Students will need to take notes in their notebooks. Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized? Handout: The White Man's Burden. Reasons for Imperialism Cartoons: p. 125. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core).
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"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. 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. Learning Goal 3: Perspectives of Colonialism / Benefits and Problems.
The following is a general breakdown of topics to be covered on each day: |. Excerpt about influence of colonization on African culture: de Blij, H. The white man's burden student worksheet answer key pdf to word. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition. Intro to Imperialism. 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.
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This is the third week of new content for the students. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. 3 1/2 semestered 80-minute course days, 7 unsemestered 40-minute course days). Indian Nationalist Movement. Indian National Congress. This practice demonstrates factual understanding and helps students to understand how to best answer test questions. London: Scholastic, 2002. Secondary Objectives (Will be addressed if time allows). Students will demonstrate understanding of the motivations behind imperialistic behavior. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions. Threat of Violence Cartoons: p. 5-6. The white man's burden student worksheet answer key pdf lesson 86 key saxon free key for grade. 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. 19th Century Anti-Slave Trade Legislation.
The classes that I am using for my TWS will be taught over three days, with assessment on day four. Multiple Choice Quiz. UDL – All students will be read the directions out loud. "White Man's Burden". British, French, Bulgarians, Germans in Africa. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). Seven class periods. Example: Excerpts from Joseph Conrad's Heart of Darkness. Berlin Conference (Partition of Africa). 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). Primary Objectives (Must be met): - Imperialism. Europeans in Africa. 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). Imperialism in Southeast Asia.
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Imperialism (Africa and India). Students will be able to provide at least one perspective of European colonialism (either the perspective of the colonizer or the colonized indigenous people) and to compare the benefits and problems associated with colonization. Handout: Group Note Guidelines. Some possible examples include: - India under the British Empire.
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. Learning Goal One: Key Terminology. Columbus, OH: McGraw-Hill Glencoe, 2008. Immediate and Long-Term Changes. Particular emphasis will be placed on students including specific details in their writing, since they need to strengthen their writing skill through the use of outside information. Students will improve their knowledge of geography through practice related to imperialist countries and their colonies.
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Learning Experience/Unit. Old v. New Imperialism. Africa under the Dutch and/or British. 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. My assumption is that the students will not know many of the terms, with the exception of racism. Formal Assessment: Colonial Facebook: Students will create a "Facebook" page (not actually on the Facebook site, but either handwritten on paper or typed in a Microsoft Word document) about an event during the colonization of India or Africa. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. There are six lessons (two each day - semestered classes) and one class period of assessment. See Below) Imperialism Unit. Lesson plans, assessments, and some handouts available in PDF attachment. Students will be required to write at least two paragraphs to simulate two "entries" by an observer of the event. African Resistance: Zulu.
This emphasis on multiple perspectives and problems / benefits of colonies has been reflected previously on the Regents exam. ) Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. Materials and Resources. Resistance / Nationalist Movements. ◦ Civil Disobedience. Spacial Characteristics of 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. Gandhi Primary Source Worksheet – Textbook Resource. Colonial Response to Imperialism. Students have covered the Scientific Revolution, the Enlightenment, the French Revolution, the reign of Napoleon, the first and second Industrial Revolutions, the Congress of Vienna, revolutions of 1848, and the unification of Italy and Germany. Pear's Soap Ad from 1899, p. 567. Scramble for Africa.
Learning Goal Two: Content Knowledge. Norton and Company, Inc., 2005. Social Darwinism (previous chapter). Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content. Reasons for Imperialism in Africa.
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. Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes.
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