Term 1 Integrated Project
Term 1 Integrated Project
| Grade: 11 | Subjects: English & ESS | Due Date: 22 November 2020 |
| English Standards | W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.10.1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.11.1: Identify key supporting ideas from reading and research L.11.1b. Spell correctly, recognizing that some words have commonly accepted variations (e.g., catalog/catalogue). | |
| ESS Standards | WHII.T3. The global effects of 19th century imperialism 2. Describe the causes of 19th century European global imperialism. a. competition among England, Spain, Portugal, France, the Netherlands, and Belgium beginning in the 15th century for economic gain, resources, and strategic advantage b. the importance of slavery and slave-generated capital to the Industrial Revolution; the role of European traders, merchants, and buyers in making the slave trade profitable in North and South America and the Caribbean Islands c. the integration of political, religious, and economic goals in the Spanish and Portuguese empires in the Americas, d. the writings of 18th and 19th century European race theorists that posited differences among races and the superiority of the “Caucasian race” as scientific fact, including the concept of Social Darwinism, thus justifying European attitudes toward colonialism and slavery. 3. Analyze the impact of Western imperialism in Asia, Africa, and Latin America. RCA-H 1, 4, 6-10 WCA 1a-e, 2a-f, 4-10 SCLA 1a, 2, 5 |
| NAME: | STDUENT ID #: | GRADE 11: |
Directions:
- There are two parts to this integrated project:
- Part A: Document-based Questions
- Part B: Paragraph
- Begin by answering the questions in Part A in the space provided.
- Then write a paragraph based on the P.E.E method.
- Submit this project to both your ESS and English teacher in Assignments on the respective Teams pages.
PART A: DOCUMENT-BASED QUESTIONS
Historical Context: Imperialism has been interpreted from a variety of viewpoints. The documents below express various viewpoints about the positive and negative effects of European imperialism.
Task:
- Read and examine the following documents and answer the questions that follow.
- Consider what you already know about this topic. How would you answer the question is you had no documents to examine?
- Underline key phrases and words that address the document-based question. You may also wish to use the margin to make brief notes.
- Be sure to answer the questions that shows your understanding of the topic. Copying answers from others or from the internet will result in a zero.
___________________________________________________________________________________________
DOCUMENT A
This excerpt is adapted from Imperialism by J.A. Hobson, a British scholar.
The period of imperialism has witnessed many wars. Most of these wars have been caused by attacks of white races upon so-called “lower races.” They have resulted in the taking of territory by force…. The white rulers of the colonies live at the expense of the natives. Their chief work is to organize labor for their support. In the typical colony, the most fertile lands and the mineral resources are owned by white foreigners. These holdings are worked by natives under their direction. The foreigners take wealth out of the country. All the hard work is done by natives.
- What negative aspects of imperialism does this British scholar point out? (2 points)
| Type your response here… |
2. According to Hobson, what benefits did the white rulers have in these colonies? (2 points)
| Type your response here… |
DOCUMENT B
This is an extract from Confessions of Faith written by Cecil John Rhodes, a British imperialist, in 1877.
I contend that we are the finest race in the world, and the more of the world we inhabit (live in), the better it is for the human race…It is our duty to seize every opportunity of acquiring (getting) more territory and we should keep this one idea steadily (firmly) before our eyes that more territory simply means more of the white race, more of the best, the most human, most honorable race the world possesses.
3. Which cause of imperialism is Rhodes referring to in this extract? (1 point)
| Type your response here… |
4. How does Rhodes view the white race? Quote from the document to support your
answer. (2 point)
| Type your response here… |
5. How can this document also show that the desire for political power acted as a driving force for European imperialism in Africa? (2 points)
| Type your response here… |
DOCUMENT C
| 1 Take up the White Man’s burden Send forth the best ye breed Go bind you sons to exile To serve your captive’s needs; 5 To wait in heavy harness, On fluttered folk and wild Your new-caught, sullen peoples, Half devil and half child. Take up the White Man’s Burden 10 The savage wars of peace Fill full the mouth of Famine And bid the sickness cease; And when your goal is nearest The end for others sought, 15 Watch sloth and heathen Folly Bring all your hopes to nought. |
An extract from Rudyard Kipling’s “The White Man’s Burden”.
6. In your own words, what does the title “The White Man’s Burden” mean? (1 point)
| Type your response here… |
7. List two words or phrases that Kipling uses to describe indigenous peoples. How do these examples reveal Kipling’s attitude towards these peoples? Explain your answer. (4 points)
| Type your response here… |
8. Using your own knowledge, what is Social Darwinism? (1 point)
| Type your response here… |
9. How are the beliefs in Social Darwinism reflected in the White Man’s Burden? Quote from the poem to support your answer. (2 points)
| Type your response here… |
DOCUMENT D
Extract from ‘The Pearl’ by John Steinbeck.
Kino hesitated a moment. This doctor was not of his people. This doctor was of a race which for nearly four hundred years had beaten and starved and robbed and despised Kino’s race, and frightened it too, so that the indigene came humbly to the door. And as always when he came near to one of this race, Kino felt weak and afraid and angry at the same time. Rage and terror went together. He could kill the doctor more easily than he could talk to him, for all of the doctor’s race spoke to all of Kino’s race as though they were simple animals. And as Kino raised his right hand to the iron ring knocker in the gate, rage swelled in him, and the pounding music of the enemy beat in his ears, and his lips drew tight against his teeth – but with his left hand he reached to take off his hat. The iron ring pounded against the gate. Kino took off his hat and stood waiting.
10. How does the doctor view and treat Kino’s race? (2 points)
| Type your response here… |
11. How does the theory of Social Darwinism support the view of the doctor? Explain your answer. (1 point)
| Type your response here… |
TOTAL FOR PART A: 20 points
PART B: PARAGRAPH WRITING
Question: Based on the evidence above, how did colonists generally view the indigenous people?
- Answer this question in the form of a PEE paragraph. You must use at least one piece of evidence from ‘The Pearl’ extract and at least one piece of evidence from another text above.
- Refer to the rubric below to see grading expectations.
TOTAL FOR PART B: 16 points
Answer:
| English PEE Paragraph Rubric | ||||
| 4 | 3 | 2 | 1 | |
| Research and Knowledge SL. 11.1 | Draws evidence from literary or informational texts to support deep analysis, interpretation, thoughtful reflection, and research to support the written text. | Draws evidence from literary or informational texts to support analysis, interpretation, reflection, and research to support the written text. | Includes evidence from literary or informational texts to support some ideas presented in the written text. | Includes little to no evidence from literary or informational texts to support written text. |
| Main Ideas and Details (1) W. 10.1 | Identifies the relationship between “The Pearl” and the topic of discussion while demonstrating an understanding of the text. | Identifies the relationship between “The Pearl” and the topic of discussion while showing some level of understanding of the text. | Mentions a connection between “The Pearl” and the topic of discussion. | There is no connection shown between “The Pearl” and the topic. |
| Main Ideas and Details (2) W. 10.1 | Identifies the relationship between a credible source and the topic of discussion while demonstrating an understanding of the text. | Identifies the relationship between a credible source and the topic of discussion while showing some level of understanding of the text. | Mentions a connection between a credible source and the topic of discussion. | There is no connection shown between a credible source and the topic. |
| Craft and Style W.11.4 | Strategically uses linking words; few to no grammar mistakes; information is clear and coherent | Skillfully uses linking words; some grammar mistakes; information is clear and coherent | Uses a linking word; many grammar mistakes; information is somewhat clear and coherent | No evidence of linking words or phrases, many grammar mistakes |
