China Resists Outside Influence 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.
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. 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.
China and the West Was China able to resist foreign influence? In the late 1700s, China had a strong farming economy based on growing rice. Other crops, such as peanuts, helped to feed its large population. The Chinese made silk, cotton, and ceramics. Mines produced salt, tin, silver, and iron. China needed nothing from the outside world. China limited its trade with European powers. All goods shipped to China had to come through one port. Britain bought so much Chinese tea that it was eager to find something that the Chinese would want in large quantities. IN the early 1800s, the British began shipping opium, a dangerous and addictive drug, to China. The opium came mostly from India. The Chinese tried to make the British stop. As a result of the Opium War that followed, the British took possession of Hong King. Later the United States and European nations won extraterritorial rights and the right to trade in five ports. The Chinese resented these treaties but could not stop them. China Resists Outside Influence Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. Growing Internal Problems What problems did China Face? China had internal problems as well. The population had grown quickly. When rains were too light or too heavy, millions starved. The Chinese government was weak and too corrupt to solve its problems. A leader arose who hoped to save China. His name was Hong Xiuquan, and he led the Taiping Rebellion. More than one million peasants joined his army. The rebels won control of large parts of the south. The government needed 14 years to put down this rebellion. The fighting destroyed much farmland and at least 20 million people died.
Foreign Influence Grows What was the official attitude toward reform? In the late 1800s, one person ruled China the Dowager Empress Cixi. She supported a few reforms in education, civil service, and the military. Despite her efforts to bring change, China continued to face problems. Other countries were well aware of China s weakness, and the took advantage of the situation. Throughout the late 1800s, many foreign nations won a sphere of influence in China. A sphere of influence is a region in which a foreign nation controls trade and investment. The United States opposed these spheres of influence. Americans urged an Open Door Policy, in which all powers had equal access to Chinese markets. The Europeans agreed. This policy did not help China, however. Although it was not a colony or a group of colonies, China was dominated by foreign powers. China Resists Outside Influence Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. An Upsurge in Chinese Nationalism What actions resulted from growing nationalism? Humiliated by their loss of power, many Chinese wanted strong reforms. In 1898, the young Emperor Guangxu, Cixi s nephew, tried to put in place broader reforms. Conservatives didn t like this. The retired Empress Cixi had him arrested and she took back control of the government. China had lost a chance for reform. Some Chinese peasants and workers formed the Society of Harmonious Fists, known as the Boxers. They wanted to get rid of all Western influence. That included any Chinese who had accepted Western culture or the Christian religion. At the start of the Boxer Rebellion in early 1900, Boxers surrounded Beijing s European section. After many weeks, they were driven out by a multinational army. Cixi finally began to allow major reforms. But change came slowly. In 1908, Chinese officials said that China would become a constitutional monarchy by 1917. However, unrest soon returned.
China Resists Outside Influence Dialectical Journal Standards Alignment Quotes Analysis Guide Text quotes with student directions
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 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.
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
China Resists Outside Influence - Dialectical Journal Quote from Reading: - In the late 1700s, China needed nothing from the outside world. - All goods shipped to China had to come through one port. Britain bought so much Chinese tea that it was eager to find something that the Chinese would want in large quantities. - In the early 1800s, the British began shipping opium, a dangerous and addictive drug, to China. - As a result of the Opium War that followed, the British took possession of Hong King. - Later the United States and European nations won extraterritorial rights and the right to trade in five ports. - The population had grown quickly. When rains were too light or too heavy, millions starved. - The Chinese government was weak and too corrupt to solve its problems. - A leader arose who hoped to save China. His name was Hong Xiuquan, and he led the Taiping Rebellion. The government needed 14 years to put down this rebellion. - The fighting destroyed much farmland and at least 20 million people died. - In the late 1800s, one person ruled China the Dowager Empress Cixi. She supported a few reforms in education, civil service, and the military. - Throughout the late 1800s, many foreign nations won a sphere of influence in China. A sphere of influence is a region in which a foreign nation controls trade and investment. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)
China Resists Outside Influence - Dialectical Journal Quote from Reading: - The United States opposed these spheres of influence. Americans urged an Open Door Policy, in which all powers had equal access to Chinese markets. - Although it was not a colony or a group of colonies, China was dominated by foreign powers. -- Humiliated by their loss of power, many Chinese wanted strong reforms. - Conservatives didn t like this. The retired Empress Cixi had him arrested and she took back control of the government. - Some Chinese peasants and workers formed the Society of Harmonious Fists, known as the Boxers. They wanted to get rid of all Western influence. That included any Chinese who had accepted Western culture or the Christian religion. - At the start of the Boxer Rebellion in early 1900, Boxers surrounded Beijing s European section. After many weeks, they were driven out by a multinational army. - Cixi finally began to allow major reforms but change came slowly. - In 1908, Chinese officials said that China would become a constitutional monarchy by 1917. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)
China Resists Outside Influence Text and Text Dependent Questions Standards Alignment Text with Questions
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. 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.
China Resists Outside Influence China and the West Was China able to resist foreign influence? In the late 1700s, China had a strong farming economy based on growing rice. Other crops, such as peanuts, helped to feed its large population. The Chinese made silk, cotton, and ceramics. Mines produced salt, tin, silver, and iron. China needed nothing from the outside world. China limited its trade with European powers. All goods shipped to China had to come through one port. Britain bought so much Chinese tea that it was eager to find something that the Chinese would want in large quantities. In the early 1800s, the British began shipping opium, a dangerous and addictive drug, to China. The opium came mostly from India. The Chinese tried to make the British stop. As a result of the Opium War that followed, the British took possession of Hong King. Later the United States and European nations won extraterritorial rights and the right to trade in five ports. The Chinese resented these treaties but could not stop them. Directions: Answer the text dependent questions as you read. In what ways was China self sufficient? What did Britain bring to China and why? What resulted from war with Britain? Growing Internal Problems What problems did China Face? China had internal problems as well. The population had grown quickly. When rains were too light or too heavy, millions starved. The Chinese government was weak and too corrupt to solve its problems. A leader arose who hoped to save China. His name was Hong Xiuquan, and he led the Taiping Rebellion. More than one million peasants joined his army. The rebels won control of large parts of the south. The government needed 14 years to put down this rebellion. The fighting destroyed much farmland and at least 20 million people died. How was China struggling? When civilians tried to make change, what was the result?
China Resists Outside Influence Foreign Influence Grows What was the official attitude toward reform? In the late 1800s, one person ruled China the Dowager Empress Cixi. She supported a few reforms in education, civil service, and the military. Despite her efforts to bring change, China continued to face problems. Other countries were well aware of China s weakness, and the took advantage of the situation. Throughout the late 1800s, many foreign nations won a sphere of influence in China. A sphere of influence is a region in which a foreign nation controls trade and investment. The United States opposed these spheres of influence. Americans urged an Open Door Policy, in which all powers had equal access to Chinese markets. The Europeans agreed. This policy did not help China, however. Although it was not a colony or a group of colonies, China was dominated by foreign powers. Directions: Answer the text dependent questions as you read. What attempts did the Empress make to create change in China? While China was weak, how did other countries respond? What is a sphere of influence and why would a nation want one in China? What did the United States propose and get other nations to support? An Upsurge in Chinese Nationalism What actions resulted from growing nationalism? Humiliated by their loss of power, many Chinese wanted strong reforms. In 1898, the young Emperor Guangxu, Cixi s nephew, tried to put in place broader reforms. Conservatives didn t like this. The retired Empress Cixi had him arrested and she took back control of the government. China had lost a chance for reform. Some Chinese peasants and workers formed the Society of Harmonious Fists, known as the Boxers. They wanted to get rid of all Western influence. That included any Chinese who had accepted Western culture or the Christian religion. At the start of the Boxer Rebellion in early 1900, Boxers surrounded Beijing s European section. After many weeks, they were driven out by a multinational army. Cixi finally began to allow major reforms. But change came slowly. In 1908, Chinese officials said that China would become a constitutional monarchy by 1917. However, unrest soon returned. How did Chinese nationalists respond to the European influence? When reform was attempted in China, what was the result? Explain the Boxer Rebellion. What did Chinese officials decide China should become?
China Resists Outside Influence Text Summary Worksheet Standards Alignment Student Web Map with Instructions
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 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.
China Resists Outside Influence Cause and Effect Step Chart Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the effects of outside influence on China. Cause: Effect on China: Cause: Effect on China: Cause: Effect on China: Cause: Effect on China:
China Resists Outside Influence Cause and Effect Step Chart Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the effects of outside influence on China. Cause: Effect on China: Cause: Effect on China: Cause: Effect on China: Cause: Effect on China:
China Resists Outside Influence Text with Analytical Questions Standards Alignment Reading Text Analytical Question Response Sheets
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. 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.
China Resists Outside Influence China and the West Was China able to resist foreign influence? Foreign Influence Grows What was the official attitude toward reform? In the late 1700s, China had a strong farming economy based on growing rice. Other crops, such as peanuts, helped to feed its large population. The Chinese made silk, cotton, and ceramics. Mines produced salt, tin, silver, and iron. China needed nothing from the outside world. China limited its trade with European powers. All goods shipped to China had to come through one port. Britain bought so much Chinese tea that it was eager to find something that the Chinese would want in large quantities. In the early 1800s, the British began shipping opium, a dangerous and addictive drug, to China. The opium came mostly from India. The Chinese tried to make the British stop. As a result of the Opium War that followed, the British took possession of Hong King. Later the United States and European nations won extraterritorial rights and the right to trade in five ports. The Chinese resented these treaties but could not stop them. Growing Internal Problems What problems did China Face? China had internal problems as well. The population had grown quickly. When rains were too light or too heavy, millions starved. The Chinese government was weak and too corrupt to solve its problems. A leader arose who hoped to save China. His name was Hong Xiuquan, and he led the Taiping Rebellion. More than one million peasants joined his army. The rebels won control of large parts of the south. The government needed 14 years to put down this rebellion. The fighting destroyed much farmland and at least 20 million people died. In the late 1800s, one person ruled China the Dowager Empress Cixi. She supported a few reforms in education, civil service, and the military. Despite her efforts to bring change, China continued to face problems. Other countries were well aware of China s weakness, and the took advantage of the situation. Throughout the late 1800s, many foreign nations won a sphere of influence in China. A sphere of influence is a region in which a foreign nation controls trade and investment. The United States opposed these spheres of influence. Americans urged an Open Door Policy, in which all powers had equal access to Chinese markets. The Europeans agreed. This policy did not help China, however. Although it was not a colony or a group of colonies, China was dominated by foreign powers. An Upsurge in Chinese Nationalism What actions resulted from growing nationalism? Humiliated by their loss of power, many Chinese wanted strong reforms. In 1898, the young Emperor Guangxu, Cixi s nephew, tried to put in place broader reforms. Conservatives didn t like this. The retired Empress Cixi had him arrested and she took back control of the government. China had lost a chance for reform. Some Chinese peasants and workers formed the Society of Harmonious Fists, known as the Boxers. They wanted to get rid of all Western influence. That included any Chinese who had accepted Western culture or the Christian religion. At the start of the Boxer Rebellion in early 1900, Boxers surrounded Beijing s European section. After many weeks, they were driven out by a multinational army. Cixi finally began to allow major reforms. But change came slowly. In 1908, Chinese officials said that China would become a constitutional monarchy by 1917. However, unrest soon returned.
Reading Questions 1. What were some of the internal problems China faced and how did they try to resolve them? 2. Why did outside factions want to interact with China and how did they go about doing so? 3. How successful were the nationalism movements in China at this time period?
China Resists Outside Influence 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?