Opium Wars Exploration

Grade Level

12th Grade

Duration

90 minutes

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Common Core Standards Alignment

• RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• RH.11-12.2: Determine the central ideas or information of a primary or secondary source.
• RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats.
• WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
• SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions.

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Learning Objectives (I Can Statements)

• I can explain the causes and effects of the Opium Wars on China and Britain.
• I can analyze primary and secondary sources to understand multiple perspectives on the Opium Wars.
• I can discuss the long-term impacts of the Opium Wars on global trade and diplomacy.
• I can engage in collaborative discussions to synthesize and present information about the Opium Wars.

Success Criteria

• I cite evidence from texts to explain the causes of the Opium Wars.
• I compare different perspectives from primary and secondary sources.
• I clearly articulate the significance of the Opium Wars in a group presentation.
• I actively listen and respond thoughtfully during group discussions.

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Materials Needed

• Primary source excerpts (e.g., British government documents, Qing dynasty edicts, letters from merchants)
• Secondary source articles summarizing the Opium Wars (dyslexia-friendly versions included)
• Large world map or digital mapping tool
• Chart paper/whiteboard and markers
• Laptops or tablets for research (optional)
• Graphic organizer templates

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Lesson Breakdown

1. Introduction & Engagement (15 minutes)

Activity:

• Begin with a brief interactive discussion: "What do you know about trade conflicts in history?"
• Show a modern analogy: a short, illustrated story about trade disputes between countries today (no reading heavy, visually engaging).
• Introduce the Opium Wars as a trade conflict of the 19th century between China and Britain.

Teacher prompts:

• "Why do you think countries might go to war over trade?"
• "What might be the consequences for people involved?"

Purpose: Hook student interest and activate prior knowledge.

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2. Historical Context and Causes (20 minutes)

Activity:

• Students work individually with dyslexia-friendly printed summaries and simplified primary sources about the causes of the Opium Wars.
• Use a graphic organizer to note causes, key figures, and events.

Differentiation:

• Dyslexia-friendly printouts use clear fonts, shorter sentences, and bullet points.
• For ELL or struggling readers, pair with audio recordings of texts.

Discussion:

• In pairs, share findings and ask: "What economic and political interests motivated Britain and China?"

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3. Analyzing Perspectives (20 minutes)

Activity:

• Assign each student a “role” (British merchant, Qing official, Chinese farmer, British naval officer).
• Each reads a first-person account or document snippet from the assigned perspective (dyslexia-friendly options available).
• Students create a short written or sketched summary of their character’s viewpoint.

Group Work:

• Convene as a group to discuss differences and conflicts between perspectives.
• Use a Venn diagram on the board to visualize agreements and disagreements.

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4. Synthesis and Presentation (20 minutes)

Activity:

• Small group collaborates to create a brief presentation using chart paper or digital slides answering:
  • What caused the Opium Wars?
  • How did different groups see the war?
  • What were the immediate effects?

Advanced learners:

• Encourage deeper analysis of international law implications or connection to imperialism and global trade patterns.

Presentation:

• Each student speaks briefly during the presentation, practicing public speaking skills.

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5. Reflection & Assessment (15 minutes)

Activity:

• Reflective writing prompt:
  "In what ways did the Opium Wars change China and global trade? How might those changes still affect us today?"
• Share responses aloud if comfortable.

Formative Assessment:

• Use exit tickets where students list one cause and one effect of the Opium Wars citing their sources.

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Differentiation Strategies

• For reading: Provide dyslexia-friendly texts, audio versions, and visuals.
• For writing: Offer graphic organizers and sentence starters for reflections and summaries.
• For speaking: Provide outline prompts and rehearsal time before presentations.

Extension Activities

• Research the Treaty of Nanking and its terms; write a short critical essay on how it affected Chinese sovereignty.
• Create a mock debate simulating negotiations between British and Qing representatives.
• Explore the broader impact of imperialism in Asia with connections to other historical events (e.g., Taiping Rebellion).

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Teacher Reflection

• Monitor group dynamics to ensure equal participation.
• Scaffold discussions by prompting for evidence and reasoning.
• Adapt timing as needed based on student engagement and pacing.

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This plan combines analysis of historical perspectives with interactive and multimodal activities tailored for diverse learners in line with Common Core literacy standards in history/social studies.