Lesson Plan Template Secondary Education Kevin Sweeney 9th Grade World Studies

The class is made up of 21 students (12 males and 9 females) of a variety of ethnicities (Caucasian, African American, Polynesian/ Oceana) and socioeconomic status (low socioeconomic status to middle class/ affluent) in a large suburban school. One student has an IEP requiring assignments with large bold print for ease of reading. Students in this class demonstrate an overall trend of being strong writers, readers, and have a strong grasp on critical thinking skills however oral discussion and group work are major areas of struggle for the students. Reading and writing assignments are used as a link from knowledge to understanding. These assignments are then used to foster discussion in class and engage the students with the lesson. Over the course of the semester students have been given instruction and demonstrated proficiency in a variety of skills that will be utilized in this lesson which include: partner work, analyzing primary source documents (specifically speeches, political cartoons, memoirs, and letters) Students have previously studied how the industrial revolution (and the subsequent industrialization) had social, political, and economic effects on Western Europe and the world. Through reading assignments and group work (which included a presentation on how industrialization impacted a nation or region of their choosing) students have analyzed the key concepts of industrialization, and shown comprehension through the presentation of the impact of industrialization in a region of the students choosing (one region per group). It was important for students to demonstrate understanding of the impact of industrialization not just on western Europe but also of other regions of the world as the world wide impact of the industrial revolution is essential background knowledge for this lesson. Prior knowledge has been assessed with a preliminary course test at the beginning of the school year which was used to assess preliminary knowledge for the various units of the course that the students have already learned. Prior knowledge and understanding will be expanded upon in this lesson by exploring the experience of being colonized and working with primary source documents in small groups to gain a firsthand account of the process. Topic: Imperialism (1800 1914) Content Statement 11. Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control. What was it like to experience Imperialism, and how did it impact the lives of the people who were colonized? The students will be able to: Reflect on the experience of Imperialism and gain an understanding of what that term itself means. Academic language has been defined on handouts for the exercise: Land Acquisition, Extraction of Raw Materials, Western Values, Political Control. Students are required to use academic language to complete the assignment that accompanies the lesson. Students will process the information in small working groups. The instructor will be available throughout the lesson to assist students as they work through the materials and assist with comprehension of the academic language.

Grade level /subject Context description Skills

Concepts

Standards meet

Concept addressed Objectives

Academic language

Lesson Plan Template Secondary Education Kevin Sweeney

Learning strategies Materials needed

Experimental exercise, Partner work, Primary source document analysis, and Higher level questioning oral and written. Class notes, Class Textbook (Chapter 12 pg 130 to 145), Experiencing Imperialism Handout (21 copies) Terminology handouts (21 copies) , Station information (one document of information per station [5 stations total]), Writing utensil. Worksheets adapted from Brandvold 2014 cited below. Engagement/Introduction/Hook Another staff member (who has volunteered and been prepared for the assignment) enters classroom and dismisses the classroom teacher; proclaiming that they are now in charge of the class and all the students have to follow their rules and procedures, the classroom teacher moves to the back of the room or completely out of the classroom. The staff member will explain that new studies have shown that students get better test scores when: 1. They write with their left hand 2. Girls are on one side of the room while Boys are on the other 3. Students stand up to speak during class and 4. Must call the new teacher maam/sir. If any additional things can be thought of that are pertinent they can be added. After a few minutes the classroom teacher reenters the class and debriefs students on what happened and explains that they were colonized. (5 minutes) Instructional sequence: Segment 1: What does Imperialism feel like? (10 minutes) Pass out experiencing colonization handout (debrief) Read the definition for Imperialism (top of the worksheet) Students write and reflect for 5 minutes then return to discuss experience as a class. Transition 1: Statement: Now that we have experienced imperialism first hand in our own classroom we are now going to transition to explaining the phenomena of imperialism and try to understand why it happened. In groups of two to three students you will be asked to complete a terminology packet that reviews the major key terms for this unit as well as to give you some background knowledge for the activity we will be doing later today. On the back of the worksheet are definitions for each of the terms on the front of your handout. As a group decide on how you personally would explain the terms (imagine if you were trying to explain it to a younger sibling) and write your own definition on the front of the worksheet. If you just copy the definition your group will not get full points. Are there any questions before we begin? (5 minutes) Segment 2: What is Imperialism (10 minutes) Pass out the terminology handout. In groups of two to three, students work to complete the terminology handout, using the definitions that are on the back of the handout. If the assignment is not completed in class then it will be due the next day as homework.

Instructional outline

Lesson Plan Template Secondary Education Kevin Sweeney

Transition 2: Statement: Now that we have established background knowledge and have begun to work with some of the key terms for this unit we are going to do an activity that relates to imperialism. Before we begin the activity can anyone tell me what things might make a person or group of people want to take control of others (encourage students to use their own life examples)? Around the room you will see 6 stations with primary source documents at each station. You will individually be given a handout titled EM-P-I-R-E, each of the bold letters in the acronym correlates to a station in the classroom, so if you need information for the R section of your handout you would go to Station R to get the information. Individually you are to go to each station and read the primary sources that are there; from these documents you are to find the motive for imperialism that that station represents (only one motive per station). Once you have identified the motive at that station, write two to three sentences where you analyze why that motive might have contributed to imperialism. You will move from station to station until you have completed your E-M-P-I-R-E handout. Are there any questions before we begin? (5 minutes) Segment 3: Motives for Imperialism (25 minutes) Pass out E-M-P-I-R-E handout and set up the stations for the activity. Individually students move about the room from station to station completing the E-M-P-I-R-E handout by gathering information from the stations. Students will also analyze the motives for colonization by interpreting the documents and writing their own analysis of the motive on their handout.

Transition 3: Once students gather all the information from the different stations they will be asked to return to their seats and await the closing statement from the instructor. (1 minute)

Modifications

Assessments of learning

Closure Now that we have experienced Imperialism for ourselves by having (name of other staff member) colonize our classroom, and have gained some background knowledge of the motives and terms for the unit we can begin to familiarize ourselves with the process of imperialism and why it matters. As we continue to work through this unit never forget what it felt like to be colonized today as it will help you understand the position of some of the people who were actually colonized. Review the homework and explain the agenda for the next lesson. (5 minutes) Large bold print handouts can be made for students with reading difficulties. The instructor can modify the lesson as needed to facilitate comprehension of the material. Formative assessments: Assignment and homework (if not completed in class) that accompany the lesson.

Lesson Plan Template Secondary Education Kevin Sweeney

Summative assessments: End of unit test. Analyzing teaching Strengths: Lesson is engaging and appealing to varying learning styles. Weaknesses: Lesson is very complex and may have problems running smoothly.

Lesson Plan Template Secondary Education Kevin Sweeney

Experiencing Imperialism Handout

Imperialism (imperialism) the policy of extending the rule or authority of an empire or nation over foreign countries

1. What did that experience feel like? Describe your feelings/thoughts.

2. Looking at the definition at the top of your paper, in what ways was this experience similar to imperialism?

3. What historical examples can you think of where people have had to experience this in their own countries?

Lesson Plan Template Secondary Education Kevin Sweeney

Imperialism Terminology Handout

Directions: Using the definitions on the back of this paper, write the definition for each term IN YOUR OWN WORDS, then write a sentence using the word in it. Definition Sentence Term IN YOUR OWN WORDS Imperialism

Colonist

Colonized

Sovereignty

Social Darwinism

Capitalism

Elitism

Exploitation

Lesson Plan Template Secondary Education Kevin Sweeney

IMPERIALISM

Extending a nation by taking over another nation.

COLONISTS

The people that take over.

COLONIZED

The people that have been taken over.

SOVEREIGNTY

Independencehaving power over yourself and/or others

SOCIAL DARWINISM

A stronger society takes over weaker societies. According to this theory, this is a natural process that should occur.
ELITISM

One group of people thinks theyre better than everyone else.

Lesson Plan Template Secondary Education Kevin Sweeney

CAPITALISM

When the people are in control of the economy

EXPLOITATION

Take advantage of something at the cost of someone else.

Motives for Imperialism
Motive What were the goals of the imperialists driven by this motive? What motivates people to take control over others? Write strong analysis answering the question above USING THE QUOTE.

What does the quote say? Summarize it in your own words.

E___________
M

P___________

Lesson Plan Template Secondary Education Kevin Sweeney

I____________

R___________

E___________

E
Exploratory
Goals:
- to map new territory - to locate indigenous (native) people - to identify natural resources available (i.e. animals, plants, etc.)

Evidence:
All great nations in the fullness of their strength have desired to set their mark

Lesson Plan Template Secondary Education Kevin Sweeney

upon barbarian lands and those who fail to participate in this great rivalry will play a pitiable role in time to come - (German historian) Heinrich von Treitschke, 1879

P
Political
Goals:
- to claim land for the mother country

- to make sure their country had more resources than other countries - to control another countrys government

Evidence:
Nations are great in our times only by means of the activities which they develop(France) out to propagate this influence throughout the world and carry everyone that she can her language, her customs, her flag, her arms, and her genius.

- -Jules Ferry, 1883 (prime minister of France in the years 1880 -1881 and 18831885)

Lesson Plan Template Secondary Education Kevin Sweeney

I
Ideological
Goals:
- to improve non-Europeans way of life - to make others more like Europeans - to make them adopt a European perspective

Evidence:
I repeat, that the superior races have a right because they have a duty. They have the duty to civilize the inferior races .... In the history of earlier centuries these duties, gentlemen, have often been misunderstood. . . But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty. -Jules Ferry, 1883 (prime minister of France in the years 1880 -1881 and 1883-

Lesson Plan Template Secondary Education Kevin Sweeney

1885)

R
Religious
Goals:
- to convert native people to the Christian religion - to convince native people that their religion is wrong/evil - to change the beliefs of the next generation

Evidence:
The Catholic faith and the Christian religion be exalted and everywhere increased and spread, that the health of souls be cared for and that barbarous nations be overthrown and brought to the faith itself. -Inter Caetera, May 3, 1493

Lesson Plan Template Secondary Education Kevin Sweeney

E
Economic
Goals:
- to obtain raw materials to produce goods supply - to get the native people to purchase European goods and services demand - to make money!

Evidence:
The majority of the raw materials were agricultural products produced on plantations. Plantation crops included tea, India, coffee, cotton, and jute. Another crop was opium. The British shipped opium to China and exchanged it for tea, which they then sold in Britain
- Patterns of Interaction, 1999 (World History textbook)

Lesson Plan Template Secondary Education Kevin Sweeney

Work Cited: Brandvold, Erin. "Lesson: Experiencing Imperialism: Simulation." Betterlesson.com . Better Lesson, 01 Mar 2014. Web. 15 Mar 2014. <http://betterlesson.com/lesson/15012/experiencing-imperialism-simulation?from=search>.