1. Imperialism in India Incorporating the Environment in the history classroom.

2. Education and the Environment Initiative (EEI) The California Environmental Protection Agency (Cal/EPA) was created in 1991 by Governor's Executive Order for the protection of human health and the environment and to assure the coordinated deployment of State resources. Mission is to restore, protect and enhance the environment, to ensure public health, environmental quality and economic vitality. Goal: Partnership with K-12 education. EEI Curriculum is a national model designed to help prepare today’s students to become future scientists, economists, and green technology leaders. 85 units teaching select :Science and History-Social Science academic standards & Environment Standards. 1,000 school districts serving over 6 million students throughout California. Current key partners include the State Board of Education, the Office of the Secretary for Education, the State Department of Education, and the California Natural Resources Agency. http://www.calepa.ca.gov/education/eei/

3. Education and the Environment Initiative 6 th and 7 th Grade is a combination of History and Science (Biology & Earth Science) Biology Earth Science 10 th,11 th, 12 th is History Social Science

4. Principle I People Depend on Natural Systems The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II People Influence Natural Systems The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies. Principle III Natural Systems Change in Ways that People Benefit from and Can Influence Natural systems proceed through cycles that humans depend upon, benefit from and can alter. Principle IV There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing Between Systems The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

8. Using the Curriculum All units are standards based. Each Curriculum unit begins by linking the topic to a California Issue. Each unit is broken into 4-5 lessons that focus on an aspect of the environment. The first environment based curriculum approved by the California State Board of Education. Teaches students about their relationship with the environment and how humans interact with natural systems. Does not place an extra burden on teachers. Supplement to current curriculum. Includes “Extension and Unit Resources” pages with ideas and links to community resources, including environmental education providers, businesses, and/or agencies.

9. 10.4.1 New Imperialism The Search for Natural Resources CD, Password =teacheei

10. 10.4.1 New Imperialism The Search for Natural Resources Lesson 2: Natural Resources for an Industrial Economy. Lesson 3: Control and Use of Natural Resources Lesson 4: Tapping the Resources of the Rainforest. Rubber and how it fueled the American Auto Industry. Lesson 6: Conservation in India.

11. Sara Jordan: Segerstrom High School, UCI History Project History Social Science Standard 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. 1. Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). 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.

12. Sara Jordan: Segerstrom High School, UCI History Project Environment Principle Environmental Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision making processes. Concept A: Students need to know the spectrum of what is considered in making decisions about resources and natural systems and how those factors influence decisions. Concept B: Students need to know the process of making decisions about resources and natural systems, and how the assessments of social, economic, political and environmental factors has changed over time.

13. California Connection

14. Lesson 2: India: Colonization’s Effects on Natural Systems Students read the narrative. Students created a chart to organize their understanding focusing on 3 questions. 1.What changes occurred to India’s natural resources and natural systems? 2.How did these changes influence the way people lived? 3. Describe the changes that occurred in the economy, society and culture.

15. Working with Documents Students Read each article. Summarize its main idea. Identify its perspectives as that of the locals (Indian) and/or colonial power (British) H.W. Using examples from the articles and photo, write a short essay contrasting the experiences of the British and the Indians under Imperialism. How did the British experience imperialism? What kind of control did they have and how did they benefit from India’s natural resources? How did the Indians experience imperialism? What kind of control did they have, and what benefits did they get from their natural resources?

16. Modification New Prompt: Based on your understanding of the documents, identify positive and negative consequences of British Imperialism in India.

17. Student Work 1 It was the 1800’s when imperialism began. Britain was in control of India & this led to many positive & negative effects. Some of the positive effects included great trade & new transportations. An Example of trade is in source #3. It shows how trade increased when Britain occupied India. Another example such as railroads in source #2. Transportation in India improved because of railroads. Some of the negative effects was the distruction of forests in source #4. Another negative effect was how the British taught Indians only to benefit themselves. People who destroyed the forest didn’t realize how important it was. The Indians went through both positive & negative effects because of imperialism.

18. Student Work 2 British Imperialism in India had some positive effects. The British built railroads in India to transport people, food, and their products (Doc.2). The railways were important because it helped relieve famines by quickly distributing food and relief. Also there was an increase in profit from cashcrops Which as good for the economy (Doc.3). Because of The increase of both import and export merchandise there was more money. Also, there was an increase in foreign trade (Doc.1). More trade more money too since they were doing business with more countries. We think that Imperialism was good but only a little bit for the Indians. British Imperialism in India also had some negative consequences. The British were destroying India’s forest for their railroads (Doc.4). By destroying their forests they were also destroying some of their natural resources. The Indian’s were being used for the British’ benefit (Doc.1). They were being trained to help and support the British, not for their own benefit. The British was destroying India kind of without knowing and faced consequences (Doc. 4). Because they were destroying the forests they labeled “forest reserve” and they weren’t allowed to destroy them any longer. We think that imperialism was bad for India because it was being taken over and changed for British’ benefit not their own.

19. Student Work 3 During the Imperialism in India, there were beneficial and detrimental ways for British rulers and Indians. Some positive effects that Britain gained from India was them wanting the forrest for their resources. For example, source 4 tells us that they used timber for warships and other tool to benefit the country. This was important for Britain because it helped build train tracks and furniture. Source 2 shows us that the Victoria Terminus railway was the most important because it helped import and export goods for Britain and India. In source 4 and 2, the author thinks that this time was greatly beneficial. Although there were many beneficial things, there were also some detrimental effects. Many countries wanted the resources of India’s forest because it would help them with railroads and much more. India didn’t like the fact that Britain wanted to cut down their trees for their own goods. In source 4 it says that many countries take interest of the forest of conservation. Another negative thing for India was cotton and raw material because of the Britain, as shown in source 3. The author thinks these times ruined India and that Britain took advantage of India.

20. Other Topics for Imperialism 10.3.1/5 Britain Solves a Problem and creates the Industrial Revolution 10.3.3 Growth of Population, Cities, and Demands. 10.4.1 New Imperialism: The Search for Natural Resources. 10.4.3 New Imperialism: The Control of India’s and South Africa’s Resources Lesson 4 Role Playing How the people responded to the British control over the forest. The Bastar rebellion. Analyzes various perspectives in this conflict over resources.

21. Students Responses Students like to learn about the environment. The environment is a relevant topic for students. Student enjoy seeing how history impacts other nations, cultures and the environment. Students enjoy learning about different perspectives.