This quick skill-building activity is intended to help you understand what is being asked of you when you’re presented with historical prompts, particularly those you’ll encounter in assessment prompts such as document-based questions (DBQs) and long essay questions (LEQs).

In this activity, you will revisit the process of how to parse a prompt. Remember, parsing a prompt is the process of analyzing a string of words—that is, trying to figure out what something is saying and asking!

Take out the Question Parsing Tool and write down the following prompt at the top of the tool: In the period 1450−1750, oceanic voyages resulted in the Columbian Exchange, which transformed the Eastern and Western Hemispheres. Develop an argument that evaluates how the Columbian Exchange affected peoples in the Americas in this time period.

Now, follow the tool directions. Be prepared to discuss your answers with the class!

Empires have been around for millennia, but it transformed into something new in the late nineteenth century. With new technologies and in the context of highly industrialized, capitalist European economies, imperialism started to function very differently. People had new ideas about race and nation, which served to both motivate and justify imperial expansion.

By the late nineteenth century, nationalism, industrialization, and capitalism have made major changes at a global level. These set the conditions for a new form of imperialism, which was possible because of new technologies, economies, and ideas about race and nation. Maybe this was the most important transformation of the long nineteenth century? Exploring imperialism in this era will help you to consider the Era 6 Problem: What were the engines of change that created our “modern” world?

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did the political structure of the African continent change between 1880 and 1914?
2. How are the terms imperialism and colonialism used differently in this article?
3. What made “New Imperialism” new?
4. How did racism contribute to imperialism?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. What do you think is this author’s attitude towards imperialism? Do you think that affects his analysis, and how?
2. At this point in your studies, to what extent do you think racism motivated imperialism or simply justified it?

Imperialism had many faces, including formal colonialism. So did resistance to imperialism. And it wasn’t as simple as just resistance or acceptance of imperialism. People couldn’t always resist through mutinies successfully, and they depended on colonizers for survival. So even though they did sometimes have uprisings and armed struggles, people mostly resisted in subtle ways, like by fooling imperialists, growing different plants that kept them mobile, and expressing themselves creatively.

In the video “Asian Responses to Imperialism,” you learned that Asian communities responded to imperialism in a range of ways. In this article, you’ll build on that, but with a focus on Southeast Asia and in the context of new imperialism specifically. This article will help you understand that people have a pretty wide range of responses when faced with power, and these responses can sometimes be very subtle.

Preview– Skimming for Gist

Fill out the Skimming section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Why were armed struggles not very common?
2. How did cassava help people resist imperialism?
3. Why did colonized people have to be careful and strategic?
4. What are two ways people resisted French imperialism?
5. What is accommodation? Give one example.
6. Why might some peasants have vandalized or burned down offices of official records?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. The author of this article lists many types of actions and activities as acts of “resistance”. Do you agree that these were all acts of resistance? How does that change or reinforce you sense of what “resistance” means?
2. How would you view the actions of colonial subjects through the “communities” frame? Were the people described in this article trying to build new communities? Maintain old ones? Resist the empire as an unequal community? Or do something different?

Ottilie Baader was the daughter of a factory worker. She received a few years of schooling, but she spent the majority of her life as an industrial worker. Her experiences inspired her to use her education to become a leader of labor reform movements.

Ottilie Baader’s biography provides unique insights into the life of a factory worker, giving you some perspective to frame your thinking about the Era 6 problem: What were the engines of change that created our “modern” world? By using the production and distribution frame, you will be able to think critically about the impacts of the Industrial Revolution on smaller and larger scales.

Read 1: Observe

As you read this graphic biography for the first time, review the Read 1: Observe section of your Three Close Reads for Graphic Bios Tool. Be sure to record one question in the thought bubble on the top-right. You don’t need to write anything else down. However, if you’d like to record your observations, feel free to do so on scrap paper.

Read 2: Understand

On the tool, summarize the main idea of the comic and provide two pieces of evidence that helped you understand the creator’s main idea. You can do this only in writing or you can get creative with some art. Some of the evidence you find may come in the form of text (words). But other evidence will come in the form of art (images). You should read the text looking for unfamiliar vocabulary words, the main idea, and key supporting details. You should also spend some time looking at the images and the way in which the page is designed. By the end of the second close read, you should be able to answer the following questions:

1. When was Ottilie Baader born, and how old was she when she began school? What did she learn there?
2. When did Ottilie begin working, and why? What were her days like at that age?
3. What was Ottilie’s job in the wool factory like?
4. Why did Ottilie become a labor organizer around 1871?
5. How does the artist use design to depict Baader’s life as a factory worker, but also her attempt to change her condition?

Read 3: Connect

In this read, you should use the graphic biography as evidence to support, extend, or challenge claims made in this unit of the course. On the bottom of the tool, record what you learned about this person’s life and how it relates to what you’re learning.

1. What evidence does Ottilie Baader’s story provide about industrialization as an engine of change in people’s lives? 
2. How does it support, extend, or challenge what you have already learned about the impact of the Industrial Revolution?

To Be Continued…

On the second page of the tool, your teacher might ask you to extend the graphic biography to a second page. This is where you can draw and write what you think might come next. Here, you can become a co-creator of this graphic biography!

Colonialism is a big topic, but it can only be understood by looking at human experiences. Formal colonialism first came to the region we today call Ghana in 1874, and British rule spread through the region into the early twentieth century. The British called the territory the “Gold Coast Colony”. The British colonizers tried to control everything from trade and transportation to religion and social structures. But local people resisted in many different ways, reclaiming their ability to make their own decisions and shape their own lives and societies.

This video introduces evidence at the scale of a single colony (and really a single city) for understanding the wider experience and operation of colonialism. This evidence will help you to respond to the part of the Era Problem that focuses on empire as an engine of change that helped to create the modern world. It also opens colonial Ghana to study through all three frames—production and distribution (taxes and trade), communities (religion), and networks (movement and connections).

Preview—Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key Ideas—Understanding Content

Think about the following questions as you watch this video:

1. When was the region that is today Ghana conquered by the British?
2. According to Ato Quayson, what was the purpose of the Customs House, and how did it help the British to make money?
3. How did some Ghanaians employed at the Customs House fight back?
4. According to Jennifer Hart, what type of transportation did the British want to put in Ghana to control the export of cocoa, and how did Ghanaian farmers seek to control trade themselves?
5. According to Jennifer Hart, how did the informal system of trotros (mini-bus taxes carrying people around Accra) come into being. What did the British call these trotros, and why?
6. What do the plaques on the walls of Holy trinity Church tell us, according to Ato Quayson?

Evaluating and Corroborating

1. In this unit, you are encountering all kinds of evidence about how imperialism was powerful, controlling, and invasive. Does this video support or challenge that narrative?
2. How do the ways that Ghanaians resisted colonialism compare to the resistance you read about in the article about the 1857 revolt in India?

In this activity, you’ll continue to build on your claim-testing skills by crafting supporting and refuting statements for a set of claims. As you evaluate the claims, you’ll also analyze the quality of the statements put forth by your classmates. This will help you gain experience in using evidence to support your own claims as well as devising ways to refute statements that might argue against your claims. In addition, these skills will help you develop your writing and critical thinking skills.

In this claim-testing activity, you are given four claims about imperialism. You are asked to work with these claims in three different ways:

1. Find supporting statements for the claims.
2. Evaluate the strength of the supporting statements provided for the claims.
3. Provide statements that refute (argue against) the claims.

Get into small table groups. Each group should have a complete set of Claim Cards in the middle of their table. Listen for your teacher’s directions for when to start.

Round 1

1. Grab one Claim Card from the center of the table.
2. On the card, write down a statement that supports the claim. You can use prior knowledge or course materials for this.
3. Pass your Claim Card to the person to your right.
4. Write down a statement that supports the claim on the card that you now have. It can’t be the same as any of the supports already written on the card.
5. Repeat the process until each group member has written a supporting statement on each card.
6. Put the Claim Cards back in the center of the table.

Round 2

1. Grab one Claim Card from the pile and stand up.
2. Find at least three other students who have the same claim as you and get into a group with them (if there are more than six people in your group, let your teacher know).
3. Look at all the supporting statements that were written for your claim. Decide which supporting statements are strongest (that is, they best support the claim).
4. Write the strongest supporting statements on the whiteboard so everyone can see them.

Round 3

1. With the same group you were in for Round 2, consider any historical exceptions to your claim. What can you offer to refute the claim?
2. Add at least one refuting statement, what we often refer to as a counterclaim, on the board so everyone can see it.
3. Write both your strongest supporting statements and the exception to the claim as an exit ticket—be sure to explain your reasoning for choosing your supporting statements and refutations. Your teacher may also have you share your statements and counterclaim with the class.

Asian communities responded to imperialism through many different means. Some, like the Ottoman Empire, adopted reforms that sought to emulate Western models of military organization and education. Others, like Japan, emulated the nation-state form itself. But many were skeptical of liberal nation-states, and they looked for other paths, including communities that went beyond the nation. Imperialism had many problems, but it ultimately did spread the nation-state, and this has certain benefits and costs.

This article offers evidence—from Asian perspectives—for you to evaluate the impact of imperialism and colonialism follows articles and sources on new imperialism and a video on Ghanaian perspectives on imperialism. This will help you to assess how empire was an engine of the creation of the modern world. It introduces multiple different responses to imperialism, which later assets in this lesson like “Responses to Industrial Imperialism,” “Struggles and Transformations in China,” “Opium Wars,” and “Resistance to Empire” will build upon and complicate.

Preview—Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

1. Why do we end up relying on sources from ‘intellectuals’ in many cases when studying imperialism?
2. John Green argues that Asian intellectuals recognized the principal reason for Europe dominance at this time. What was that reason?
3. How does John Green describe the ‘modernization’ response that many Asian societies followed in some periods?
4. What strategy did Kang Youwei suggest that China follow in response to European industrial might?
5. What important political transformation did Sayyid Jamal Ad-Din Al-Afghani propose?
6. Why was Japan not a great model for many other Asian states in this era, according to John Green?
7. Many Asian intellectuals looked beyond European models by the early twentieth century. What did they all have in common, according to John Green? What sources of strength did Sayyid Jamal Ad-Din Al-Afghani, Liang Qichao, and Rabindranath Tagore propose?

Key Ideas—Understanding Content

Think about the following questions as you watch this video:

1. Why is it important to look at modernization and imperialism from perspectives other than the colonizers? How does it cause us to revise our understanding of imperialism – as community, as network, in terms of production and distribution?

Dadabhai Naoroji was born in what was then British India. Despite being a subject under colonial rule, Dadabhai went on to become very successful. He helped to establish organizations such as the Indian National Congress and was even the first Asian elected to Parliament. Even so, he understood the pain and suffering that was caused by colonialism first hand.

This biography provides an unusual perspective—that of a man who was at once very successful, and also a subject under British colonial rule. This perspective will help you grapple with the Era 6 problem: What were the engines of change that created our “modern” world? Studying this biography through the communities frame will help you to think about the effects of colonialism on various scales, including how it affected those living under colonial rule, as well as the greater global impact of colonialism.

Read 1: Observe

As you read this graphic biography for the first time, review the Read 1: Observe section of your Three Close Reads for Graphic Bios Tool. Be sure to record one question in the thought bubble on the top-right. You don’t need to write anything else down. However, if you’d like to record your observations, feel free to do so on scrap paper.

Read 2: Understand

On the tool, summarize the main idea of the comic and provide two pieces of evidence that helped you understand the creator’s main idea. You can do this only in writing or you can get creative with some art. Some of the evidence you find may come in the form of text (words). But other evidence will come in the form of art (images). You should read the text looking for unfamiliar vocabulary words, the main idea, and key supporting details. You should also spend some time looking at the images and the way in which the page is designed. By the end of the second close read, you should be able to answer the following questions:

1. When and where was Dadabhai Naoroji born?
2. According to the biography, what did Dadabhai do in 1855? What was he doing in the 1870s?
3. What ‘first’ did Dadabhaiachieve in 1892? What issues did he use his new power to support?
4. What does the biography suggest Dadabhai did in his life that gave him the power to stand up for the rights of Indian people?
5. How does the artwork show us the differences between Dadabhai’s two contrasting worlds?

Read 3: Connect

In this read, you should use the graphic biography as evidence to support, extend, or challenge claims made in this unit of the course. On the bottom of the tool, record what you learned about this person’s life and how it relates to what you’re learning.

1. What evidence does Dadabhai Naoroji’s provide to help you to evaluate both the way that empires controlled people’s lives? What does it tell you about the possibilities of challenging that control? How does that evidence support, extend, or challenge what you have learned about empire in this period?

To Be Continued…

On the second page of the tool, your teacher might ask you to extend the graphic biography to a second page. This is where you can draw and write what you think might come next. Here, you can become a co-creator of this graphic biography!

Though the Qing ruled for over two centuries, they certainly had their challenges. Seen as a foreign government, they had to deal with a lot of internal pressure, which was made worse by famines and other disasters. But overall, they were doing pretty well in the eighteenth and nineteenth centuries, profiting from trade with their neighbors and Europe—until the Opium Wars totally turned the tables. Humiliating losses and concessions, combined with some major rebellions and civil wars, made it hard for the Qing to hang on to power. They made efforts to reform and modernize and made some strategic alliances, but the Qing dynasty—and dynastic power in China more generally—came to an end in the early twentieth century.

In this article, you’ll read a specific case study of industrial imperialism, which builds on the article you read earlier in this lesson. You’ll see how British economic imperialism affected China. You’ll also continue to learn about how communities responded to this imperialism by reading about how the Chinese government attempted to adapt and survive. This is crucial regional-level evidence that you need in order to answer the Era 6 Problem: What were the engines of change that created our “modern” world?

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What was the balance of trade like before the Opium Wars?
2. What sparked the Opium Wars? What was the outcome?
3. What was the Taiping Rebellion, and how did European and American soldiers participate in it?
4. What was the goal of the Tongzhi Restoration?
5. What led the Dowager Empress and Emperor Guangxu to institute the Hundred Days’ Reform?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. China was not formally colonized during this period, except for very small regions. In what ways did it experience “imperialism”?
2. Should we regard the Qing rulers, especially the Dowager Empress Cixi, as defenders of China, or as imperialists themselves? Why? Is it possible to be both?

At the dawn of the long nineteenth century, the merchants and leaders of the British Empire desperately wanted access to trade goods from China. In particular, British consumers demanded more tea. There was just one problem: the British Empire had nothing the Chinese wanted, other than silver. However, the British East India Company soon discovered something Chinese consumers wanted: opium. Despite efforts by the Chinese government to stop the harm done to their people by the opium trade, British merchants continued to smuggle the drug into China. The result was two wars and harsh treaties, which set the stage for a “century of humiliation.”

You’ve already encountered many examples of direct imperialism. This article provides an example of indirect, economic imperialism. Like other parts of the world, including the Ottoman Empire, China was not directly colonized by an industrial empire. And yet, thanks to the two Opium Wars, several industrial empires were able to impose their will on the Qing Dynasty in the long nineteenth century.

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How does the author define economic imperialism? Why did some empires use this method?
2. Why was tea so important to the relationship between China and Britain?
3. What did the British find to sell to Chinese consumers, and what did the Chinese government do in response?
4. What caused the First Opium War?
5. What is meant by the “unequal treaties” era?

Evaluating and Corroborating

At the end of the third close read, respond to the following question:

1. Do you think the legacy of the Opium Wars is still important today? What’s one way in which this history might influence global affairs today?

Make sure you have the EP Notebook worksheets that you partially filled out earlier in the era.

This is a continuation of the EP Notebook activity that you started in this era. As part of WHP, you are asked to revisit the Era Problems in order to maintain a connection to the core themes of the course. Because this is the second time you’re working with this era’s problems, you are asked to explain how your understanding of the era’s core concepts has changed over the unit. Make sure you use evidence from this era and sound reasoning in your answers.

Fill out the second table on your partially completed worksheet from earlier in the era. Be prepared to talk about your ideas with your class.

Imperialism has clear political and economic effects, but it also has very important psychological and cultural effects. Racism and imperialism can cause people to experience double consciousness, where they have two very different experiences of themselves and their world. This causes suffering but also gives people insight into the world around them. But people have to live within expectations about themselves that they themselves don’t create. People like DuBois and others formed networks and communities that helped them understand and move beyond these experiences, but they ultimately couldn’t fully move past them.

In this lesson, you’ve learned about how different people resist imperialism. In this article, you’ll learn about how black Americans and other colonized groups experienced imperialism and how it took a toll on their psychologies. This article also highlights how networks and communities helped colonized people cope, survive, and even thrive. This is important for your understanding of past history and even the world today, because it gives you a sense of how people in different situations deal with dominant powers, perform and experience themselves, and know their world.

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What is “double consciousness”?
2. What is one way that Indian nationalists sought to limit the effects of racism and colonialism on their culture?
3. How did networks help people of color survive and flourish? Give two examples of networks.
4. What was Fanon’s view on the origin of racial categories?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. According to the author, “the experience of oppression can ‘split’ one’s consciousness, or one’s sense of self,” which helps us see that “we ourselves may behave differently in different situations, ‘performing’ an identity for others, and how these performances are affected by power.” Can you give an example, from this course, other studies, or your own life, of how a person or group may perform an identity or split consciousness in response to power?
2. Is the concept of dual consciousness usable to help explain our world today? Is this a legacy of colonialism?

In this sourcing activity, you’ll read two primary sources that provide differing perspectives on imperialism. You’ll complete the Sourcing Tool for both excerpts and provide an analysis focusing on point of view, purpose, and importance. By comparing these two sources written from different perspectives on the same topic, you’ll refine your sourcing skills and become better at understanding how an author’s point of view and purpose impacts the why (importance) of a historical work.

Claim testing, comparison
As with the other sourcing activities in the course, this activity asks you to use your claim-testing skills to evaluate primary sources. However, in this activity, you’ll also incorporate comparison as you compare two documents from the same period, on the same topic, each written by an authority. Then, you’ll use claim testing to decide how an author’s point of view and purpose influences the importance of their writing.

As this is the final activity in the sourcing progression, your teacher might have you complete this activity in pairs or on your own. For this activity, you will read two primary sources that provide differing perspectives on imperialism and European justifications for colonialism, complete the Sourcing Tool for both sources, and write an essay focusing on point of view, purpose, and importance.

Your teacher will either hand out or have you download the Sourcing—Differing Perspectives on Imperialism worksheet, which includes both the document excerpts and the Sourcing Tool. Read the excerpts starting with the introductory paragraphs and as you read, think about the question, To what extent did ideology impact imperialism?

After you’ve finished reading each source, complete the Point of View, Purpose, and Importance rows of the Sourcing Tool. Then, after you’ve completed these rows of the tool for each of the primary source texts, respond to these follow-up questions:

1. How do the authors differ in their analysis of imperialism?
2. What are the similarities between the documents?
3. How does each author try to convince you of their argument regarding this topic?

Be prepared to discuss your answers and the evidence you used to support these answers with the class.

Finally, write a four- to five-paragraph essay in response to the prompt, Develop an argument that evaluates the extent to which ideology impacted the development of imperialism and the expansion of empires. Be sure to make specific reference to the Point of View, Purpose, and Importance portions of the tool but you can include other categories as well. Remember to look over the WHP Writing Rubric, as this is what your teacher will use to assess your essay. Your essay should include the following elements:

1. Introduction: A paragraph that includes a thesis statement and provides the historical context necessary to understand this event and how the thesis relates to this context.
2. Body paragraph 1: An analysis of the first primary source document that includes information on how your reading of this text supports your thesis statement. This paragraph should focus on the point of view and purpose of the author.
3. Body paragraph 2: An analysis of the second primary source document that includes information on how your reading of this text supports your thesis statement. This paragraph should focus on the point of view and purpose of the author.
4. Body paragraph 3: An analysis of how understanding the differing perspectives of these sources helps you understand the importance of these sources and helps you answer the prompt.
5. Conclusion: A paragraph that synthesizes the information in your essay and explains how your conclusions support your thesis statement.

Your teacher will collect your worksheets and essays to evaluate how your sourcing skills are progressing.

We often think of resistance to colonialism in terms of armies and battles… and truthfully, there was some of that, especially when a colony was conquered and when big rebellions emerged. But resistance also took many other forms. Ultimately, boycotts, strikes, marches, and diplomacy did a lot of the work that ended formal empires. In this video, we look at some episodes of resistance from Ghana—the British Gold Coast Colony—under the leadership of Yaa Asantewaa and later Kwame Nkrumah.

This video introduces evidence at the scale of a single colony—the Gold Coast (today’s Ghana)—for understanding resistance to colonialism. This evidence can be combined with other articles and videos that discuss military, philosophical, and other types of responses to colonialism. This evidence will help you respond to the part of the era problem that focuses on how empire was an engine of change that helped to create the modern world.

Preview—Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key Ideas—Understanding Content

Think about the following questions as you watch this video:

1. What did Ghanaian historian A. Adu Boahen mean when he said that “'independence was not giving given on a silver platter but won by blood”?
2. Who was Yaa Asantewaa, and what did she do that made her famous?
3. What was the Golden Stool of Asante? Why did the British want it? Did they get it in the end?
4. Why, according to Tony Yeboah, was a lot of anti-colonial resistance actually aimed at chiefs and kings?
5. What kind of resistance did the UGCC (United Gold Coast Convention) organize after the Second World War?
6. Why did Ghanaian veterans, who had fought for Britain during the war, march in 1947, and what happened to them?
7. What was Kwame Nkrumah’s strategy of positive action? Why was he such an effective leader, according to Tony Yeboah?

Evaluating and Corroborating

1. This video focuses on some big acts of resistance. Do you think these kinds of acts were the most common forms of resistance? If not, what’s missing? If yes, what evidence supports your argument?
2. What are the most important causes of resistance you can find in this video if you view it through the communities frame? What other important causes become clear if you view it through the production and distribution frame?

In this activity, you will analyze and then create cartoons about imperialism. This will help reinforce what you’ve already learned about imperialism in this lesson and will give you more insight into both the minds of the imperialists as well as those who rejected this type of domination. Additionally, engaging in image analysis will continue to help you build this important analytical skill, and producing an image will help build your visual presentation skills.

In this activity, you will first analyze political cartoons about imperialism, and then create your own anti-imperialist cartoon.

Take out the Imperialism Cartoons Worksheet and either individually or in small groups, look at the pictures and answer the questions to determine what these cartoons tell us about the era of imperialism. You will probably need to use the links or conduct additional research to find the information to answer these questions.

Once you’re done analyzing the images, be prepared to have a discussion about what you learned. What was the overall sentiment of the cartoons?

Now, it’s time to come up with your own anti-imperialist cartoon to share with the class. Get into small groups, and make sure to think about the following as you plan your cartoon:

• Whom or what did you include or leave out of the image?
• What imperialist practices are you rallying against (taking of raw materials, manipulation of trade, colonialism, violence, etc.)?
• What are the motivations/justifications for this anti-imperialism?

You may need to do some research to complete these cartoons, so make sure you keep a list of any articles or pictures you referenced in creating your cartoon. Be prepared to share your final products with the class.