Students will be given time to complete the quiz individually, then they will have time to conference with their groups. Long-Term Effects in Europe and the Rest of the World. Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content. Handout: The White Man's Burden.
There are six lessons (two each day - semestered classes) and one class period of assessment. "White Man's Burden". See Below) Imperialism Unit. Lesson plans, assessments, and some handouts available in PDF attachment. Commencement, 10th Grade.
Scramble for Africa. Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. Example: Excerpts from Joseph Conrad's Heart of Darkness. The Berlin Conference. British East India Company. Reasons for Imperialism in Africa. Multiple Choice Quiz.
◦ Civil Disobedience. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. These entries will have to include a positive and negative impact of colonization, either from the perspective of a European or an indigenous resident of the colony. Spacial Characteristics of Imperialism. The white man's burden student worksheet answer key pdf to word. This unit about Imperialism will concentrate on European colonies in Southeast Asia, Africa, India, and South America, as well as imperialistic policies such as European relations with China. Impact of British Rule. Multiple Perspectives Towards Imperialism.
Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire. Grades will be based on the individual grades, but if the group grades are correct, then half credit will be added to the previously missed individual answers. Indian Nationalist Movement. Pre-Assessment: Vocabulary 7WOL:The 7WOL (Seven Words or Less) was a test of seven key terms that will be covered for the entire Imperialism unit. Materials and Resources. Europeans in Africa.
Students will improve their knowledge of geography through practice related to imperialist countries and their colonies. Imperialism in Southeast Asia. Secondary Objectives (Will be addressed if time allows). Social Darwinism (previous chapter). This type of writing should be familiar to them since many of the students use either Facebook or MySpace. My unit will be a sub-unit of Imperialism (which is a unit that consumes approximately eighteen class periods, plus two periods for assessment, and will occur during ten school days). Homework: Students will read an excerpt from Heart of Darkness by Joseph Conrad (fictional account about Belgian colonization of the Congo in Africa) and answer questions based on the reading and on their prior knowledge of Social Studies. 3 1/2 semestered 80-minute course days, 7 unsemestered 40-minute course days). Students will need to take notes in their notebooks.
Seven class periods. London: Scholastic, 2002. One special needs student will be read his exam in a resource room. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized? The classes that I am using for my TWS will be taught over three days, with assessment on day four. UDL – All students will be read the directions out loud. Learning Goal One: Key Terminology. Imperialism (Africa and India). Gandhi Primary Source Worksheet – Textbook Resource. Norton and Company, Inc., 2005. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). Students will demonstrate understanding of the motivations behind imperialistic behavior.
Students will be able to strategically interpret and analyze the meanings of primary and secondary source materials pertaining to Imperialism. This is the third week of new content for the students. My assumption is that the students will not know many of the terms, with the exception of racism. Technology resources: Power Point. Intro to Imperialism. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. Pre-Test and Formative Assessment: Students will not have had much prior knowledge on this topic, so responses to in-class questions (oral or written) and on homework will be used to track student knowledge. Students will also be encouraged to personalize their "Facebook" pages, so this assignment will be more like a creative project than a formal exam (the alternative would be writing a thematic essay, which would be considerably less enjoyable to create).
Indian National Congress. Columbus, OH: McGraw-Hill Glencoe, 2008. "Cambridge Speech of 1857" by David Livingstone: Brophy, James M., Joshua Cole, Stephen Epstein, John Robertson, Thomas Max Safley, Perspectives from the Past: Primary Sources in Western Civilization from the Age of Absolutism to Contemporary Times, Vol. Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions. Old v. New Imperialism. The following is a general breakdown of topics to be covered on each day: |. The 7WOL was intended to give me an idea of the student's prior knowledge of terms and their ability to make educated guesses about what terms mean. Excerpt about influence of colonization on African culture: de Blij, H. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition. Colonial Response to Imperialism. Students will be able to demonstrate knowledge of required content knowledge, as dictated by state standards (below), on multiple choice exams like the Regents which they will be taking in June. Berlin Conference (Partition of Africa). Primary Objectives (Must be met): - Imperialism. Handout: Group Note Guidelines.
Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes.