Lesson Plan – Day 13
Teacher: Ronald Rieger
Lesson Title: Western Imperialism in China – End of the Chinese Empire (Day 13)
Grade level: 11th -12th
Class: World History
Stage 1 – Desired Results
Standards Addressed:
Wisconsin Model Academic Standards - Social Studies,
Standard B: History:
B.12.11 Compare examples and analyze why governments of various countries have
sometimes sought peaceful resolution to conflicts and sometimes gone to war
B.12.1 Explain different points of view on the same historical event, using data gathered
from various sources, such as letters, journals, diaries, newspapers, government
documents, and speeches
Essential questions: What key events,
ideas and technologies led the European
imperial powers to target 19th Century
China?
Unit Guiding Question:
How does Traditional Chinese Culture
continue to influence the world today?
(What aspects of the Imperial Era are still
valued and celebrated in China today?)
Answer: It has been romanticized on
television and in film. The palaces, the
wealth and the legends of the
omnipotence of the Emperor all still
survive. The symbol of the Dragon as well.
Student objectives (outcomes):
Topical questions:
1. What were the outcomes of
Western Imperialism in China for
the Chinese leaders and its
common people?
2. What were the outcomes of
Western Imperialism in China for
Europeans?
3. What similarities and differences
did the European domination of
India and Africa have with 19th
China?
1. Students will be able to identify what nations benefited from and how 20th Century
Manchu China was doomed to failure, with Western Imperialism in 19th Century China as
a major contributing factor.
2. Students will be able to identify one of the historical personalities involved in the
process of the overthrow of the Chinese dynasty in early 20th Century China.
3. Students will be able to recall and recognize one economic, social and political effect
of the fall of the Chinese dynasty in 20th Century China.
Stage 2 – Assessment Evidence
Formative assessment:
Summative assessment:
Instructor will center class discussion on
topical questions. Instructor will ask mixed Knowledge will be applied to: China Unit
questions to gauge the student’s ability to
Written Assessment, Unit Packet
discriminate between individual historical
events and the peoples involved with and
affected by the downfall of the Qing
dynasty and the royal system in China.
Students have prior knowledge regarding
this topic from studying ancient
civilizations and have also explored content
in regards to Africa and India. The
instructor will work to identify signs of
syntheses of prior knowledge with the
topic of Western imperialism and social
change in China. The teacher will interact
with students regarding their ability to
complete their worksheet after the
interactive portion of the PowerPoint
presentation. The teacher will interact with
students during the reading and review of
the primary source document. Final
discussion and summary based upon
interview questions
Homework: completion of the visual
cartoon worksheet
Stage 3 – Learning Plan
Learning Activities/Procedure (include timing): (50 min. total)
Introduction As an opening to the class students will be asked questions about the mandate
of heaven or absolute power. “Can you think of the most powerful person in the
country/world? Does he or she have absolute control?” i.e. The Mandate of
Heaven concept is brought up. Instructor will dress up either as Puyi, the last
emperor of China (male) or the Empress Dowager (female) and give a brief
testimony to class on their perspective of Western interfere in China and their
empire. (Traditional Chinese top is sufficient to do so)

Students will be ask what comes to mind when they see the short clip of the
Forbidden City Palace, alluding to the wealth and power that the
Emperor/Empress possessed. Students will be then shown the old dragon flag (of
the Emperor) and then it will be replaced with the Republic of China flag (5
Races Flag) inferring the end of the 2000 years of dynasty. (5 min.) Students
have been introduced to the dragon flag and its symbolism in a previous lesson.
Lesson Development/Practice and Application – (Integrated)

Students will take part in an interactive presentation on Western imperialism in
19th Century China. A small film clip has already brought them into the Forbidden
City. First, students are presented with the guided notes before the beginning of
the Power Point presentation. The instructor will then lead the class from slide to
slide with an interactive discussion. Each student will be called on to read the
guided notes aloud following the seating order. An additional small film clip will
highlight footage of the era of the Boxer Rebellion and the chaos that
accompanied it. Please read disclaimer about video below. (40 min.)
Closure –

Group discussion regarding if one should let go of “past crimes” committed and
reflection on interview questions. (5 min.)
Homework- (students choose)



Students will read real documentation from Chinese sources on their views on
how to deal with Western influence and interference. Students will answer
questions in the worksheet about the source reading for the unit packet.
Students will complete a map assignment based on the age of Western
Imperialism in East Asia.
Students complete questions about a political cartoon depicting the era
Audio/VisualThe Forbidden City:
http://www.youtube.com/watch?v=tPfYrmcfvYE
Boxer Rebellion Clip:
http://www.youtube.com/watch?v=F4QdEKjEg88
Note: This Boxer Rebellion video is EUROCENTRIC and bias in nature. Have
the students explore the reasons why this not an authentic presentation of
the conflict. Language is clearly on the side of the European version of events.
For example: “The Boxer Rebellion invaded Peking”. Then ask students to
explain what should be changed to make it more unbiased.
Materials: Laptop, video clip, McDougal Little text- World History, (assigned reading at
home), pen, PowerPoint on the Fall of the Chinese Empire, Primary source worksheet,
interview handout, guided notes, dragon/Qing Empire flag, 5 Races flag (printed color
copies sufficient, see attachment)
_____________________________________________________
Motivation/hook: Who is the most powerful person in the USA? “The President.”,“The
President still does not have near the power that the Emperor of China did”. This system
was 2000 years old and came to a sudden end in 1912.
_____________________________________________________________
Differentiation: Students who are disengaged or struggle with subject matter will be
referred to a student with a stronger mastery of the lesson during the worksheet activity
to help solidify their ability to recognize specific themes and topics. The instructor will
also interact with them more during the interactive discussion period. Gifted students
will also be challenged with writing about the higher order thinking question and given
an additional homework learning activity to complete.
ELL Students: Students with language proficiency challenges will be paired with
students that are strong in spoken and written English. They will be provided with bilingual/translated materials. (guided notes)
FIVE RACES FLAG of the REPUBLIC of CHINA (1912-28)
Image Retrieved from:
http://en.wikipedia.org/wiki/File:Flag_of_the_Republic_of_China_19121928.svg
DRAGON FLAG OF THE QING DYNASTY
Retrieved from:
http://en.wikipedia.org/wiki/File:China_Qing_Dynasty_Flag_1889.svg
Name _________________
World History
MAP QUIZ - Use the map below to answer the following questions about China.
Manchuria
(Russia)
Tibet
(Br.) et
Yangzi River
(BR.)
1. Name the four European countries that had spheres of influences in
China in 1910.
2. Name two regions where Britain gained influence in China in 1910.
3. Name the only Asian power to win a sphere of influence in China in
1910.
4. Where in China did Russia gain a sphere of influence? What was the
area called?
5. In your opinion, what country got the best locations in China as their
economic spheres of influence?
World History
Western Imperialism in China
Guided Notes
China and Western Imperialism: The End of the Chinese Empire (1900-1912)
I. The “Mandate of Heaven” applied to the Chinese Emperor
It often meant they had absolute control
a. The right to rule is granted by heaven.
b. There is only one heaven therefore there can be only one ruler.
c. The right to rule is based on the virtue of the ruler.
d. The right to rule is not limited to one dynasty.
II. Internal Problems increase in China (1800—1900)
a. Population boom, but food production doesn’t increase
b. Widespread hunger and starvation.
c. Bad flooding on the Yellow River.
d. Government corruption (bribes).
e. Opium addiction steadily increased.
III. Open Door Policy (US Policy for China)
a. U.S. fears being left out of China.
b. China is a huge Market.
c. U.S. declares an Open Door Policy in 1898.
d. Any Nation may trade anywhere in China.
e. This Prevented China from being divided into colonies like most countries
in Africa and many in Southeast Asia.
IV. Boxer Rebellion- Year 1900
a. Why? A campaign against the Empress’ rule and foreigner’s special
privileges and Western culture in China
b. Named Secret Society of Harmonious Fists / The Boxers
c. Chinese cry “Death to the Foreign Devils”
d. The boxers siege of Beijing
e. Empress Cixi verbally supports, but gives no military help
f. August, 1900: multinational force of 20,000 Western troops quickly
defeats the Boxers
g. Austria-Hungary, France, Germany, Italy, Japan, Russia, the United
Kingdom, and the United States all send troops- 8 NATION ALLIANCE
h. Rebellion was crushed and China was forced to pay reparations
V. The Republic of China is born
a. Dr. Sun Yat Sen leads China’s people to overthrow
the Qing dynasty in Beijing in the Xinhai Revolution in 1911
b. The Republic of China is declared in on January 1st, 1912
Sun serves as the first President
Name ___________________
World History
Primary Sources
Throughout history, nations have made choices about their future. To do so, they had to identify
the challenges and the consequences if they chose not to change. In the mid 1880’s Chinese
were divided over whether or not to invite Western scholars to come to China to teach
mathematics and astronomy. The first excerpt is from Woren, a tutor to the emperor. The
second excerpt is taken from Zongli Yamen, a government official who handled relations with
the West. (Source: McDougal Little text- World History)
WOREN
“Mathematics…should indeed be learned by scholars,…but astronomy and mathematics are of
very little use. If these subjects are going to be taught by westerns as regular studies, the
damage will be great… (I have) learned that the way to establish a nation is to lay emphasis on
propriety and righteousness… If we seek trifling arts and respect barbarians as teachers,….all
that can be accomplished is the training of mathematicians. From ancient to modern times, (I
have) never heard of anyone who could use mathematics to raise the nation from a state of
decline or to strengthen it in time of weakness.”
THE ZONGLI YAMEN
“While merely to get along with (westerns) for the time being is all right, it is not possible in this
way to protect for…decades to come. Therefore (we) have pondered a long-term policy….
Proposals to learn the written and spoken languages of foreign countries, the various methods
of making machines,… the investigations of (foreign) customs and social conditions, …. All these
… represent nothing other than a struggle for self-strengthening. Woren considers our action a
hindrance…If he has no other plan than to use….propriety and righteousness as a shield, and….if
he says (this) could accomplish diplomatic negotiations and be sufficient to control the life of
our enemies, your ministers do not …. Believe it.”
(Source: Ssu-yu Teng and John K. Fairbank, China’s Response to the West (Cambridge, MA: Harvard
University Press, 1954).
1.
According to Woren if put into action, allowing foreign teachers in China will have
negative consequences. What does he have to say about mathematics and who does he call
“barbarians”?
2.
What does Zongli Yamen believe will result from adopting western technology and
learning in China?
3.
If you were the Emperor/Empress of China in mid-1880’s what would you do to protect
your country from western Imperialism. How would you react to this threat?
What does one Chinese person think of
Western Imperialism today?
Interview: Four Questions about China and Western Imperialism from a current
Chinese perspective The person interviewed is a 25 year old Chinese university
educated female. She did all of her schooling in China. READ:
1. What do Chinese Students learn about and how do they feel about the
2000 year old long history of the Chinese Emperors?
"Some were good, some were bad. He could do whatever he wanted and
had absolute power so people both respected and feared him at the same
time. Because it was so corrupt at this time, Dr. Sun Yat Sen got rid of this
system of government."
2. What do students learn about Dr. Sun Yat Sen in school? What do you think of
him?
"He was the one who brought the 3 principals to China. He introduced a
new and different kind of thinking. He is respected by all Chinese people
today as the father of modern China. The principals were self-rule,
democracy, and economic stability."
3. What were you taught about Western and foreign imperialism in China?
Were you taught about the destruction of the Summer Palace in Beijing by
the Franco-British troops during the Opium Wars?
"We were taught they invaded and robbed China of all its treasures. The 8
country Alliance of Western nations was behind this. We learned that they
were Austria-Hungary, France, Germany, Italy, Japan, Russia, the United
Kingdom, and the United States. We were taught about a famous Chinese
general who tried to protect China by burning the opium. Imperialism was
bad to China because they invade you and then rob you."
4. What do you think about the United States and other Westerners today in
light of the history of Western imperialism in China?
"Most historical based movies actually deal with how bad the Japanese
behaved when they controlled parts of China during WW/II. We also learn
about how the Americans helped us to fight them to free our country from
occupation."
Discuss: Is it normal, good or bad to hold onto past crimes in history? When should
you let go of these feelings of hurt (if ever)? What did you learn about this Chinese
person's view of Imperialism?
Visual Aids: