Dates: Day One: Quiet Question: Type Two Prompt

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2015 Academic A China and Western Imperialism Lesson Plan


Day One:

  1. Quiet Question: Type Two Prompt---Throughout this year, after we studied the region’s religions, we usually did some form of a writing assessment where you compared and contrasted the religions. We did not do this with the East Asia Unit, as you were working on the Summative Assessment One-Child Policy Mini-Q. So for this Quiet Question, in the space below, please compare and contrast the East Asian Philosophies’ Beliefs on the identified topics. Make sure you have out your notes from the last lesson to help you do this.

Philosophy Leaders and Government Views of Man and/or Nature




Philosophy Leaders and Government Views of Man and/or Nature


  1. Class: In China from ancient times until the 20th century, the people applied their religious philosophies to their governments through the concept of the Mandate of Heaven. This was established by the Zhou Dynasty in 1045 BC to justify the overthrowing of the previous government.

A mandate is a command. So the Zhou said that the deities in heaven ordered the Zhou to overthrow the previous Shang ruler. According to the Mandate of Heaven, the king and all later emperors ruled by divine right. Their power came from the gods.

In time, this theory was expanded. Rulers did not always act in the best interest of the people, so the Mandate of Heaven gave the people the right to rebel and overthrow the corrupt and ineffective ruler. The result was the dynastic cycle that allowed the rise, rule, and then fall of a dynasty over a number of years. And the Mandate of Heaven became the basis for the way the Chinese changed their rulers.

This is illustrated in the following flowcharts. So when the Europeans came to China under imperialism and exerted control over the current ineffective Chinese emperor, the Mandate of Heaven came into play once again.

With this lesson, we will be examining how European imperialism affected the history and development of China. Pay close attention to the similarities and patterns as you think about what we learned about Western Imperialism in Africa and South Asia!

  1. Class: The teacher is going to begin her China and Western Imperialism PowerPoint Lecture. You will be taking notes in the Timeline Graphic Organizer provided for you. You will do this in EITHER BLACK OR BLUE PEN OR PENCIL!

  1. Homework: You will be reading the photocopied supplemental reading entitled “China Resists Outside Influence” and adding to the Timeline Graphic Organizer PowerPoint Notes. It is very important that you take good notes, as the teacher will not be covering some concepts in great detail. You need the reading notes for the upcoming Summative Assessment East Asia Propaganda Poster and for the Final Exam!


Night One:

Night Two:

  • Read and take notes in RED, ORANGE, PINK, OR PURPLE PEN from pages 8-14.

Day Two:

  1. Class: The teacher is going to continue with the PowerPoint Lecture, and you should continue with the Timeline Notes.

  1. Homework: Finish the reading and note-taking. It will be checked the next class period for Class Participation Points.

Day Three:

  1. Class: The teacher is going to finish the PowerPoint Lecture, and you should finish up the Timeline Notes.

  1. Groups: Formative Assessment---If there is time, you and your group members are going to work with a political cartoon on Western Imperialism in China. You will answer the correspond questions using information from your Timeline Notes. This will be collected the next class period.

  1. Homework: Summative Assessment---One of the key Social Studies skills is the understanding of propaganda strategies. As a citizen in America, we are constantly exposed to different forms of propaganda in posters, commercials, bumper stickers, etc….So to be an educated citizen who can make his own decisions and not be manipulated, it is important to understand what the propaganda strategies are and how they are used.


2015 Summative Assessment East Asia and Western Imperialism Propaganda Poster Grade Sheet
1.__________It was turned in on time. For each day late, it is 10% off the value.______________
2.__________The student created the propaganda poster from either the CHINESE OR JAPANESE viewpoint depending on what topic you select and appropriately represented their views on the specific historical issue of:
Possible Topics for Propaganda Poster---CHOOSE ONLY ONE: Worth 10 Points

  • China: Threat of Opium and First Opium War

  • China: Taiping Rebellion

  • China: Self-Strengthening Movement

  • China: Hundred Days Reform

  • China: Open Door Policy and Spheres of Influence

  • China: Boxer Rebellion

  • Japan: Arrival of Commodore Perry and Treaty of Kanagawa

  • Japan: Fall of Tokugawa Shogunate and Meiji Restoration

  • Japan: Meiji Political Reforms

  • Japan: Meiji Military Reforms

  • Japan: Meiji Economic Reforms

  • Japan: Meiji Social Reforms

  • Japan: Meiji Cultural Reforms

  • Japan: Russo-Japanese War

3._________The student had a clever and appropriate slogan that reflected the core of the issue from the chosen viewpoint and used one of the following: Worth 10 Points

4._________The student used a MINIMUM of ONE of the DIFFERENT propaganda strategy appropriately in the poster from the list below: Worth 15 Points

  1. Name-Calling

  2. Glittering or Sweeping Generalities

  3. Testimonial

  4. Bandwagon

  5. Fear

  6. Loaded or Emotional Words

  7. Scapegoats

  8. Black and White

  9. Red Herring

  10. Repetition

  11. Appeal to Numbers, Facts, and Statistics

  12. Circular Arguments

5.________The student used HISTORICAL IMAGES from the PowerPoints or the Word Document of Historical Images uploaded on the teacher page within the poster effectively in support of the position taken. Worth 10 Points

  • They should be in color.

  • They must be either a photo of a key figure, of an event or events, or a map.

  • The Historical Images can be combined with your own drawings.

6.________The student wrote a MINIMUM OF THREE WELL-DEVELOPED PARAGRAPHS. Worth 60 Points

  • A well-developed paragraph consists of a minimum of SIX strong well-developed sentences.

  • The sentences should identify and define, explain and provide examples, or analyze the content and historical relationships like cause and effect, etc.

  • Looking for strong historical content and analysis!

  • Paragraph One:

    • Explained the core issue and answer the 5 Ws and How and Effects

    • Explained the viewpoint of the issue from the Chinese or Japanese and the Western point of view

    • Explained why you chose the topic for the poster

  • Paragraph Two:

    • Explained the thought process behind the slogan and how it represents the chosen viewpoint on the issue

    • Explained the choice of images used in the poster and how it supports the chosen viewpoint on the issue

  • Paragraph Three:

    • Explained the chosen propaganda strategy used by defining it, how it was used in the poster, and why it was chosen

7.__________The propaganda poster was done neatly, in color, typed, spell-checked, grammar-checked, and edited for capitalization errors. If not, it is 10% off the value.
Total: /105 Points

Chunking of Propaganda Poster Assessment:
Night One:

  • Decide on what historical issue you are doing and why.

  • Do the pre-write of the historical information on the topic and how you will use it.

  • Decide on ONE DIFFERENT propaganda strategy you are going to use and write down in your pre-write how and why.

Night Two:

  • Come up with your slogan for the poster.

  • Find or draw the historical images for the poster.

  • Be sure you are using the chosen propaganda strategy.

  • Do a rough draft or sketch of the art part.

Night Three:

  • Do the pre-write for the three paragraphs making sure you are including the required information.

  • Do a rough draft of your three paragraphs.

Night Four:

  • Create the final draft of the art part in color and making any necessary revisions.

  • Print it up.

Night Five:

  • Edit your paragraphs against the directions and the grade sheet.

  • Print it up.

  • Staple the grade sheet, the poster, and the written paragraphs together to turn in for next class period.

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