Agenda: Thursday, January 19th, 2012
• OBJ: To compare and contrast the thoughts and feelings of European and native peoples in regards to colonialism through document analysis.
• 1. Journal- “The White Man’s Burden”• 2. What are primary vs. secondary documents?• 3. SOAPSTone technique• Document Analysis• Presentations
• HW: Review Colonialism and Independence notes for 15 minutes
Journal: January 19th, 2012White Man’s Burden Reading and
Response• Directions:• Read the passage entitled “The White Man’s Burden” then
write an immediate 2 sentence response to the reading for today’s journal.
• Class discussion- What does the poem mean? What is the writer referring to?
• Read the passage entitled “KUA Poem.” When you are done, discuss with the class your thoughts, feelings, and concerns after having read both passages.
• Following discussion, complete a second 2 sentence response on today’s journal sheet (following your first sentences).– Be sure to use complete sentences!
Documents for Journal• The White Man’s Burden
– By: Rudyard Kipling
Take up the White man's burden –
Send forth the best ye breed –
Go bind your sons to exileTo serve your captives'
need;
• “KUA” Hymm
– Kua Tribe, Africa
You Europeans are nothing but robbers--
Though you pretended you came to lead us.
Go away, go away, you Europeans,
The years that are past have been more than enough for us.
Primary vs. Secondary Document
• Primary document- made at the time of the event, unaltered by people post the event– Example- Newspaper, census, birth certificate,
diary
• Secondary document- made after the event by someone who was not in attendance at the event or alive at the time period. – Example- textbook, biography, etc.
Class Discussion
• What do these maps tell us about history?• Which map is more historically accurate? How
do you know?• Which map is a primary source? Secondary
source?• From your Unit 5 Pre Assessment- What do
you think are some types of documents students and historians use to better understand history?
Types of Documents
• Photographs• Journals• Maps• Newspapers• Press Releases• Cartoons• Flyers
• Memorandums• Advertisements• Diaries• Photos• Artifacts• Magazines• Census Report
SOAPSTone• S- Speaker
– Who is telling this story? What is the view point is the document using?
• O- Occasion– When and where was this document created? What caused the
document to be written?• A- Audience
– Who is the document meant for?• P- Purpose
– What is the purpose or reason of the text? Why was it written? What for?
• S- Subject– What is the topic of this document?
• T- Tone– What is the author’s attitude towards the subject/ content?
Imperialist Era Document Analysis
• Students will work in your assigned teams/ tables to analyze your assigned document.
• Use your SOAPSTone worksheet to successful analyze the document.
• In 20 minutes each team will present their document to the class using the SOAPSTone technique to summarize.
• Your worksheet will be collect for a grade!