Differentiated Lesson Plan (British Imperialism In China)

Differentiated Lesson Plan (British Imperialism in China) Grade Level: 10th Grade History Length of Lesson: 1 Class Periods (60 minutes each) Lesson Title: Lin Tse-Hsu (Lin Zixu, Lin Zexu) Instructors: Mr. Kwong, Miss Commyn

I. Enduring Understanding:

 Students will be able to understand and describe the effects of British Imperialism in China.  Students will be able to understand Lin Tse-Hsu’s concerns over Britain Opium Trade in China.  Students will understand the issues leading up to the Opium Wars.  Students will be able to understand the political relations between China and Britain during the 19th century.

II. Essential Questions:

 How did Imperialism affect world relations?  How does Globalism affect people’s lives?  How does global policies and global trade affect relations between different countries?

III. Objectives:

 Students will gain a basic understanding of the problems between China and Great Britain leading up to the Opium Wars.  Students will be able to assess a situation, think critically about solutions, and present it orally and in writing to their peers.

IV. Standards:

 6.2.4 Imperialism – Analyze the political, economic, and social causes and consequences of imperialism by o using historical and modern maps and other evidence to analyze and explain the causes and o global consequences of nineteenth-century imperialism, including encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asia, and East Asia o analyze the responses to imperialism by African and Asian peoples (See 6.6.3)  6.3.2 East Asia – Analyze the political, economic, and social transformations in East Asia by o describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions

V. Resources:  Lin Tse Hsu’s Letter of advice to Queen Victoria found here at: http://academic.brooklyn.cuny.edu/core9/phalsall/texts/com-lin.html  Policy Worksheet that requires student to think about the problems China and Lin Tse Hsu was faced with and requires students to come up with policies they think will relieve the problems caused by Britain’s Opium Trade.

VI. Procedures: Activity Procedures and Students Academic, social & linguistic Element management Describe what the students adaptations, resources, and & Time Step-by step procedures will be doing as a result of support (in including guiding questions, your instructions. How will you support ALL minutes) directions and main points. students’ learning?

Activity Students will be given the Students will be given the Every student will be given a 1 (25 Policy Worksheet. Students Policy Worksheet. Students dictionary to refer to when doing minutes) will also be given dictionaries will read the Background the worksheet. ELL students will to work with for their writing. Case on the worksheet. be provided with bilingual Students will read the They will think about the dictionaries. ELL students are Background Case on the problem that they face. Then given an opportunity to practice worksheet. Then they will they will write answers to the English through writing. The answer the questions on the questions on the worksheet teacher will be available to help worksheet regarding what regarding what policy they any student who does not policy they believe should be believe should be understand parts of the implemented in solving their implemented in solving their assignment and will rephrase country’s opium problem due country’s opium problem due any part of the assignment. to foreign trade. to foreign trade. Students can refer to their dictionaries to look up any words that they may not understand or refer to a dictionary to help them boost their vocabulary during their writing.

Activity Students will get into groups Students will choose their Students will get to hear other 2 (15 of 4-5. Students will share groups. They will choose 4 to ideas as well as express their minutes) their responses and thoughts 5 members for each group. own. Those who are shy or with their group members. They will then share their dislike talking with others are The teacher will walk around responses and thoughts with encouraged to share their to each group and encourage their group members. thoughts. Students are given a students to share their chance to hear other ideas and responses, especially the express their own. ELL students students who are shy or are given the chance to practice dislike talking in class English by speaking with their discussions. group members.

Activity Each student will now return Students will read their copy Students will be provided with 3 (20 to their seats and will be of Lin Tse-Hsu’s Letter of dictionaries. ELL students will min) given a copy of Lin Tse-Hsu’s Advice to Queen Victoria. be provided with bilingual Letter of Advice to Queen They will answer the dictionaries to help them Victoria. Students will read questions on the Letter translate and aid them in the letter and answer the Analysis Worksheet. comprehension. Students will questions on the Letter improve upon their Analysis Worksheet. comprehension through reading and writing.

Ticket Students will turn in their out the worksheet and their summary Door at the end of class. If students did not finish their summary, they will be given a chance to finish it at home as homework and they will turn it in at the beginning class whenever the class meets next.

Policy Worksheet Background: Great Britain has been selling Opium, a powerful drug, to China. The drug is illegal in Great Britain, but it is being exported to China since it makes great profits for British merchants. Many people in China are addicted to the drug. The people in China who abuse the drug become lazy, sleepy, lose their ability to concentrate, stop eating and drinking, and have impaired judgement. The Chinese Emperor’s son died from an overdose of the drug. You are a commissioner of China and you are now responsible for solving this problem in China. You have been ordered by the Chinese Emperor to put a stop to use and trade of Opium.

You must propose a plan to stop the abuse of Opium.

Consider:

 How do you feel about the situation?  What laws would you enact to try to stop the use of Opium?  What laws would you enact to try to stop the trade of Opium?  Would you confront British merchants?  Would you confront Great Britain’s government?  What solutions or compromises can you think of?

Letter Worksheet

1. Who wrote the letter? 2. To whom was the letter addressed? What is the person’s relationship to the writer?

3. What is the date of the letter?

4. What was happening in China at the time?

5. What was going on with Great Britain at the time?

6. For Whom was the letter written? Who was the intended audience?

7. What is the writer trying to convey in the letter? What is the main purpose of the letter?

8. What do you think Queen Victoria’s reaction might have been if she had received the letter?

9. What would you like to find out about the author? What would you ask him about?

Annotation (High School A)

Natasha (Student A) who has just moved to the high school from the Dominican Republic has very limited comprehension and production of English language speech. The lesson plan will help her improve on her vocabulary and comprehension through writing on the worksheet. The student is able to use a bilingual dictionary and the teacher will be available to help rephrase any part of the worksheet that the student does not understand. Also, the student will be able to practice speaking English with their peers through sharing their ideas that they wrote about for the worksheet. This can help the student practice using English language in writing and speech and help the student be immersed in more situations using English.

Jackie (Student B) has been in the United States for a year and a half. The student’s comprehension level is higher than their production level. The student is comfortable speaking about familiar things and tries to avoid speaking about things that are unfamiliar. The lesson will help the student engage in material that is unfamiliar to them, while also allow students to use terms and ideas that are their own and can be familiar. When the student generates their own ideas for the policy worksheet, it allows her to learn and become familiar with the material before sharing the material and her thoughts in the groups. The activity can also help boost vocabulary. Also the first activity can help allow the student to be familiar with the material, so that she can be more familiar with the material in the second activity.

Ellie is a student who tends to work by herself and avoids group and partner work. In this lesson, she gets to work within her comfort zone since the worksheets are independent work. However, she is encouraged to start working and communicating with her peers through the group activity where students share the ideas they came up with for the policy worksheet. The group sharing helps her become more comfortable in groups.

Linessa is a student who gets easily distracted by noises and by her other peers. If another student starts speaking to her, she will usually lose concentration in her work, ignore her work, and engage in a conversation with them. She also will not speak up about a topic unless it interests her. The policy worksheet is independent work, so students should not be talking to each other, which should help Linessa concentrate on her work. However, the group sharing will also allow Linessa a chance to talk with her peers and share her ideas while engaging the materials. The activity allows her to generate her own ideas, which hopefully with spark her interest so that she will be willing to speak about her ideas about the material.