Asia and Imperialism Document Based Question

Standards Alignment Grading Rubric

Student Directions with Prompt and Rubric Documents

Student Response Sheets with Prompt

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. – RH 6 - Compare the point of view of two or more authors for how they treat the same or similar topics,

including which details they include and emphasize in their respective accounts. – RH 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print

or digital text. – RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims. – RH 9 - Compare and contrast treatments of the same topic in several primary and secondary sources.

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.

• b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

• 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.

• d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• e. Provide a concluding statement or section that follows from or supports the argument presented. – 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 8 - Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

Writing Rubric Category Advanced Proficient Basic Below Basic

Thesis

Contains a well-developed thesis

that clearly addressed the

question.

Thesis addresses question, but not

as focused or comprehensive as

advanced.

Presents a limited, confused, and/or poorly developed

thesis.

Contains no thesis or a thesis

that does not address the

question.

Analysis

Presents an effective analysis of all parts of the

question, although treatment may be

uneven.

Analysis deals with part of the

question in some depth, other parts in a more general

way.

Deals with one aspect of the question in a

general way or all parts in a

superficial way with simplistic explanations.

Inadequate or inaccurate

understanding of the question.

Outside Information

Uses a substantial use of relevant

outside information to support thesis.

Supports thesis with some outside

information.

Contains little outside

information or information that is used is inaccurate

or irrelevant.

Inappropriate or no use of outside

information.

Organization Clearly organized and well written.

Shows evidence of acceptable

organization and writing.

Demonstrates weak organization

and/or writing skills that interfere

with comprehension.

Disorganized and poorly written.

Writing May have insignificant errors.

May contain errors that do not

seriously detract from the quality of

the essay.

May contain major errors.

Numerous errors, both major and

minor.

Asia and Imperialism Document Based Question Directions: The following question requires you to construct a coherent essay that integrates your interpretation of the following documents and your knowledge of the period referring to in the prompt or question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period that you have learned in this unit.

Prompt: Compare and contrast the experience of China and Japan during the time of New Imperialism.

Rubric

DOCUMENT A

DOCUMENT B

“The Doctrine of people’s rights will bring us not a single benefit but a hundred evils. Are we going to establish a parliament? Among the Chinese scholars and people there are still many today who are content to be vulgar and rustic. They are ignorant of the general situation in the world, and they do not understand the basic system of the state. They have not the most elementary idea about foreign countries … Even supposing the confused and clamorous people are assembled in one house, there will be a hundred others whose vision is clouded; they will converse at random and talk as if in a dream – what use will it be?” - Source: Statement arguing against reform by leading court official Zhang Zhidong

DOCUMENT C

DOCUMENT D “Establish the Republic: Now our revolution is based on equality, in order to establish a Republican government. All our people are equal and all enjoy political rights. The president will be publically chosen by the people of the country. The parliament will be made up of members publically chosen by the people of the country. Equalize land ownership: The good fortune of civilization is to be shared equally by all the people of the nation. We should assess the value of all the land in the country. Its present price shall be received by the owner, but all increases in value resulting from reform and social improvements after the revolution shall belong to the state, to be shared by all the people.” - Source: Statement by Sun Yat-sen, Chinese reformist, 1905

Chinese fighters known as the Boxers who fought to rid

China of outsiders.

DOCUMENT F Earnestly desirous to remove any cause of irritation and to insure at the same time to the commerce of all nations in China the undoubted benefits which should accrue from a formal recognition by the various powers claiming "spheres of interest" that they shall enjoy perfect equality of treatment for their commerce and navigation within such "spheres," the Government of the United States would be pleased to see His German Majesty's Government give formal assurances, and lend its cooperation in securing like assurances from the other interested powers, that each, within its respective sphere of whatever influence-- First. Will in no way interfere with any treaty port or any vested interest within any so-called "sphere of interest" or leased territory it may have in China. Second. That the Chinese treaty tariff of the time being shall apply to all merchandise landed or shipped to all such ports as are within said "sphere of interest" (unless they be "free ports"), no matter to what nationality it may belong, and that duties so leviable shall be collected by the Chinese Government. Third. That it will levy no higher harbor dues on vessels of another nationality frequenting any port in such "sphere" than shall be levied on vessels of its own nationality, and no higher railroad charges over lines built, controlled, or operated within its "sphere" on merchandise belonging to citizens or subjects of other nationalities transported through such "sphere" than shall be levied on similar merchandise belonging to its own nationals transported over equal distances. - Source: Excerpt from the Open Door Note, written by John Hay, Secretary of State for the United States, September 6th, 1899

DOCUMENT E

Multinational troops used to put down the nationalist rebellions in China.

DOCUMENT H

DOCUMENT G ARTICLE I. There shall henceforth be peace and amity between their Majesties the Emperor of Japan and the Emperor of all the Russias, and between their respective States and subjects. ARTICLE II. The Imperial Russian Government, acknowledging that Japan possesses in Korea paramount political, military and economical interests engages neither to obstruct nor interfere with measures for guidance, protection and control which the Imperial Government of Japan may find necessary to take in Korea. It is understood that Russian subjects in Korea shall be treated in exactly the same manner as the subjects and citizens of other foreign Powers; that is to say, they shall be placed on the same footing as the subjects and citizens of the most favored nation. It is also agreed that, in order to avoid causes of misunderstanding, the two high contracting parties will abstain on the Russian-Korean frontier from taking any military measure which may menace the security of Russian or Korean territory. ARTICLE III. Japan and Russia mutually engage: First. -- To evacuate completely and simultaneously Manchuria, except the territory affected by the lease of the Liaotung Peninsula, in conformity with the provisions of the additional article I annexed to this treaty, and, Second.--To restore entirely and completely to the exclusive administration of China all portions of Manchuria now in occupation, or under the control of the Japanese or Russian troops, with the exception of the territory above mentioned. The Imperial Government of Russia declares that it has not in Manchuria any territorial advantages or preferential or exclusive concessions in the impairment of Chinese sovereignty, or inconsistent with the principle of equal opportunity. ARTICLE IV. Japan and Russia reciprocally engage not to obstruct any general measures common to all countries which China may take for the development of the commerce or industry of Manchuria. - Source: Excerpt from the Portsmouth Treaty concluding the Russo-Japanese War, 1905

DOCUMENT I

DOCUMENT J

DOCUMENT M Earnestly desirous to remove any cause of irritation and to insure at the same time to the commerce of all nations in China... [the United States urges all nations claiming a sphere of influence in China to declare] that [all nations] shall enjoy perfect equality of treatment for their commerce and navigation within such spheres.... We adhere to the policy... Of peace with the Chinese nation, of furtherance of lawful commerce, and of protection of lives and property of our citizens by all means.... The policy of the Government of the United States is to seek a solution which may bring about permanent safety and peace to China, preserve Chinese territorial and administrative entity, protect all rights guaranteed to friendly powers by treaty and international law, and safeguard for the world the principle of equal and impartial trade with all parts of the Chinese Empire. - Source: Excerpt from the Open Door Note by John Hay, U.S. Secretary of State, 1899

DOCUMENT K “As Heaven has unified the earth under one sky, it will harmonize the various teachings of the world and bring them back to the same source.” - Source: Wang Tao, 1800s, on the need for reform in China

DOCUMENT L

DOCUMENT N

DOCUMENT O

The right of sovereignty of the State, We have inherited from Our Ancestors, and We shall bequeath them to Our descendants. Neither We nor they shall in the future fail to wield them, in accordance with the provisions of the Constitution hereby granted. We now declare to respect and protect the security of the rights and of the property of Our people, and to secure to them the complete enjoyment of the same, within the extent of the provisions of the present Constitution and of the law. The Imperial Diet shall first be convoked for the 23rd year of Meiji and the time of its opening shall be the date, when the present Constitution comes into force. When in the future it may become necessary to amend any of the provisions of the present Constitution, We or Our successors shall assume the initiative right, and submit a project for the same to the Imperial Diet. The Imperial Diet shall pass its vote upon it, according to the conditions imposed by the present Constitution, and in no otherwise shall Our descendants or Our subjects be permitted to attempt any alteration thereof. Our Ministers of State, on Our behalf, shall be held responsible for the carrying out of the present Constitution, and Our present and future subjects shall forever assume the duty of allegiance to the present Constitution. - Source: Excerpt from the Preamble of the Constitution of the Empire of Japan, 1889

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Prompt: Compare and contrast the experience of China and Japan during the time of New Imperialism.

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