Below is a two day lesson I developed for the Asian Art Museum's online curriculum. It combines a close reading of George Orwell's "Shooting an Elephant" with images of elephants from the Asian's own collection. Although written to align with California Content Standards it can easily be adapted to other classroom settings. To see the teacher and student materials associated with this lesson, follow this link.
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| The Imperial Durbar. The State Entry into Delhi. The Viceroy and Lady Curzon, the Duke and Duchess of Connaught, the Maharaja of Mysore, the Nizam of Hyderabad and other Indian Princes Passing the Jama Masjid on December 29, 1902. United Kingdom, approx. 1903. Chromolithograph, ink on paper. Asian Art Museum, from the Collection of William K. Ehrenfeld, M.D., 2005.64.84. |
LESSON TITLE: BRITISH IMPERIALISM IN BURMA
Objective: Students will explore imperialism from the
perspective of the colonizer by comparing and relating primary source images to
George Orwell’s short story “Shooting an Elephant.”
Duration: Two
50 minute class periods
Resource Type:
Lesson or Activity
Region: South
Asia
Topic: Trade
and Exchange; Colonialism
Grade Level: High
School (10th Grade)
Academic Subject: History/Social Science
Curriculum Unit:
Deconstructing Perspectives of Colonial South Asia
Keyword Results:
imperialism, British imperialism, Burma, elephant, Orwell, Maharaja: The
Splendor of India’s Royal Courts, colonialism, British colonialism
Materials:
Lesson Plan “British Imperialism in Burma”
PowerPoint Presentation “British Imperialism in
Burma”
Student Handout 1:
Vocabulary for “Shooting an Elephant”
Student Handout 2: Orwell’s “Shooting an Elephant”
Student Handout 3:
Elephant Venn Diagram
Teacher Key 1: Elephant Venn Diagram
Teacher Key 1: Elephant Venn Diagram
Student Handout 4:
Analyzing a Primary Source
Teacher Key 2:
Analyzing a Primary Source
Student Handout 5:
Writing an Analytical and Summary Paragraph
Teacher Key 3:
Writing an Analytical and Summary Paragraph
Standards:
Content Standards (California): HSS 10.4:
Students analyze patterns of global change in the era of New Imperialism
in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin
America, and the Philippines.
10.4.3: Explain imperialism from
the perspective of the colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial rule.
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| Elephants With Riders In Jaipur, 1927. India; Jaipur, Rajasthan State. Gelatin silver print. Asian Art Museum, Collection of William K. Ehrenfeld, M.D., 2005.6 4.126. |
DAY 1 PROCEDURE: BRITISH IMPERIALISM IN BURMA
Introduction (10 min): The Role of Elephants
Project the PowerPoint British Imperialism in Burma
Discuss:
Where do you see elephants?
What are the elephants doing?
What are the elephants wearing?
Describe the relationship between elephants and the
various people shown.
What do these images suggest about the place of
elephants under British rule?
Show the map of Burma in the PowerPoint. Explain that Burma was considered part of
British India at this time.
Small Group Activity (25 min): Read “Shooting an Elephant”
Split students into groups. Distribute Student Handout 1: Vocabulary for “Shooting an Elephant” and
Student Handout 2: Orwell’s “Shooting
an Elephant.” Have students read the
story out loud. As students read, have
them underline or highlight descriptions of elephants in Orwell’s story.
Class Discussion (15 min): Initial Reaction to “Shooting an Elephant”
Discuss:
What was their personal reaction to the story?
How do they visualize the elephant Orwell writes
about in the story?
Would the elephant in Orwell’s story look like the
images of elephants from the PowerPoint?
Why or why not?
Homework:
Distribute and introduce Student Handout 3: Elephant Venn
Diagram. Have students choose one image from the PowerPoint and use the story to complete the Venn Diagram.
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| Pagoda at Ramisseram, from series Twenty-Four Views in St. Helena, The Cape, India, Ceylon, The Red Sea, Abyssinia and Egypt. By Henry Salt, British (1780-1827) 1809. Lithograph. Asian Art Museum, Collection of William K. Ehrenfeld, M.D., 2005.64.76. |
DAY 2 PROCEDURE: BRITISH IMPERIALISM IN BURMA
Introduction (10 min): Orwell’s Perspective
Discuss:
What was George Orwell’s perspective in “Shooting an
Elephant?”
Class Activity (5 min): Begin Analyzing a Primary Source
Distribute Student
Handout 4: Analyzing a Primary Source. Explain that students will analyze quotes
from the story to show Orwell was conflicted about his role as a
colonizer. Fill out the “Who” box, the
“When and Where” box, and the first row of the “Observations” box as a class.
Small Group Activity (20 min): Analyzing a Primary Source
Divide students into groups and have them complete
the rest of the quote analysis boxes in Student
Handout 4: Analyzing a Primary Source.
Class Activity (15 min): Perspective in Primary Sources
Discuss:
What did Orwell say in his quotes?
What is the meaning of Orwell’s quotes?
Re-project the PowerPoint British Imperialism in Burma.
Discuss:
What do the pictures of elephants say?
What is the meaning of the pictures?
Introduce the homework, Student Handout 5: Writing an
Analytical and Summary Paragraph, having students use one image from the PowerPoint and the story.
Homework: Writing Analytical and Summary Paragraphs
Have students complete Student Handout 5: Writing an
Analytical and Summary Paragraph.
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Starting for a Tiger Hunt. By Thomas Landseer, British (1795-1880), 1832. Etching, Chine-colle. Asian Art Museum, from the Collection of William K. Ehrenfeld, M.D., 2005.64.86.
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This lesson was created by Erica Pratt, a history
teacher at Mt. Diablo High School, and edited by Michelle Baird, in partnership
with the UC Berkeley History-Social Science Project and the Asian Art Museum’s Maharaja:
The Splendor of India’s Royal Courts.
