Activity Overview
The era of imperialism was, at its core, a great, ironic contradiction. The allegedly enlightened Europeans were behaving in barbaric fashion, while the supposed “barbarians” of China, Africa, and India were protesting in a very enlightened fashion. In this activity, students will create a grid that compares points of view between imperialist Europeans and the inhabitants of the lands they wished to colonize. This activity should be focused on discovering and using primary source documents, and the grid should include POV statements from China, Africa, and India.
The storyboard above uses the following comparisons:
- Africa: Rudyard Kipling vs Chief Machemba of the Yao tribe
- China: William Melbourne vs Lin Zexu
- India: Herbert Kitchener vs Ram Mohun Roy
Before beginning this activity, teachers may want to make sure students comprehend the difference between perspective and point of view.
Extended Activity
One way to extend this activity is to ask students to use their research to write a one-page response paper or create a traditional storyboard that addresses the following question:
“What does the development of imperialism say about how deeply the Enlightenment actually had an impact on European policy making?”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that compares the views of imperialists and the indigenous people they colonized.
- Click "Start Assignment".
- In the top row, provide direct quotes from the imperialist point of view regarding Africa, India, and China.
- In the bottom row, do the same for the indigenous people.
- In the description boxes, write a summary of the quotes.
- Create an illustration alongside the quote using appropriate characters, scenes, items, or photos from Photos for Class.
Lesson Plan Reference
Activity Overview
The era of imperialism was, at its core, a great, ironic contradiction. The allegedly enlightened Europeans were behaving in barbaric fashion, while the supposed “barbarians” of China, Africa, and India were protesting in a very enlightened fashion. In this activity, students will create a grid that compares points of view between imperialist Europeans and the inhabitants of the lands they wished to colonize. This activity should be focused on discovering and using primary source documents, and the grid should include POV statements from China, Africa, and India.
The storyboard above uses the following comparisons:
- Africa: Rudyard Kipling vs Chief Machemba of the Yao tribe
- China: William Melbourne vs Lin Zexu
- India: Herbert Kitchener vs Ram Mohun Roy
Before beginning this activity, teachers may want to make sure students comprehend the difference between perspective and point of view.
Extended Activity
One way to extend this activity is to ask students to use their research to write a one-page response paper or create a traditional storyboard that addresses the following question:
“What does the development of imperialism say about how deeply the Enlightenment actually had an impact on European policy making?”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that compares the views of imperialists and the indigenous people they colonized.
- Click "Start Assignment".
- In the top row, provide direct quotes from the imperialist point of view regarding Africa, India, and China.
- In the bottom row, do the same for the indigenous people.
- In the description boxes, write a summary of the quotes.
- Create an illustration alongside the quote using appropriate characters, scenes, items, or photos from Photos for Class.
Lesson Plan Reference
How Tos about Imperialists vs. Indigenous: Contrasting Points of View
Organize an engaging classroom debate on imperialism viewpoints
Assign students roles as either imperialists or indigenous leaders and facilitate a structured debate to deepen understanding of historical perspectives. Debates encourage students to research, defend positions, and respectfully challenge opposing arguments, reinforcing critical thinking and empathy.
Help students research primary sources effectively
Guide students to use library databases, digital archives, and curated classroom resources to find authentic documents from the era. Model search strategies and source evaluation so students can distinguish between biased and reliable information.
Support students in summarizing complex viewpoints
Break down challenging primary source language together and teach students to paraphrase key ideas in their own words. This builds comprehension and helps students express nuanced perspectives clearly in their grid or debate.
Encourage creative visual representations of perspectives
Invite students to illustrate each point of view using drawings, comic strips, or digital art. Visual storytelling makes abstract ideas more concrete and memorable, supporting diverse learning styles.
Frequently Asked Questions about Imperialists vs. Indigenous: Contrasting Points of View
What is the difference between an imperialist and an indigenous point of view during imperialism?
Imperialist points of view focused on justifying colonization as a civilizing mission, while indigenous perspectives highlighted resistance, loss of autonomy, and defense of local cultures and rights.
How can students compare imperialist and indigenous perspectives using primary sources?
Students can analyze primary source documents from both imperialists and indigenous leaders, such as speeches or letters, and organize their findings in a comparative grid to highlight contrasting viewpoints.
Why is it important to teach both imperialist and indigenous viewpoints in history lessons?
Teaching both sides helps students develop critical thinking, understand historical bias, and recognize the impact of imperialism on diverse societies.
What are some examples of primary sources for imperialist and indigenous perspectives on Africa, India, and China?
Examples include Rudyard Kipling (imperialist) vs. Chief Machemba (Africa), William Melbourne vs. Lin Zexu (China), and Herbert Kitchener vs. Ram Mohun Roy (India).
What is a simple classroom activity to help students contrast imperialist and indigenous points of view?
Have students create a comparison grid using direct quotes from both imperialist and indigenous figures for different regions, then summarize and illustrate each perspective to deepen understanding.
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