LESSON PLAN # 1
Imperialism
Introduction to Imperialism
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How/why did industrialization become a motive for imperialism? Why did Europeans imperialize the developing world?
OBJECTIVES: Students will determine a working definition of imperialism and make three predictions about the unit of study.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Define “imperialism”.
· “Don’t Drink the Water” – Facts, Inferences, Questions
· [Imperialism Pre-Test/Opinion Questions]
2. ASSISTANCE AND ASSOCIATIONS
· “DDTW” Discussion
· Pre-Test Discussion
· Pear’s Soap Ad?
3. REFLECTION & READINESS FOR APPLICATION
· Make three predictions that you think will be proven true during our study this unit. Justify with logical reasoning.
HW: Ch. 27-1 due class after next
TEACHER REFLECTION:
Need to discuss note-taking/return SLDs – but would be better to do all of Pears’ Soap this lesson
LESSON PLAN # 2
Imperialism
Motives of Imperialism
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How/why did industrialization become a motive for imperialism? Why did Europeans imperialize the developing world?
OBJECTIVES: Students will determine a working definition of imperialism and make three predictions about the unit of study.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Pears’ Soap Response
· Pears’ Soap Discussion
2. ASSISTANCE AND ASSOCIATIONS
· Imperialism Motives Jigsaw – use Spielvogel book
3. REFLECTION & READINESS FOR APPLICATION
· Which motive do you think was the most powerful? most justified? least justified? Why?
HW: complete Ch. 27-1 & “White Man’s Burden” – highlight something from each stanza that you can discuss tomorrow
TEACHER REFLECTION:
LESSON PLAN # 3
Imperialism
Introduction to Imperialism
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How/why did industrialization become a motive for imperialism? Why did Europeans imperialize the developing world?
OBJECTIVES: After analyzing “White Man’s Burden” and imperialism visuals, students will explain the causal relationship between industrialization, nationalism, and imperialism.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Reading Quiz
· “White Man’s Burden” review/underline
2. ASSISTANCE AND ASSOCIATIONS
· “White Man’s Burden” “Last Word” Activity
· Motives Stations Cards – in teams, explain what’s happening and which motive(s) of imperialism are represented
3. REFLECTION & READINESS FOR APPLICATION
· How are the Industrial Revolution, nationalism, and imperialism connected? Draw & label a small flowchart on a sticky note.
HW: p. 781-784 & Ch. 27-5 due class after next
TEACHER REFLECTION:
LESSON PLAN # 4
Imperialism
African Scramble
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How/why did industrialization become a motive for imperialism? Why did Europeans imperialize the developing world?
OBJECTIVES: Students will determine a working definition of imperialism and make three predictions about the unit of study.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Sticky note/flowchart discussion
· Scramble Activity Set-up (with PPT)
2. ASSISTANCE AND ASSOCIATIONS
· African Scramble Simulation & Discussion
- Berlin Conference
- Boer War
- Ethnic Groups
· Blank Treaty Document Analysis
3. REFLECTION & READINESS FOR APPLICATION
· African Map Work
HW: Complete p. 781-784 & Ch. 27-5
TEACHER REFLECTION:
Need to pass back/discuss essays
LESSON PLAN # 5
Imperialism
Case Study: Imperialism in India
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How has the experience of being colonized impacted countries in more recent history?
OBJECTIVES: Students will construct a causal chart for British imperialism in India and determine the most significant event.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Discuss Ind Rev/Nat’lism/Imp Flowchart
· India Cause/Effect Chart – Think-Pair-Share
2. ASSISTANCE AND ASSOCIATIONS
· Discuss C/E Chart
· “We Crown Thee King” Student-Led Discussion
3. REFLECTION & READINESS FOR APPLICATION
· Which event from the chart do you consider most significant? Why?
HW: Ch. 28-3 due class after next
TEACHER REFLECTION:
Need to discuss note-taking
LESSON PLAN # 6
Imperialism
Gandhi
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How has the experience of being colonized impacted countries in more recent history?
OBJECTIVES: Students will view two clips from the film “Gandhi” and determine why he was successful in leading India to independence.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Most important event from cause/effect chart?
· Film Clips Intro
2. ASSISTANCE AND ASSOCIATIONS
· “Gandhi” Film Clips & Questions (show Salt March & S. African train)
· Class Discussion
· Comparison to Pramathanath
3. REFLECTION & READINESS FOR APPLICATION
· Why do you think Gandhi’s independence efforts were so successful?
HW: Complete Ch. 28-3
TEACHER REFLECTION:
LESSON PLAN # 7
Imperialism
U.S. Economic Imperialism
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: How has the experience of being colonized impacted countries in more recent history?
OBJECTIVES: After analyzing visual and textual documents, students will evaluate the impact of U.S. economic imperialism in Latin America.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Colossus/Manifest Destiny Picture Questions
· Picture Discussion – connection to European imperialism?
2. ASSISTANCE AND ASSOCIATIONS
· Monroe Doctrine & Roosevelt Corollary Document Analysis
· What is the MI of each? How are the two documents linked? How do they illustrate how the United States’ power has changed over time?
3. REFLECTION & READINESS FOR APPLICATION
· Evaluate the impact of U.S. economic imperialism in Latin America.
HW: Rwanda Reading & Chart
TEACHER REFLECTION:
Need to intro Imperialism Debate since delayed start
LESSON PLAN # 8
Imperialism
Rwandan Genocide
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: What are the lasting effects of imperialism? What is justice?
OBJECTIVES: Students will use the Rwandan genocide to see what impact imperialism can have and develop a working definition for their idea of justice.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Explain in three sentences what happened during the genocide.
· Rwandan Genocide article and chart
2. ASSISTANCE AND ASSOCIATIONS
· Rwandan Genocide article
· Movie clip on results of Genocide
· Discussion on what is justice?
3. REFLECTION & READINESS FOR APPLICATION
· Do you agree with the truth and reconciliation committee? Why or why not?
HW: Prepare for debate imperialism
TEACHER REFLECTION:
LESSON PLAN # 9
Imperialism
Debate imperialism
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: Overall, did the “new” imperialism benefit the world as a whole?
OBJECTIVES: Students will use the debate to determine their answer to the essential question.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Teacher will introduce the Debate and explain the guidelines
2. ASSISTANCE AND ASSOCIATIONS
· Students will work on in class and prepare for the debate
· Teacher will go over the guidelines of the debate
3. REFLECTION & READINESS FOR APPLICATION
· Have debate organized for tomorrow
HW: Prepare for debate imperialism
TEACHER REFLECTION:
LESSON PLAN # 10
Imperialism
Debate imperialism
SUBJECT: Social Studies
COURSE/GRADE: 2 World History II (Advanced)/ Grade 10
ESSENTIAL QUESTION: Overall, did the “new” imperialism benefit the world as a whole?
OBJECTIVES: Students will use the debate to determine their answer to the essential question.
PROCEDURE:
1. PREPARATION & PLANNING
· Daily Warm-up: Meet with group to discuss finishing touches
2. ASSISTANCE AND ASSOCIATIONS
· Final rules and points of emphasis for the debate
· Answer any ?s the students may have
3. REFLECTION & READINESS FOR APPLICATION
· Answer the essential question and explain why or why not?
HW: complete debate reflection sheet
TEACHER REFLECTION: