Scramble for Africa. Handout: The White Man's Burden. Imperialism (Africa and India). Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). The white man's burden student worksheet answer key pdf lesson 86 key saxon free key for grade. Students will need to take notes in their notebooks. 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. Africa under the Dutch and/or British. Indian Nationalist Movement.
Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. Resistance / Nationalist Movements. Multiple Perspectives Towards Imperialism. Old v. New Imperialism. Indian National Congress. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. Seven class periods.
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. "White Man's Burden". 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. The white man's burden student worksheet answer key pdf for 7th grade. This will give them two sets of answers: initial individual answers, and group answers. )
Students will improve their knowledge of geography through practice related to imperialist countries and their colonies. Handout: Group Note Guidelines. Students will be given time to complete the quiz individually, then they will have time to conference with their groups. Speech from 1858, p. 547-549.
Berlin Conference (Partition of Africa). Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized? One special needs student will be read his exam in a resource room. Imperialism in Southeast Asia. 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. 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 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).
Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). Social Darwinism (previous chapter). Example: Excerpts from Joseph Conrad's Heart of Darkness. Colonial Response to Imperialism.
This emphasis on multiple perspectives and problems / benefits of colonies has been reflected previously on the Regents exam. ) Impact of British Rule. There are six lessons (two each day - semestered classes) and one class period of assessment. 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. Norton and Company, Inc., 2005. Nationalism (previous chapter). This is the third week of new content for the students. Learning Goal One: Key Terminology. NY: John Wiley & Sons, Inc., 2007. See Below) Imperialism Unit. Reasons for Imperialism in Africa.
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. 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. Learning Experience/Unit. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. Students will be able to strategically interpret and analyze the meanings of primary and secondary source materials pertaining to Imperialism. British East India Company. This practice demonstrates factual understanding and helps students to understand how to best answer test questions. Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. My assumption is that the students will not know many of the terms, with the exception of racism.
British, French, Bulgarians, Germans in Africa. African Resistance: Zulu. Europeans in Africa. This type of writing should be familiar to them since many of the students use either Facebook or MySpace. Commencement, 10th Grade. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire. Spacial Characteristics of Imperialism. The classes that I am using for my TWS will be taught over three days, with assessment on day four. African Nationalism. 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. Immediate and Long-Term Changes. The following is a general breakdown of topics to be covered on each day: |. Some possible examples include: - India under the British Empire.
Excerpt about influence of colonization on African culture: de Blij, H. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition. Primary Objectives (Must be met): - Imperialism. Columbus, OH: McGraw-Hill Glencoe, 2008. Lesson plans, assessments, and some handouts available in PDF attachment. 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. The Berlin Conference. 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. 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. London: Scholastic, 2002. UDL – All students will be read the directions out loud. Learning Goal 3: Perspectives of Colonialism / Benefits and Problems.
Multiple Choice Quiz. Students will demonstrate understanding of the motivations behind imperialistic behavior. 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. 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).
"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. Gandhi Primary Source Worksheet – Textbook Resource. The British in India. ◦ Civil Disobedience.
Pear's Soap Ad from 1899, p. 567. Technology resources: Power Point. Secondary Objectives (Will be addressed if time allows).
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