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Imperialism of Southeast Asia Document Based Question Standards Alignment Grading Rubric Student Directions with Prompt and Rubric Documents Student Response Sheets with Prompt

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Imperialism of Southeast Asia Document Based Question

Standards Alignment Grading Rubric

Student Directions with Prompt and Rubric Documents

Student Response Sheets with Prompt

Standards Alignment California State Standards for Grade 10 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

– 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

– 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

– 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

– 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. – RH 6 - Compare the point of view of two or more authors for how they treat the same or similar topics,

including which details they include and emphasize in their respective accounts. – RH 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print

or digital text. – RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims. – RH 9 - Compare and contrast treatments of the same topic in several primary and secondary sources.

Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an

organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

• b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• e. Provide a concluding statement or section that follows from or supports the argument presented. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. – WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. – WHST 8 - Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

Writing Rubric Category Advanced Proficient Basic Below Basic

Thesis

Contains a well-developed thesis

that clearly addressed the

question.

Thesis addresses question, but not

as focused or comprehensive as

advanced.

Presents a limited, confused, and/or poorly developed

thesis.

Contains no thesis or a thesis that

does not address the question.

Analysis

Presents an effective analysis of all parts of the

question, although treatment may be

uneven.

Analysis deals with part of the

question in some depth, other parts in a more general

way.

Deals with one aspect of the question in a

general way or all parts in a

superficial way with simplistic explanations.

Inadequate or inaccurate

understanding of the question.

Outside Information

Uses a substantial use of relevant

outside information to support thesis.

Supports thesis with some outside

information.

Contains little outside

information or information that is used is inaccurate

or irrelevant.

Inappropriate or no use of outside

information.

Organization Clearly organized and well written.

Shows evidence of acceptable

organization and writing.

Demonstrates weak organization

and/or writing skills that interfere

with comprehension.

Disorganized and poorly written.

Writing May have insignificant errors.

May contain errors that do not seriously detract from the quality

of the essay.

May contain major errors.

Numerous errors, both major and

minor.

Imperialism of Southeast Asia Document Based Question Directions: The following question requires you to construct a coherent essay that integrates your interpretation of the following documents and your knowledge of the period referring to in the prompt or question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period that you have learned in this unit.

Prompt: To what extent did the colonial authority allow Southeast Asians to engage in modern economic activities, provide for civil liberties, and make

education available in New Imperialism colonies?

Rubric

DOCUMENT A “ The Dutch government compels the Javanese farmer to cultivate certain products on his land; it punishes him if he sells what he has produced to any purchaser but itself; and it fixes the price actually paid. The expenses of transport to Europe through a privileged trading company are high; the money paid to the chiefs for encouragement increases the prime cost; and because the entire trade must produce profit, that profit cannot be got in any other way than by paying the Javanese just enough to keep him from starving, which would lessen the producing power of the nation.” – Source: Quote from the book Max Havelaar: Or the Coffee Auctions of the Dutch Trading Company, by E. Douwes Dekker (1860)

DOCUMENT B

Dutch Indonesian plantation, mid-1800s, photographer unknown

DOCUMENT C The Dutch controlled Indonesia. Many of the Dutch who moved to Indonesia thought of Indonesia as their home. They set up a class system that kept the Dutch at the top. Wealthy and educated Indonesians came next. Plantation workers were at the bottom. The Dutch forced farmers to use one-fifth of their land for export crops. The British took the port of Singapore plus Malaysia and Burma (modern Myanmar). They used Singapore as a base for trade. It became one of the world’s busiest ports. The British encouraged the Chinese to move to Malaysia. The Malaysians have become a minority in their own country. Tension between the Malays and the Chinese remains to this day. France grabbed Indochina (modern Laos, Cambodia, and Vietnam). The French ruled Indochina directly and tried to push French culture on the Indochinese. The French did not encourage industry. Rice became a major crop. Although the Vietnamese grew more rice than before, they ate less of it because so much rice was sent out of the region. This problem set the stage for Vietnamese resistance to French rule. Colonialism brought some features of modern life to these regions. But economic change benefited Europeans more than the local people. Even so, schooling, health, and sanitation were improved. Millions of people migrated to new regions of Southeast Asia. The mix of cultures did not always go smoothly. Even today, some conflict between groups results from this period. - Source: Text summary prepared from “Modern World History,” McDougal Littell

Burmese Capitol,

Late 1800s photographer

unknown

DOCUMENT D

DOCUMENT E Gentlemen, these are considerations that merit the full attention of patriots. The conditions of naval warfare have greatly changed .... At present, as you know, a warship, however perfect its design, cannot carry more than two weeks' supply of coal; and a vessel without coal is a wreck on the high seas, abandoned to the first occupier. Hence the need to have places of supply, shelters, ports for defense and provisioning.... And that is why we needed Tunisia; that is why we needed Saigon and Indochina; that is why we need Madagascar... and why we shall never leave them! ... Gentlemen, in Europe such as it is today, in this competition of the many rivals we see rising up around us, some by military or naval improvements, others by the prodigious development of a constantly growing population; in a Europe, or rather in a universe thus constituted, a policy of withdrawal or abstention is simply the high road to decadence! In our time nations are great only through the activity they deploy; it is not by spreading the peaceable light of their institutions ... that they are great, in the present day. Spreading light without acting, without taking part in the affairs of the world, keeping out of all European alliances and seeing as a trap, an adventure, all expansion into Africa or the Orient-for a great nation to live this way, believe me, is to abdicate and, in less time than you may think, to sink from the first rank to the third and fourth. - Source: Excerpts from Jules François Camille Ferry’s, "Speech Before the French Chamber of Deputies, March 28, 1884."

DOCUMENT F He told me that he hoped to avoid a rupture with the Americans, but that his people felt that they had been wronged and slighted, and that they were becoming turbulent and difficult to control. He said that his Government was thoroughly organized; that throughout the provinces, where insurrection had been incessant for years, all was quiet, and the peaceful pursuits of labor were being carried on. "I hope these conditions will not be disturbed," he added, not without meaning. I asked him if the charges were true that the Spanish friars were maltreated, and if women, also, were imprisoned. He replied that he was not responsible to any one for the treatment of his prisoners, but that if an accredited emissary of General Otis would call upon him, he would permit him to visit the places where the Spanish prisoners were confined. As to the women, he said that they were "wives" of the priests and voluntarily shared captivity with them. As I left the room he spoke to my Filipino friend, calling him back. Being somewhat curious at this not altogether polite act, I later asked the reason. - Source: Excerpt from “A Visit to Aguinaldo, Leader of the Philippine Rebels, 1898,” by Edwin Wildman

DOCUMENT H Filipino nationalists led by Emilio Aguinaldo fought against the Americans for their freedom. The United States defeated the rebels but promised to give the Philippines self-rule later. In the meantime, American businesses took advantage of Filipino workers. American businessmen grew wealthy from sugar plantations in Hawaii. But they wanted to make more money. They also asked for the annexation, or addition, of Hawaii to the United States. That way they would get more money when they sold sugar in the United States. The American businessmen had a great deal of power in Hawaii. In the 1890s, Queen Liliuokalani tried to regain control of her country for the Hawaiian people. The American businessmen overthrew her. They declared a republic. In 1898, it became a territory of the United States. - Source: Text summary prepared from “Modern World History,” McDougal Littell

Imperialism of the Philippines, 1899

Artist: Winsor McGee

DOCUMENT G

DOCUMENT I “Mr. President, the times call for candor. The Philippines are ours forever. And just beyond the Philippines are China’s unlimited markets. We will not retreat from either. We will not abandon an opportunity in Asia. We will not renounce our part in the mission of our race, trustee, under God, of the civilization of the world.” – Source: Speech to the US Senate by Senator Albert Beveridge of Indiana (January 1900)

“The Filipino’s First Bath,”

Magazine cover, 1899

DOCUMENT J

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