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1 Imperial China Collapses Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or comment on the information presented.

2 Standards Alignment California State Standards for Grade 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. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

3 Imperial China Collapses Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. Nationalists Overthrow Qing Dynasty Who was Sun Yixian? The early 20 th century was a time of change in China. Many Chinese resented the great control that foreign nations had over their economy. Some wanted to modernize China. They hoped it could regain power. One of the leaders of this push was Sun Yixian. His group was called the Kuomintang, or Nationalist Party. In 1912, he led a revolt that overthrew the Qing Dynasty. A republic was established, and he was made the president. Sun wanted political and economic rights for all Chinese people. He also wanted an end to the foreign control of China. But Sun did not have the support of the military. Six weeks later, he turned over his presidency to Yuan Shikai, a powerful general. Yuan became a military dictator. After he died in 1916, civil war broke out. The people suffered terribly from famine and brutal attacks. China s leaders hoped to win the support of the Allies during World War I. They declared war on Germany. When the war ended, though, they were disappointed. The Treaty of Versailles did not give China freedom from foreign influence. It only changed masters. The parts of China that had been controlled by Germany were handed over to Japan. Angry Chinese protested during the May Fourth Movement. Protestors included Mao Zedong. He later became the leader of China s Communist revolution.

4 The Communist Party in China What happened to the Communist Party In the 1920s, revolutionaries began to look to Marxism and the Russian Revolution for a solution to China s problems. Meanwhile, Sun Yixian became disappointed in the Western Democracies. They refused to support his struggling government. He decided to become allies with the newly formed Communist Party. Sun sought Soviet help, too. He died in 1925, Jiang Jieshi became leader of the Kuomintang. At, first, Jiang Jieshi joined with the Communists to try to defeat the warlords. These warlords ruled as much of the Chinese countryside as their armies could conquer. Together the Nationalists and Communists successfully fought the warlords. Many in the Kuomintang were business people. They now feared the Communist ideas about government control of economic life. In 1927, Jiang began fighting the Communists. The Communists were forced into hiding. In 1928, Jiang became president of China. Soon China was torn by a civil war between remaining Communists and Jiang s forces. Civil War Rages in China Who fought the civil war? Jiang had promised democracy and political rights to all Chinese. But his government had become less democratic and more corrupt. Nothing was done to improve the life of the rural peasants. Many of them gave their support to the Chinese Communist Party. Communist leader, Mao Zedong, built an army of peasants. In 1933, Jiang s army surrounded them, but the Communists got away. They began the famous Long March of 6,000 miles to the north. Thousands died. Communists settled in caves in Northwest China. At the same time, China had other problems. In 1931, Japan invaded the part of China called Manchuria. Japan took control there and six years later began invading other areas. With this new threat, Jiang and the Communists agreed to unite temporarily to fight the Japanese. Imperial China Collapses Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented.

5 Imperial China Collapses Dialectical Journal Standards Alignment Quotes Analysis Guide Text quotes with student directions

6 Standards Alignment California State Standards for Grade 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 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 8 - Assess the extent to which the reasoning and evidence in a text support the author s claims. 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. 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. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

7 Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback: Asking Questions I wonder why What if How come Revising Meaning/Analyzing At first I thought, but now I My latest thought about this is I m getting a different picture here because Forming Interpretations What this means to me is I think this represents The idea I m getting is Evaluating I like/don t like This could be more effective if The most important message is Reflecting and Relating So, the big idea is A conclusion I m drawing is This is relevant to my life because Predicting I ll bet that I think If, then

8 Imperial China Collapses - Dialectical Journal Quote from Reading: Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) - Many Chinese resented the great control that foreign nations had over their economy. - Some wanted to modernize China. They hoped it could regain power. - In 1912, Sun Yixian led a revolt that overthrew the Qing Dynasty. - A republic was established, and he was made the president. - Sun wanted political and economic rights for all Chinese people and an end to the foreign control of China. - Six weeks later, he turned over his presidency to Yuan Shikai, a powerful general. Yuan became a military dictator. - After he died in 1916, civil war broke out. The people suffered terribly from famine and brutal attacks. - China s leaders hoped to win the support of the Allies during World War I and declared war on Germany. - The Treaty of Versailles gave the parts of China that had been controlled by Germany were handed over to Japan. - Angry Chinese protested during the May Fourth Movement, including Mao Zedong who later became the leader of China s Communist revolution. - In the 1920s, revolutionaries began to look to Marxism and the Russian Revolution for a solution to China s problems.

9 Imperial China Collapses - Dialectical Journal Quote from Reading: - Sun Yixian decided to become allies with the newly formed Communist Party. Sun sought Soviet help, too. He died in 1925, Jiang Jieshi became leader of the Kuomintang. - At, first, Jiang Jieshi joined with the Communists to try to defeat the warlords who ruled as much of the Chinese countryside as their armies could conquer. - Together the Nationalists and Communists successfully fought the warlords. - Many in the Kuomintang were business people and feared the Communist ideas about government control of economic life. - In 1927, Jiang began fighting the Communists and soon China was torn by a civil war between remaining Communists and Jiang s forces. - Jiang had promised democracy and political rights to all Chinese but his government had become less democratic and more corrupt. - Communist leader, Mao Zedong, built an army of peasants and in 1933, Jiang s army surrounded them, but the Communists got away. - Communists began the famous Long March of 6,000 miles in which thousands died and settled in caves in Northwest China. - In 1931, Japan invaded the part of China called Manchuria. Japan took control there and six years later began invading other areas. - With this new threat, Jiang and the Communists agreed to unite temporarily to fight the Japanese. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

10 Imperial China Collapses Text and Text Dependent Questions Standards Alignment Text with Questions

11 Standards Alignment California State Standards for Grade 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. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. 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. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

12 Imperial China Collapses Directions: Answer the text dependent questions as you read. Nationalists Overthrow Qing Dynasty Who was Sun Yixian? The early 20 th century was a time of change in China. Many Chinese resented the great control that foreign nations had over their economy. Some wanted to modernize China. They hoped it could regain power. One of the leaders of this push was Sun Yixian. His group was called the Kuomintang, or Nationalist Party. In 1912, he led a revolt that overthrew the Qing Dynasty. A republic was established, and he was made the president. Sun wanted political and economic rights for all Chinese people. He also wanted an end to the foreign control of China. But Sun did not have the support of the military. Six weeks later, he turned over his presidency to Yuan Shikai, a powerful general. Yuan became a military dictator. After he died in 1916, civil war broke out. The people suffered terribly from famine and brutal attacks. China s leaders hoped to win the support of the Allies during World War I. They declared war on Germany. When the war ended, though, they were disappointed. The Treaty of Versailles did not give China freedom from foreign influence. It only changed masters. The parts of China that had been controlled by Germany were handed over to Japan. Angry Chinese protested during the May Fourth Movement. Protestors included Mao Zedong. He later became the leader of China s Communist revolution. How did the Chinese people respond to foreign control? What type of government was formed as a result of the overthrow of the Qing Dynasty? What were some of the goals of China s new president? What was the result? Why did China participate in World War I and what was the outcome? What was the response of the Chinese people to the conclusions of WWI?

13 Imperial China Collapses The Communist Party in China In the 1920s, revolutionaries began to look to Marxism and the Russian Revolution for a solution to China s problems. Meanwhile, Sun Yixian became disappointed in the Western Democracies. They refused to support his struggling government. He decided to become allies with the newly formed Communist Party. Sun sought Soviet help, too. He died in 1925, Jiang Jieshi became leader of the Kuomintang. At, first, Jiang Jieshi joined with the Communists to try to defeat the warlords. These warlords ruled as much of the Chinese countryside as their armies could conquer. Together the Nationalists and Communists successfully fought the warlords. Many in the Kuomintang were business people. They now feared the Communist ideas about government control of economic life. In 1927, Jiang began fighting the Communists. The Communists were forced into hiding. In 1928, Jiang became president of China. Soon China was torn by a civil war between remaining Communists and Jiang s forces. Directions: Answer the text dependent questions as you read. What actions led the to Creoles begin their revolt and why? How did the Latin American independence movements inspire each other? What were the results? Civil War Rages in China Jiang had promised democracy and political rights to all Chinese. But his government had become less democratic and more corrupt. Nothing was done to improve the life of the rural peasants. Many of them gave their support to the Chinese Communist Party. Communist leader, Mao Zedong, built an army of peasants. In 1933, Jiang s army surrounded them, but the Communists got away. They began the famous Long March of 6,000 miles to the north. Thousands died. Communists settled in caves in Northwest China. At the same time, China had other problems. In 1931, Japan invaded the part of China called Manchuria. Japan took control there and six years later began invading other areas. With this new threat, Jiang and the Communists agreed to unite temporarily to fight the Japanese. Who led and what group followed the start of the Mexico revolution? Who carried on the fight for Mexican independence? How did Brazil gain its independence?

14 Imperial China Collapses Text Summary Worksheet Standards Alignment Student Web Map with Instructions

15 Standards Alignment California State Standards for Grade 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 Yatsen 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 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. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. 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. 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 9 - Draw evidence from informational texts to support analysis, reflection, and research.

16 Imperial China Collapses Timeline Flow Chart Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the events leading to the collapse of Imperial China

17 Imperial China Collapses Timeline Flow Chart Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the events leading to the collapse of Imperial China

18 Imperial China Collapses Text with Analytical Questions Standards Alignment Reading Text Analytical Question Response Sheets

19 Standards Alignment California State Standards for Grade 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. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. 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. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

20 Nationalists Overthrow Qing Dynasty Who was Sun Yixian? The early 20 th century was a time of change in China. Many Chinese resented the great control that foreign nations had over their economy. Some wanted to modernize China. They hoped it could regain power. One of the leaders of this push was Sun Yixian. His group was called the Kuomintang, or Nationalist Party. In 1912, he led a revolt that overthrew the Qing Dynasty. A republic was established, and he was made the president. Sun wanted political and economic rights for all Chinese people. He also wanted an end to the foreign control of China. But Sun did not have the support of the military. Six weeks later, he turned over his presidency to Yuan Shikai, a powerful general. Yuan became a military dictator. After he died in 1916, civil war broke out. The people suffered terribly from famine and brutal attacks. China s leaders hoped to win the support of the Allies during World War I. They declared war on Germany. When the war ended, though, they were disappointed. The Treaty of Versailles did not give China freedom from foreign influence. It only changed masters. The parts of China that had been controlled by Germany were handed over to Japan. Angry Chinese protested during the May Fourth Movement. Protestors included Mao Zedong. He later became the leader of China s Communist revolution. Imperial China Collapses The Communist Party in China What happened to the Communist Party In the 1920s, revolutionaries began to look to Marxism and the Russian Revolution for a solution to China s problems. Meanwhile, Sun Yixian became disappointed in the Western Democracies. They refused to support his struggling government. He decided to become allies with the newly formed Communist Party. Sun sought Soviet help, too. He died in 1925, Jiang Jieshi became leader of the Kuomintang. At, first, Jiang Jieshi joined with the Communists to try to defeat the warlords. These warlords ruled as much of the Chinese countryside as their armies could conquer. Together the Nationalists and Communists successfully fought the warlords. Many in the Kuomintang were business people. They now feared the Communist ideas about government control of economic life. In 1927, Jiang began fighting the Communists. The Communists were forced into hiding. In 1928, Jiang became president of China. Soon China was torn by a civil war between remaining Communists and Jiang s forces. Civil War Rages in China Who fought the civil war? Jiang had promised democracy and political rights to all Chinese. But his government had become less democratic and more corrupt. Nothing was done to improve the life of the rural peasants. Many of them gave their support to the Chinese Communist Party. Communist leader, Mao Zedong, built an army of peasants. In 1933, Jiang s army surrounded them, but the Communists got away. They began the famous Long March of 6,000 miles to the north. Thousands died. Communists settled in caves in Northwest China. At the same time, China had other problems. In 1931, Japan invaded the part of China called Manchuria. Japan took control there and six years later began invading other areas. With this new threat, Jiang and the Communists agreed to unite temporarily to fight the Japanese.

21 1. What did China's Nationalists want? Reading Questions 2. What role did Jiang Jieshi play in creating the civil war? 3. What finally united Communist and non-communist forces?

22 Imperial China Collapses Reading Questions What were some of the internal problems China faced and how did they try to resolve them? non Why did outside factions want to interact with China and how did they go about doing so? How successful were the nationalism movements in China at this time period?

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