Imperialism Unit
Unit Test Study Guide
Honors
Test Format:
 Multiple Choice
o 20 minutes
o 25 questions
o 50 points
 Discussion
o 15 minutes (half of the class will discuss at a time)
o 1 randomly assignment question
o 50 points
Important Concepts to Study:
 Know the forms of control used during imperialism
o What is coercive control?
 Be able to cite specific examples of coercive control in practice.
o What is hegemonic control?
 Be able to cite specific examples of hegemonic control in practice.

Know the relationship between race and imperialism
o How did whites view non-whites at the time?
o What did whites see as the relationship between imperialism and “civilization”?

Know the relationship between economics and imperialism
o How did capitalism come to each of the case-studies we have looked at

Imperialism in Africa
o Drawing on the textbook, The Magnificent African Cake, Heart of Darkness, and Things
Fall Apart, be able to describe the imperial experience in Africa
 What was the Scramble for Africa?
 What effect did imperialism have on the African economy and labor system?
 What effect did imperialism have on the African culture? How did ideas about
culture influence imperial policies?
 How were the actions of Europeans in Africa influenced by their ideas of race?
 Where do you see examples of coercive control in the African experience?
 Where do you see examples of hegemonic control in the African experience?
 How did Africans try to resist imperialism?

Imperialism in India
o Know the “story” of imperialism in India.
o What was the British East India Company? How did it come to control India? What
political, economic, and culture control did it impart on the Indian people?
o What is the Sepoy Rebellion?
 What caused the Sepoy Rebellion (immediate cause as well as long term issues
relating to cultural oppression/neglect)?
o Who took over the rule of India after the British East India Company?

Imperialism in China
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What was the early trade relationship like between China and England?
What was the opium trade? Why did it come about? What effect did it have on Chinese
society?
What were the Opium Wars?
What was the Treaty of Nanjing? How did it give Britain in war what it could not obtain
in peace? How was it an unequal treaty? What did it do to the opium trade?
What was the Self-Strengthening Movement? What were its goals? Why did the
Chinese engage in self-strengthening? Was it successful and why?
What was the Taiping Rebellion?
What was the Boxer Rebellion?

Japan and Imperialism
o What was Japan’s relationship with the West like before and after the arrival of
Commodore Perry?
o What was the Meiji Restoration? What were its goals? Why did Japan have this
restoration? How is it similar to/different from the Self-Strengthening Movement?
o How did Japan westernize politically, economically, socially, and militarily?
o Why did Japan believe it needed to become an imperial power?

Critiques of Imperialism.
o Be able to summarize the critiques of:
 Kipling, “The White Man’s Burden”
 Orwell, “Shooting an Elephant”
 Conrad, Heart of Darkness
 Lenin, Imperialism: The Highest Stage of Capitalism
o Be able to point out key similarities and differences between each author.

Important Themes to look for across all of our case-studies
o Control/Power
o Resistance
o Religion
o Nationalism
o Race/Racism
o Economics
Discussion Question: You will be randomly assigned to discuss ONE of these questions. You should
prepare both, however.
1. This unit we learned about several attempts to resist or stop imperialism. What accounts for the
success OR failure of resistance movement to imperialism?
2. Colonizers would have a more productive and beneficial relationship with the conquered people
if the local customs were respected and assimilation was not forced. Agree or Disagree?
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3
Evidence
(15)
Analysis
(15)
Intellectual
Curiosity
(15)
Listening/
Engagement
Exemplary
Always:
Clear reference to specific evidence
from reading, class, or videos. Uses
multiple pieces of evidence to make a
point. Makes connections to varied
evidence. Uses evidence to support
others’ analysis.
Clearly articulates multiple arguments
and opinions. Offers timely and
appropriate comments which are
thoughtful and reflective. Most
comments are “tier 3.”
Leader in the discussion. Responds
respectfully to other student's
remarks. Provokes questions and
comments from the group. Asks
questions of other group members.
Posture, demeanor and behavior
clearly demonstrate respect and
attentiveness to others.
(5)
Discussion Rubric
Proficient
Sometimes:
Clear reference to specific evidence
from reading, class, or videos. Uses
multiple pieces of evidence to make a
point. Makes connections to varied
evidence. Uses evidence to support
others’ analysis.
Clearly articulates an argument and
opinion. Volunteers comments, most
are appropriate and reflect some
thoughtfulness. Most comments are
in “tier 3” but still has many “tier 2”
and “tier 1” comments.
Does not lead the discussion, but is a
frequent participant. Comments lead
to some questions or remarks from
the group. May ask questions of
other group members.
Listens to others most of the time,
does not stay focused on other's
comments (too busy formulating
own) or loses continuity of
discussion. Completes content
outline but needs more detail.
Needs Improvement
General reference to evidence. Uses
limited evidence. Does not use varied
evidence. Does not offer evidence to
support others.
Unsatisfactory
Minimal to no reference to evidence.
Offers a vague argument or opinion.
Volunteers comments but lacks depth.
Most comments are “tier2” and “tier
1.”
May simply restate questions or
points previously raised, may add
nothing new to the discussion. Most
comments are “tier 1.”
Infrequent participant in the
discussion. May or may not lead to
other questions or comments from the
group. May or may not ask questions
of other group members.
Listens to others some of the time,
does not stay focused on other's
comments (too busy formulating
own) or loses continuity of
discussion. Incomplete or confusing
content outline.
Struggles but participates. May
simply . Does not provoke questions
or comments from the group. Does
not ask questions of other group
members.
Drifts in and out of discussion,
listening to some remarks while
clearly missing or ignoring others.
OR
Disrespectful of others when they are
speaking; behavior indicates total
non-involvement with group or
discussion.
Types of Comments
Tier 1 (Remembering/Understanding))
C – General Comment
OR – Repeated Opinion
Tier 2
(Understanding/Applying)
O - Personal Opinion
A – Application to a Real Situation
P – Prediction
Tier 3 (Analyzing/Evaluating/Creating)
U – Unique Insight
T – Opinion with Text Reference
E – Expands on Other’s Opinion
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