DAY THREE
The Unequal Treaties
Image Source:
Pughe, J. S. (1899). Ready for business [Lithograph]. In Puck. Retrieved from http://www.loc.gov/pictures/item/2012647403/
Pughe, J. S. (1899). Ready for business [Lithograph]. In Puck. Retrieved from http://www.loc.gov/pictures/item/2012647403/
Objectives: Students will be able to -
Name some of the treaties signed during this period
Identify the origination of these treaties
Compare the terms of the treaties
Assess the way the treaties led to an expansion of foreign power at the expense of Qing power within China
Schedule:
0:00 - 0:05 - Hook Activity (Either/Or)
0:06 - 0:48 - Stations (Unequal Treaty Documents)
0:49 - 0:58 - Class Discussion (Unequal Treaties)
0:59 - 0:60 - Homework Assignment
Description of Scheduled Activities
1)Either/Or - Hook Activity. The teacher will place the following prompt on the board/overhead: You are a young adventurer from the United States newly arrived in China in the middle of the Taiping Rebellion. You decide to join up as a mercenary. Which side will you choose - Taiping or Qing? Why?
2)Unequal Treaty Document Stations - The teacher will have prepared four separate 'stations' around the room prior to class. At each station is one of the unequal treaties China signed between the First Opium War and the Boxer Rebellion. A summary of the causes leading up the treaty will also be included. Students will be given a hand out with questions relating to each station that they will complete. Allotted time per station is 10.5 minutes. Teacher will signal when it is time for students to change stations.
3)Discussion of the Unequal Treaties - Once the station activity is complete, the teacher will lead the whole class in a discussion concerning the activity. To begin with, the teacher should start by asking "Why are these called the Unequal Treaties?" Student responses should indicate that they understand that China was forced to concede and concede and never gained anything for itself in the process. The teacher can then direct students by asking "The foreign powers competed to win Chinese trade. Did they also compete in the treaties or did they cooperate?" Student responses should show an understanding of cooperation and use of the term 'Most Favored Nation' status as a key tool used by the West to maintain balance amongst themselves while wresting it from China. Finally, the teacher should guide student understanding by asking "Every country that had a treaty that we've seen has also gained territory with the exception of the United States. This is often referred to as 'spheres of influence.' Who lost influence? How did the foreign powers use their spheres to their advantage? Why do you think the United States didn't have a sphere of influence?"
4)Homework Assignment - Chefoo. Students will be provided with one further treaty and background information to complete for homework.