Imperialism in India
Incorporating the Environment in the history classroom.
Education and the Environment Initiative (EEI)
The California Environmental Protection Agency (Cal/EPA) was created in 1991 by
Governor's Executive Order for the protection of human health and the environment and
to assure the coordinated deployment of State resources.
Mission is to restore, protect and enhance the environment, to ensure public health, environmental quality and
economic vitality.
Goal:
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•
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Partnership with K-12 education.
EEI Curriculum is a national model designed to help prepare today’s students to become future
scientists, economists, and green technology leaders.
85 units teaching select :Science and History-Social Science academic standards &
Environment Standards.
1,000 school districts serving over 6 million students throughout California.
Current key partners include the State Board of Education, the Office of the Secretary for
Education, the State Department of Education, and the California Natural Resources Agency.
http://www.calepa.ca.gov/education/eei/
Education and the
Environment Initiative
• 6th and 7th Grade is a combination of
History and Science (Biology & Earth
Science)
• Biology
• Earth Science
• 10th,11th, 12th is History Social Science
Principle I
People Depend on Natural Systems
The continuation and health of individual human lives and of human communities and societies
depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II
People Influence Natural Systems
The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems
are influenced by their relationships with human societies.
Principle III
Natural Systems Change in Ways that People Benefit from and Can
Influence
Natural systems proceed through cycles that humans depend upon, benefit from and can alter.
Principle IV
There are no Permanent or Impermeable Boundaries that Prevent Matter
from Flowing Between Systems
The exchange of matter between natural systems and human societies affects the long-term
functioning of both.
Principle V
Decisions Affecting Resources and Natural Systems are Complex and
Involve Many Factors
Decisions affecting resources and natural systems are based on a wide range of considerations
and decision-making processes.
Using the
Curriculum
• All units are standards based.
• Each Curriculum unit begins by linking the topic to a California
Issue.
• Each unit is broken into 4-5 lessons that focus on an aspect of the
environment.
• The first environment based curriculum approved by the California
State Board of Education.
• Teaches students about their relationship with the environment and
how humans interact with natural systems.
• Does not place an extra burden on teachers.
• Supplement to current curriculum.
• Includes “Extension and Unit Resources” pages with ideas and
links to community resources, including environmental education
providers, businesses, and/or agencies.
10.4.1 New Imperialism The Search
for Natural Resources
• CD,
• Password
=teacheei
10.4.1 New Imperialism The Search
for Natural Resources
• Lesson 2: Natural
Resources for an Industrial
Economy.
• Lesson 3: Control and Use
of Natural Resources
• Lesson 4: Tapping the
Resources of the
Rainforest.
Rubber and how it fueled
the American Auto Industry.
• Lesson 6: Conservation in
India.
History Social Science Standard
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 colonial-ism (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).
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.
Sara Jordan: Segerstrom High School, UCI History Project
Environment Principle
Environmental Principle V
Decisions affecting resources and natural systems are based on a wide range of
considerations and decision making processes.
Concept A: Students need to know the spectrum of what is considered in making decisions about
resources and natural systems and how those factors influence decisions.
Concept B: Students need to know the process of making decisions about resources and natural
systems, and how the assessments of social, economic, political and environmental factors has
changed over time.
Sara Jordan: Segerstrom High School, UCI History Project
California Connection
Lesson 2: India: Colonization’s
Effects on Natural Systems
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Students read the narrative.
Students created a chart to organize
their understanding focusing on 3
questions.
1.
What changes occurred to
India’s natural resources and
natural systems?
How did these changes
influence the
way people lived?
Describe the changes that
occurred in the economy,
society and culture.
2.
3.
Working with Documents
• Students Read each article.
• Summarize its main idea.
• Identify its perspectives as that of the locals (Indian) and/or colonial
power (British)
H.W. Using examples from the articles and photo, write a short essay contrasting
the experiences of the British and the Indians under Imperialism. How did the
British experience imperialism? What kind of control did they have and how did
they benefit from India’s natural resources? How did the Indians experience
imperialism? What kind of control did they have, and what benefits did they get
from their natural resources?
Modification
New Prompt: Based on your understanding of the documents, identify
positive and negative consequences of British Imperialism in India.
Student Work 1
It was the 1800’s when imperialism
began. Britain was in control of India & this
led to many positive & negative effects.
Some of the positive effects included great
trade & new transportations. An Example
of trade is in source #3. It shows how
trade increased when Britain occupied
India. Another example such as railroads
in source #2. Transportation in India
improved because of railroads.
Some of the negative effects was the
distruction of forests in source
#4. Another negative effect was how the
British taught Indians only to benefit
themselves. People who destroyed the
forest didn’t realize how important it
was. The Indians went through both
positive & negative effects because of
imperialism.
British Imperialism in India had some positive
effects. The British built railroads in India to transport
people, food, and their products (Doc.2). The
railways were important because it helped relieve
famines by quickly distributing food and relief. Also
there was an increase in profit from cashcrops
Which as good for the economy (Doc.3). Because of
The increase of both import and export merchandise
there was more money. Also, there was an increase
in foreign trade (Doc.1). More trade more money too
since they were doing business with more countries.
We think that Imperialism was good but only a
little bit for the Indians.
British Imperialism in India also had some negative
consequences. The British were destroying
India’s forest for their railroads (Doc.4). By
destroying their forests they were also
destroying some of their natural resources. The
Indian’s were being used for the British’ benefit
(Doc.1). They were being trained to help and support
the British, not for their own benefit. The British was
destroying India kind of without knowing and faced
consequences (Doc. 4). Because they were
destroying the forests they labeled “forest
reserve” and they weren’t allowed to destroy
them any longer. We think that imperialism was
bad for India because it was being taken over and
changed for British’ benefit not their own.
Student Work 2
During the Imperialism in India, there were
beneficial and detrimental ways for British
rulers and Indians. Some positive effects that
Britain gained from India was them wanting
the forrest for their resources. For example,
source 4 tells us that they used timber for
warships and other tool to benefit the country.
This was important for Britain because it
helped build train tracks and furniture. Source
2 shows us that the Victoria Terminus railway
was the most important because it helped
import and export goods for Britain and India.
In source 4 and 2, the author thinks that this
time was greatly beneficial.
Although there were many beneficial things,
there were also some detrimental effects.
Many countries wanted the resources of
India’s forest because it would help them with
railroads and much more. India didn’t like the
fact that Britain wanted to cut down their trees
for their own goods. In source 4 it says that
many countries take interest of the forest of
conservation. Another negative thing for India
was cotton and raw material because of the
Britain, as shown in source 3. The author
thinks these times ruined India and that
Britain took advantage of India.
Student Work 3
Other Topics for Imperialism
10.3.1/5
Britain Solves a Problem and creates
the Industrial Revolution
10.3.3 Growth of Population, Cities,
and Demands.
10.4.1 New Imperialism: The Search
for Natural Resources.
10.4.3
New Imperialism: The Control of
India’s and South Africa’s Resources
Lesson 4 Role Playing How the people
responded to the British control over the
forest. The Bastar rebellion. Analyzes
various perspectives in this conflict over
resources.
Students Responses
• Students like to learn about the environment.
• The environment is a relevant topic for students.
• Student enjoy seeing how history impacts other
nations, cultures and the environment.
• Students enjoy learning about different
perspectives.