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Imperialism Opium War Primary Source Letter to Queen Victoria

Rated 4.87 out of 5, based on 64 reviews
4.9 (64 ratings)
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Students of History
16.7k Followers
Resource Type
Standards
Formats Included
  • PDF
  • Google Appsâ„¢
Pages
3 pages
$1.99
$1.99
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Students of History
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Includes Google Appsâ„¢
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

The activity was very beneficial for my students. The primary sources kept the students interested and active.
My students were able to use this to reinforce what we already learned about the Opium Wars. It hit many standards and offered even further knowledge to my students about this interesting point in history.

Description

This excellent primary source analysis resource for an Imperialism unit features a letter written by a Chinese Commissioner begging England to stop the opium trade.

The primary source is excerpted so that students can focus on the key elements of his argument. In the letter, Commissioner Lin appeals to Queen Victoria to stop the opium trade that eventually leads to the Opium War in 1839.

After reading the letter, there are 7 multiple choice questions to check students reading comprehension and 3 higher level critical thinking questions for students to answer. All are based on Common Core Standards and an answer key is included for your reference.

I found that this activity really helped students to understand the effect of opium on the Chinese and humanize the conflict between England and China. It can easily be completed for homework or as an in-class reading without any additional resources needed.

Both an answer key and editable Google Doc version of the activity are included for your convenience!

This resource can also be downloaded as part of my Imperialism Unit Plan Bundle!

Please feel free to visit and "Like" my page on Facebook for frequent updates, giveaways, previews and more! Thanks!

Total Pages
3 pages
Answer Key
Included
Teaching Duration
40 minutes
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Standards

to see state-specific standards (only available in the US).
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

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