Tenth Grade · History · week 13

Resisting empire, and reading both sides

Analyze examples of resistance to imperialism in Ethiopia and China, and practice evaluating imperialism from the perspectives of both colonizer and colonized.

Not every empire-building attempt succeeded. When Italy invaded Ethiopia in 1896, hoping to add it to its small African empire, Emperor Menelik II's forces decisively defeated the Italian army at the Battle of Adwa -- one of the only times an African state successfully resisted European conquest outright during this era, preserving Ethiopian independence and becoming a lasting source of pride across Africa and its global diaspora. In China, long-simmering resentment over foreign privilege and Christian missionary activity exploded into the Boxer Rebellion (1899-1901), an uprising by a movement foreigners nicknamed "Boxers" that besieged foreign diplomatic compounds in Beijing. An international coalition of eight nations crushed the rebellion and forced China to pay a massive indemnity under the Boxer Protocol of 1901 -- a humiliation that further discredited the weakened Qing Dynasty and helped fuel the nationalist and revolutionary movements that would topple it within a decade.

Resistance did not always mean armed uprising. In India, the Indian National Congress, founded in 1885, began as a moderate organization of educated Indians petitioning for a greater voice in their own governance -- a small, patient seed that would grow into the mass independence movement you will study later this course. Taken together, Adwa, the Boxer Rebellion, and the Indian National Congress show that imperialism provoked real, often creative resistance almost everywhere it appeared. A careful historian holds both truths at once: colonizers genuinely believed and argued that their rule brought order, technology, and progress, while colonized peoples experienced real exploitation, violence, and loss of self-rule -- and reading only one side's sources, ever, produces only half of the actual history.

📋 For the teacher
Teach it (10–15 min):
  • Build a two-column chart together: "colonizer's case" and "colonized reality," filling in specific evidence from this unit rather than vague impressions.
  • Discuss Adwa's significance for people across the African diaspora at the time -- a genuinely inspiring counter-example within a difficult unit.
  • Apply the primary-source checklist one more time: how might a Boxer fighter's account of 1900 differ in purpose and point of view from a foreign diplomat's account of the same siege?
  • Use this week to close the imperialism unit explicitly: ask what pattern connects motives (week 10), costs (weeks 11-12), and resistance (this week) into one coherent story.
Talk about it:
  • Why might holding two "opposite" truths about imperialism (real benefits some believed in, and real documented harm) be more historically honest than picking just one?
  • What does Ethiopia's success at Adwa suggest about why some regions resisted colonization successfully while others did not?
  • Which form of resistance do you find more effective in the long run: Ethiopia's military victory, the Boxer Rebellion's uprising, or the Indian National Congress's patient organizing? Explain.

Mastery looks like: They can describe at least one successful and one unsuccessful resistance movement against imperialism, and explain why historians deliberately read sources from both colonizers and colonized peoples.

Common stumbles: Picking one single "correct side" of imperialism's story instead of holding the real complexity of stated justification and documented harm together, or assuming all resistance to empire failed.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
Records attendance + 15 min of History for this learner.
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