19th century, two were of tremendous importance. One was the Industrial Revolution; the other was the domination and exploitation of Africa and Asia by the Europeans, Americans, and later the Japanese. Historians believe the two were interconnected – technological advancements made imperialism successful, while colonies were often acquired as for their resources and their markets. Colonial peoples, on the other hand, had a different perspective and both industrialization and imperialism profoundly affected these peoples.

Copyright @ 2001 by Paul William Philp

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DOCUMENT 1

DOCUMENT 2

Document 4

DOCUMENT 3


Li Hung-Chang, Chinese scholar and Manchu minister, comments in support of modernization of China, 1872 “The westerners particularly rely upon the excellence and efficacy of their guns, cannon, and steamships, and so the can overrun China. The bow and spear, small guns, and native-made cannon, which have been used by China, cannot resist the rifles. The sailing boats, rowboats, junks, and gunboats, which have hitherto been employed, cannot oppose their steam-engined warships. Therefore, we are controlled by the Westerners.”

BRITISH MILITARY DEATH RATES IN AFRICA FROM MALARIA BEFORE AND AFTER QUININE’S INTRODUCTION AS RECORDED IN

THE UNITED SERVICE JOURNAL AND NAVAL AND MILITARY MAGAZINE

In Great Britain Before 1817 – 1836 15 people per 1000 After 1858 - 1860 16 people per 1000

In West Africa Before 1850 – 1855 250 – 750 people per 1000 After 1858 - 1860 50 –100 people per 1000

In Sierra Leone Before 1819 – 1836 483 people per 1000 After 1858 - 1860 36 people per 1000

In the Gold Coast Before 1823 – 1827 668 people per 1000 After 1858 - 1860 50 people per 1000

In Gambia Before 1850 – 1855 692 people per 1000 After 1858 - 1860 52 people per 1000

On Royal Naval ships off coasts

Before 1825 – 1845 65 people per 1000 After 1858 – 1860 22 people per 1000

Macgregor Laird, explorer and famous British shipbuilder, a speech, 1832 “We have the power in our hands – moral, physical, and mechanical . . . the third, bequeathed to us by the immortal Watt. By his invention every river is laid open to us, time and distance are shortened. If his spirit is allowed to witness the success of his invention, I conceive one application of it that would receive his approbation more than seeing the mighty streams of the Niger, Nile, Indus, and Ganges stemmed by hundreds of steam-vessels, [is] carrying the glad tidings of peace and good will toward men into the dark places of the earth.”

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DOCUMENT 4

DOCUMENT 5


SHIPPING DISTANCES BETWEEN LONDON, ASIA, AND AUSTRALIA BEFORE AND AFTER THE COMPLETION OF THE SUEZ CANAL

Via: Cape of Good Hope the Suez Canal % Saved London to Bombay 19,755 km. 11,619 km. 41 London to Calcutta 22,039 km. 14,970 km. 32 London to Singapore 21,742 km. 15,486 km. 29 London to Hong Kong 24,409 km. 18,148 km. 26 London to Sydney 23,502 km. 22,492 km. 4

Japanese treaty with the Government of Korea, 1905 2. “As to the construction of the railways between Seoul and Pusan, and

between Seoul and Inchon which is referred to in the reform plan, the Korean government, so long as their public finance is not strong enough, shall enter into a contract with the Japanese government or a Japanese company and start the construction of said railways.

3. As to the telegraphic lines, which have already been laid between Seoul and

Pusan and between Seoul and Inchon by the Japanese government, the Korean government shall conclude a treaty and shall maintain them.

4. The Korean government shall employ Japanese on the recommendation of

the Japanese government as legal and political advisors for the execution of the Korean administrative reforms.

6. In order to promote further amity and encourage commerce between the two

countries, the Korean government shall open a port for foreign trade in the province of Cholla.”

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DOCUMENT 6

DOCUMENT 7

DOCUMENT 8


John Cristopher Willis, director of Peradeniya Botanic Gardens in Ceylon, from his 1909 book “The great development of European planting enterprise in the more civilized and opened-up [colonies] has revolutionized the primitive agriculture or rather has built up a modern agriculture beside it. The [colonial powers] will not permit that the rich and as yet comparatively undeveloped countries of the tropics should be entirely wasted by being devoted merely to the supply of food and clothing wants of their own people, when they can also supply the wants of the colder zones [with] so many indispensable products”

G. V. Joshi, Indian teacher and schoolmaster, and economist, an essay, 1884 “We are not opposed to the growth of railroads. They are good in their own way as providing cheap transit, and promoting national solidarity, and facilitating trade movement. But it is on no grounds justified in bringing the foreigner with his talent and capital into the country, and suffering him to appropriate permanently the national field of improvement, to the exclusion of the native element, and forming the nucleus of a domineering foreign aristocracy. The value to the British nation was measured by the quality of raw material, which the resources of Indian agriculture enabled it to export for the feeding and maintenance of the Lancashire manufactures. India was to devote all its energies to raise the raw exports; and canals, railroads and improved communications were to be pushed on at any cost to facilitate the export of raw articles and the import of English manufactures. India’s own industrial needs were of no consequence.”

Petition of Natives of Bengal (India), Relative to Duties on Cotton and Silk, addressed to the British government and signed by 117 high Bengali, 1831 “That of late years your Petitioners have found their business nearly superseded by the introduction of the fabrics of Great Britain into Bengal, the importation of which augments every year, to the great prejudice of native manufactures. Your Lordships must be aware of the advantages the British manufactures derive from their skill in constructing and using machinery, which enables them to undersell the unscientific manufacturers of Bengal in their own country.”

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DOCUMENT 9

DOCUMENT 10

DOCUMENT 11

Treaty of an Oil Concession by the Iranian Government to William D’Arcy, founder of the Anglo-Persian Oil Company, 1901 “The Government of his Imperial Majesty the Shah grants to the concessionaire a special and exclusive privilege to search for, obtain, exploit, develop, render suitable for trade, carry away and sell natural gas petroleum throughout the whole extent of the Persian Empire. This privilege shall comprise the exclusive right of laying the pipelines and also the right of constructing and maintaining wells, reservoirs, stations and pump services, factories, and other works and arrangements that may be deemed necessary. The government grants all uncultivated lands belonging to the state which the concessionaire’s engineers may deem necessary; as for cultivated lands belonging to the state, the concessionaire must purchase them. The government also grants the right of acquiring all and any other lands or buildings necessary for the said purpose, with the consent of the proprietors.”

Amir Boktor, Egyptian economist working for the British, 1923, his book “Technical schools are graduating a number of students annually, but the lack of factories and private enterprises makes it difficult for these graduates to earn a living. There is also reason to believe that these [English] technical schools do not take into account the needs of the country. In the big cities, strange to say, the majority of the people employed in repairing, oiling, and all kinds of work pertaining to motorcars, even selling gasoline, are Europeans. Likewise, electric, water, and gas companies supplying Cairo, Alexandria, and other cities employ Europeans. Tramway companies in Cairo and Alexandria are owned by Europeans; the motormen and the conductors, however, are Egyptians.”

Smet de Naeyer, Premier of Belgium, 1904, a report to the Parliament “In this sinister and mysterious continent a state has arisen introducing into Central Africa the benefits of civilization. Cities, which rival our seaside resorts, light up and animate the banks of the [Congo]. The Moyamba Railroad, the cataract railroad, and the Great Lakes Railroad pierce the heart of the Equatorial forest; sixty to eighty steamers ply the Congo and its affluents, this regular service of postal communication, this telegraph line these hospitals. All these things, born of yesterday give to the traveler the impression that he is travelling, not in the barbarous Central Africa, but in a country which has been conquered by European civilization.”

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DOCUMENT 12

DOCUMENT 13


OVERSEAS TELEGRAPH CABLES BUILT BY GREAT BRITAIN, c. 1900

1850 U.K. to France 1852 U.K. to Ireland @ 1856 U.K. to Turkey, Egypt @ to Yemen @ to Pakistan @ 1857 – 1858 U.K. to Canada @ and the United States 1859 Egypt @ to Yemen @ 1861 Malta @ to Egypt @ 1862 Pakistan @ to Persian Gulf 1865 U.K. to the United States 1866 Across Europe to Persian Gulf; to Malta @, Egypt @ to India @ 1871 India @ to Malaysia (Singapore) @ to Vietnam to Hong Kong @

to Shanghai, China to Indonesia to Australia @ 1873 U.K. to Brazil and Argentina 1875 Argentina to Peru 1876 Australia @ to New Zealand @ 1879 Yemen @ to East Africa @ to Mozambique to South Africa @ 1885 U.K. to Sierra Leone @ to Ghana @ to Nigeria @ to Congo to

Angola to South Africa @ 1901 – 1902 South Africa @ to Ceylon @ to Singapore @ to Australia @ 1902 Canada @ to Fiji @ to New Zealand @

190,000 miles in the World; 72% owned by Great Britain

@ indicates countries controlled by Great Britain

Udo Akpabio, Anang (Nigerian) chief, comments to the Reverend W. Groves in 1936 when asked which were better, the “old days” or modern times. “Things have changed very much during the last few years. The beginning of [colonial] administration and taxation has not all been well. Before taxation we were informed that the price of palm produce would be raised, but now [palm] oil and palm kernels are very little valued by the Europeans. As palm produce is the chief means of living, I do not know what the life of the people will be in a few years. On the other hand there are advantages derived from this fashion of government. The are many new and better roads throughout the district. We have no trouble carrying loads. Motors bought from the tax money do all this. Many bridges have been built. In some places where the people have to walk many miles for their water, deep wells have been made in their towns.”

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FOOTNOTES: TECHNOLOGY AND WESTERN IMPERIALISM 1. Daniel R. Headrick, The Tools of Empire: Technology and European Imperialism

in the 19th Century (New York: Oxford University Press, 1981), 122. 2. Headrick, The Tools of Empire, 62 – 70 passim. 3. Headrick, The Tools of Empire, 17. 4. Daniel R. Headrick, The Tentacles of Progress: Technological Transfer in the Age

of Imperialism, 1850-1940 (New York: Oxford University Press, 1988), 26. 5. Bonnie G. Smith, Imperialism: A History in Documents (New York: Oxford

University Press, 2000), 49. 6. Headrick, The Tentacles of Progress, 210. 7. Alfred J. Andrea and James H. Overfield, The Human Record: Sources of Global

History, 3rd Ed., Volume II: Since 1500 (Boston: Houghton Mifflin Company, 1998), 341-343.

8. L. S. Stavrianos, ed., The Epic of Modern Man: A Collection of Readings

(Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966), 263. 9. Andrea and Overfield, 319-321 10. Headrick, The Tentacles of Progress, 311-312. 11. James Hanscom, Leon Hellerman, and Ronald Posner, eds. Voices of the Past:

Readings in Modern History. (New York: The Macmillan Company, 1967), 151. 12. Stavrianos 295-296. 13. Headrick, Tools of Empire, 157 – 164 in passim.


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BIBLIOGRAPHY: TECHNOLOGY AND WESTERN IMPERIALISM 1. Allen, H. C. Great Britain and the United States: A History of Anglo-American Relations, 1785 – 1952. New York: St. Martin’s Press, Inc., 1955. 2. Andrea, Alfred J., and James H. Overfield. The Human Record: Sources of

Global History, 3rd Ed., Volume II: Since 1500. Boston: Houghton Mifflin Company, 1998.

3. Bailey, Thomas ed., The American Spirit: United States history as Seen by Contemporaries. Boston: D. C. Heath and Company, 1963. 4. Hanscom, James, Leon Hellerman, and Ronald Posner, eds. Voices of the Past: Readings in Modern History. New York: The Macmillan Company, 1967. 5. Headrick, Daniel R. The Tentacles of Progress: Technological Transfer in the Age of Imperialism, 1850-1940. New York: Oxford University Press, 1988. ------------------------. The Tools of Empire: Technology and European Imperialism in the 19th Century. New York: Oxford University Press, 1981. 6. Smith, Bonnie G. Imperialism: A History in Documents. New York: Oxford

University Press, 2000. 7. Stavrianos, L. S., ed. The Epic of Modern Man: A Collection of Readings Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966.

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VOCABULARY: TECHNOLOGY & 19th CENTURY IMPERIALISM

1. NEW IMPERIALISM

2. IMPERIALISM AND A. J. HOBSON

3. IMPERIALISM – THE HIGHEST STAGE OF CAPITALISM AND V. I. LENIN

4. THE INFLUENCE OF SEA POWER UPON HISTORY AND A. J. MAHAN

5. INDUSTRIAL REVOLUTION

6. TELECOMMUNICATIONS: Telegraphs, cables

7. TRANSPORTATION REVOLUTION: Railroads, steamships, canals

8. TROPICAL MEDICINE

9. TROPICAL AGRICULTURE (CASH CROPS)

10. BERLIN CONFERENCE OF 1885

11. OPIUM WARS

12. BOXER REBELLION

13. COLONIAL WARS

14. COLONY

15. PROTECTORATE

16. SPHERE OF INFLUENCE

17. SHELTERED MARKETS

18. GUNBOAT DIPLOMACY

19. WESTERNIZATION VS. MODERNIZATION

20. ‘PROFITABILITY OF COLONIES’ MYTH

21. TRANSFER OF TECHNOLOGY

22. TECHNICAL MONOPOLIES

Scoring Rubric: Document Based Question (DBQ)

8-10 5-7 points 2-4 points 0-1 points

Thesis

/10

· well developed · provides a clear road map · analytical · accurate · clearly addresses question · comprehensive

· good thesis; developed · provides a road map with a few main points · satisfactorily addresses question · beyond simple restatement of question

· thesis is limited · confused; does not provide a clear road map · inadequately addresses question · simple restatement of question

· no thesis · thesis does not address the question

Addresses task

/10

· all aspects of question are addressed—thoroughly and evenly

· all aspects of question are addressed, though not evenly or thoroughly

· most aspects of essay question are addressed

· essay attempts or fails to address the task

Analysis

/10

· strongly supports thesis throughout · evaluates in depth · sophisticated · Richly supported with relevant facts, examples and details · uses comparisons, connections where appropriate

· satisfactorily supports thesis · adequate · more descriptive than analytical (but attempts to include some analysis) · good/complete · includes relevant, facts, examples and details

· limited support of thesis · over generalized; lacks analysis · simplistic · includes some facts and details

· inadequate support of thesis · incorrect or inaccurate · no analysis is present · includes no use of accurate or relevant facts and details

Use of Documents

/10

· strongly supports thesis with appropriate evidence from documents · All the information from documents is cited correctly · uses info from documents persuasively as evidence; student understands the meaning of documents · careful, insightful analysis and synthesis · uses at least 4 documents

· satisfactorily supports thesis with appropriate evidence from documents · Most of the information from documents is cited correctly · uses info from documents as evidence, but student only understands basic meaning of documents · satisfactory analysis · uses some documents (at least 3 used)

· limited support of thesis · unclear references/citations of documents · Students uses quotes from documents instead of paraphrasing · general or simplistic use of documents because students has limited understanding of documents’ meaning · limited use of documents (uses 2 documents)

· inadequate support of thesis · No documents cited · has little or no understanding of documents · ineffectual use of documents or no documents used

Accuracy /10

· may include few minor historical errors that do not detract from quality of essay

· may include minor errors that somewhat detract from quality of essay

· major errors and/or omissions · substantial factual errors and/or omissions

Organization

/10

· Includes a well developed intro and conclusion that appropriately sets up the themes · well developed · consistently demonstrates a clear and logical plan of organization · clearly written

· Includes a satisfactory intro and conclusion that sets up basic themes/ideas · satisfactorily developed · demonstrates a clear and logical plan of · mostly clearly written

· Intro and conclusion are present but do not relate to topic and/or are confusing · Essay may be missing an intro or conclusion · poorly organized · lacks focus · grammatical and spelling errors throughout

· No intro or conclusion present · no plan evident · considerable grammatical and spelling errors

Total: /60