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Students will be able to strategically interpret and analyze the meanings of primary and secondary source materials pertaining to Imperialism. Commencement, 10th Grade. Learning Experience/Unit. Handout: The White Man's Burden. 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. Old v. New Imperialism. This emphasis on multiple perspectives and problems / benefits of colonies has been reflected previously on the Regents exam. The white man's burden student worksheet answer key pdf to word. ) 3 1/2 semestered 80-minute course days, 7 unsemestered 40-minute course days). 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. British East India Company. Materials and Resources. African Nationalism. Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. Social Darwinism (previous chapter).
Lesson plans, assessments, and some handouts available in PDF attachment. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. Long-Term Effects in Europe and the Rest of the World. Spacial Characteristics of Imperialism. There are six lessons (two each day - semestered classes) and one class period of assessment.
Technology resources: Power Point. UDL – All students will be read the directions out loud. Excerpt about influence of colonization on African culture: de Blij, H. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition. NY: John Wiley & Sons, Inc., 2007. Multiple Perspectives Towards Imperialism. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. Learning Goal Two: Content Knowledge. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. 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. The white man's burden student worksheet answer key pdf answers key. Seven class periods. Gandhi Primary Source Worksheet – Textbook Resource. This practice demonstrates factual understanding and helps students to understand how to best answer test questions. Resistance / Nationalist Movements. Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes.
Secondary Objectives (Will be addressed if time allows). Berlin Conference (Partition of Africa). Intro to Imperialism. Example: Excerpts from Joseph Conrad's Heart of Darkness. The white man's burden student worksheet answer key pdf 5th grade. Imperialism in Southeast Asia. Indian Nationalist Movement. One special needs student will be read his exam in a resource room. "White Man's Burden". 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.
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). Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions. Imperialism (Africa and India). British, French, Bulgarians, Germans in Africa. 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. 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.
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. Europeans in Africa. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). 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. Immediate and Long-Term Changes. Students will need to take notes in their notebooks.
The following is a general breakdown of topics to be covered on each day: |. Africa under the Dutch and/or British. ◦ Civil Disobedience. Pear's Soap Ad from 1899, p. 567. "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. See Below) Imperialism Unit. 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. Primary Objectives (Must be met): - Imperialism. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). Multiple Choice Quiz. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire.
Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. The classes that I am using for my TWS will be taught over three days, with assessment on day four. Scramble for Africa. Nationalism (previous chapter). The British in India. This will give them two sets of answers: initial individual answers, and group answers. ) This is the third week of new content for the students. Reasons for Imperialism Cartoons: p. 125. My assumption is that the students will not know many of the terms, with the exception of racism. Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized? Handout: Group Note Guidelines. Colonial Response to Imperialism. 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. Students will be required to write at least two paragraphs to simulate two "entries" by an observer of the event.
Speech from 1858, p. 547-549. Indian National Congress. Reasons for Imperialism in Africa. This type of writing should be familiar to them since many of the students use either Facebook or MySpace. Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content. Students will demonstrate understanding of the motivations behind imperialistic behavior. Students will be given time to complete the quiz individually, then they will have time to conference with their groups. London: Scholastic, 2002. Learning Goal One: Key Terminology. Impact of British Rule.
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. Some possible examples include: - India under the British Empire.
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