The NEW IMPERIALISM

In depth analysis of the Decision to seek out new markets in pre-industrial countries

Susan Kurnit

10th Grade Global Studies III

                                                  

INTRODUCTION: Between 1750 and 1850, Western Europe was transformed from agricultural countries with few towns to industrial countries with many cities.  Production shifted from hand to machine and from home to factory.  Following the laws of Adam Smith and other classical economists, the government believed that “laissez-faire” and the natural laws of supply and demand would regulate production, employment and wages.  However something went wrong and the industrialized countries of Western Europe were faced with unemployment, overproduction of goods, and a depletion of natural resources.  As a result, Western Europe embarked on a policy called Imperialism.

 

TASK:  You will be divided into four groups.  Each group will have to create and present a power point presentation analyzing different countries and their decision to Create new markets in pre-industrial societies.  Each student will be responsible for producing one slide.  If there are 6 students in your group your presentation must be a minimum of six slides.  It can be more, but not less.  Be creative! You will be graded on your ability to incorporate sound clips, picture files, or whatever else you need to make your presentation exciting. You will investigate other countries that have pursued this policy and come to your conclusion based on an historical investigation of those countries.  Your conclusion will be based on your presentation and you will advise for or against this policy based on the empirical evidence you present. You must use the 6 step PUBLIC POLICY APPROACH

 

PROCESS:

Use the following guidelines to complete your product. 

 

1.     Define and describe the problem (social conditions, players, public policy)

2.     Gather evidence for this problem

3.     Identify causes for this problem

4.     Describe and evaluate the existing policy for this problem

5.     Develop solutions/policies for the problems for this existing policy

6.  Select the best policy for this problem

 

GUIDELINES:

·        Each group will be randomly assigned one of the following countries that embarked on a policy of  expansion after 1850

1.     Great Britain in India                               

2.     France and Portugal in Africa

3.     France in Indochina

4.     Great Britain in Africa

·         Research the sources listed below in order to come up with an informed decision about whether or not the country of VENUS should adopt a policy of IMPERIALISM. Your research on previous policies of IMPERIALISM, should include an analysis of the benefits as well as the drawbacks of the policy, both on the European nation and the area it took over.

·        Use the 6-step public policy analysis work sheets before writing your report

www.maxwell.syr.edu/plegal/TIPS.html

·        After you complete your six worksheets, begin drafting what issues are significant for your presentation and the stance you are going to take;

·        Create a PowerPoint slide presentation that supports your position (each member of the group must contribute and present one slide);

·        Present your presentation to the class and submit a copy to Ms. Kurnit

Questions to Consider

What are the current economic conditions in your country?  How is the country affected by unemployment and overproduction?  How will expansion help alleviate the economic and social conditions in your country?  How will expansion affect the country you take over?  What were the long term results of IMPERIALISM in the area you investigated?

 

RESOURCES:

·        http://www.fsmitha.com/h2/ch02.html

·        http://www.fordham.edu/halsall/africa/africasbook.html                                 

·        http://www.marxists.org/archive/lenin/works/1916/imp-hsc/

·        http://www.usd.edu/honors/HWB/1999/1999f/index.htm

·        http://www.orecity.k12.or.us/ogden/link pages/imperialism.htm

·        A Good Search Engine: https://www.google.com/

 

 EVALUATION:

The following rubric will be used to judge your presentation.

 

X

 

4

3

2

0

10

Completes the Task with Accurate Historical Data

Completes All Aspects of the Task Using Correct Historical Data

Attempts to Address the Task With Correct Information, but Lacks Details.

Confuses information, does not address most aspects of the task, inaccurate.

 

Does not address the task!

 

4

Power Point Presentation

Each member of the group presents, and there is at least 1 slide per person.

 

Each member presents and you have at least .75 slides per member.

Each member presents and you have .5 slide per member.

All members do not present and/or you have less than .5 slide per member.

3

Creativity

Museum quality!

Show potential!

Not too much !

None!

 

 

3

Professionalism

Well thought out and smooth

 

You need to prepare better before a presentation.

Your group is not taking this seriously.

No comment!

3

Grammar

1 – 2 errors.

3 – 5 Errors.

5-7 Errors.

What language is this?

 

2

Spelling

1 – 2 Errors

3 – 5 Errors

5 – 7 Errors.

Ditto!

 

 

On completion of this webquest the students will have met the following interdisciplinary standards:

                English Language Arts Performance Standards

 

E1c:  Read and comprehend informational  materials.

E2a:  Produce a report of  information.

E3b:  Participate in group meetings.

E3c:  Prepare and deliver an individual presentation

 

Social Studies

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3:   Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4:   Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

 

CONCLUSION:  Your conclusion will be the advice you give to the King of Venus.  It will be based on your group’s analysis of previous policies of Expansion into Pre-industrial areas which resulted in Imperialism.