The White Mans Burden:

A lesson of perspectives on Imperialism

Grades 11-12
World History
Mr. Zach McKamie

In Our Image: America's Empire in the Philippines

by Stanley Karnow, 1986

Peterson A. Oropa
Presenter
I- Objectives
After the conclusion of the lesson, students will be able to:
a. Students will identify the economic causes of Imperialism during the time period
from 1875 to 1914 ;
b. Be able to describe the belief/view of the White Mans Burden which was
considered justification for Imperialism ;
c. Create their own arguments and thesis of the validity for the White Man;s Burden
based on textual evidence of this time period in history ;
d. Explain the Age of Imperialism with 100% accuracy in class

II- Learning Outcome:

A. Identify the causes of colonial movements in Asia ,and particularly the world
B. Students will identify the economic causes of imperialism during the time.

III - Subject Matter :

Imperialism
Concept of White Mans Burden , a poem by Rudyard Kipling

IV - References : World History

Mr. Zach McKamie

In Our Image: America's Empire in the Philippines

by Stanley Karnow, 1986
V - Materials:
- Laptops/Internet Access/printer
- Hand outs of the poem by Rudyard Kipling White Mans Burden

VI -. Procedures
A.Motivation

A. Students will be shown a political cartoon of an American colonizers bringing

the lights of civilization
 B. Students should be familiar with the text book reading of the height of
imperialism in the World History.

C.. Set up a brief review thru power point presentation of the concept and
economic motives of imperialism for the powers of the West.
B.. Application
Day 1
1. Students should be divided in groups with equal members , and have to analyze the
poem White Mans Burden by Rudyard Kipling.
.2.All groups should be able to explain :

Group I. - News reporting , Make a news report on the belief/concept of the White Mans
Burden
Group - II. Impromptu Speech : How and Why Imperialism should be or should not be carried
out. Have them use connections in making your speech.
Group III Present a Speech choir using the poem White Man;s Burden with choreography
Group IV - You feel it , You draw it ! Illustrate thru poster making what Kipling thought was
the White Mans Burden. Who, or what, was supposedly burdensome to the white man?

Day 2
Check for Understanding by answering :
1. A.What were the impacts of Imperial Rule on the poor countries like the Philippines ?
2. The students will be pair-up and receive two documents the life cover of the satire of
Imperialism and Black Mans Burden
3. List words or phrases that Kipling uses to describe indigenous peoples. How do these
examples reveal Kiplings attitude towards these peoples?

VII - Evaluation :
Sensational Journalism

Give your analysis on

Neo-colonialism : the last stages of Imperialism.

IN order to halt foreign interference in the affairs of developing countries it is necessary to study,
understand, expose and actively combat neo-colonialism in whatever guise it may appear. For the
methods of neo-colonialists are subtle and varied. They operate not only in the economic field,
but also in the political, religious, ideological and cultural spheres.

In closures of the lesson , As students you are required to make a promissory note or allegiance
to support and patronize Philippine made products and to live in the principles of Nationalism
VII - Assignment :

Read the next chapter :

Social Darwinism: Reason or Rationalization? And be ready in the discussion next meeting.

Prepared by : Peterson A. Oropa APNHS

 RUBRICS : The White Man\'s Burden

Teacher Name: Mr. Peterson A. Oropa

Student Name: ________________________________________

CATEGORY 4 3 2 1
Content - Accuracy At least 7 accurate facts 5-6 accurate facts are 3-4 accurate facts are Less than 3 accurate
are displayed on the displayed on the poster. displayed on the poster. facts are displayed on
poster. the poster.

Graphics - All graphics are related All graphics are related All graphics relate to the Graphics do not relate
Relevance to the topic and make it to the topic and most topic. Most borrowed to the topic OR several
easier to understand. All make it easier to graphics have a source borrowed graphics do
borrowed graphics have understand. All citation. not have a source
a source citation. borrowed graphics have citation.
a source citation.

Use of Class Time Used time well during Used time well during Used some of the time Did not use class time
each class period. each class period. well during each class to focus on the project
Focused on getting the Usually focused on period. There was some OR often distracted
project done. Never getting the project done focus on getting the others
distracted others. and never distracted project done but
others. occasionally distracted
others.