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Students will be given time to complete the quiz individually, then they will have time to conference with their groups. This is the third week of new content for the students. Resistance / Nationalist Movements. Impact of British Rule. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). 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. Handout: Group Note Guidelines. Multiple Choice Quiz. 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. Colonial Response to Imperialism. Africa under the Dutch and/or British. Columbus, OH: McGraw-Hill Glencoe, 2008. See Below) Imperialism Unit. The white man's burden student worksheet answer key pdf for 7th grade. Handout: The White Man's Burden.
Example: Excerpts from Joseph Conrad's Heart of Darkness. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. This will give them two sets of answers: initial individual answers, and group answers. ) Imperialism (Africa and India). One special needs student will be read his exam in a resource room. Excerpt about influence of colonization on African culture: de Blij, H. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition. My assumption is that the students will not know many of the terms, with the exception of racism. 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. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). "White Man's Burden". The white man's burden student worksheet answer key pdf to word. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire.
The following is a general breakdown of topics to be covered on each day: |. Scramble for Africa. Multiple Perspectives Towards Imperialism. NY: John Wiley & Sons, Inc., 2007.
Students will be required to write at least two paragraphs to simulate two "entries" by an observer of the event. Indian National Congress. The classes that I am using for my TWS will be taught over three days, with assessment on day four. 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). This practice demonstrates factual understanding and helps students to understand how to best answer test questions. The white man's burden student worksheet answer key pdf 5th grade. Students will need to take notes in their notebooks. 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 Berlin Conference. Nationalism (previous chapter). Long-Term Effects in Europe and the Rest of the World. Materials and Resources. Students will be able to strategically interpret and analyze the meanings of primary and secondary source materials pertaining to Imperialism.
Seven class periods. Learning Experience/Unit. African Resistance: Zulu. 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.
Students will improve their knowledge of geography through practice related to imperialist countries and their colonies. Old v. New Imperialism. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. ◦ Civil Disobedience. Speech from 1858, p. 547-549. Learning Goal Two: Content Knowledge. 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. Primary Objectives (Must be met): - Imperialism. Reasons for Imperialism Cartoons: p. 125. 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. 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.
Imperialism in Southeast Asia. Technology resources: Power Point. Pear's Soap Ad from 1899, p. 567. Reasons for Imperialism in Africa. "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. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. African Nationalism. 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. Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content. 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).
Immediate and Long-Term Changes. Threat of Violence Cartoons: p. 5-6. Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes. Europeans in Africa. Secondary Objectives (Will be addressed if time allows).
Spacial Characteristics of Imperialism. 19th Century Anti-Slave Trade Legislation. London: Scholastic, 2002. Commencement, 10th Grade. Social Darwinism (previous chapter). This emphasis on multiple perspectives and problems / benefits of colonies has been reflected previously on the Regents exam. ) Students will demonstrate understanding of the motivations behind imperialistic behavior. The British in India. 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. Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions. There are six lessons (two each day - semestered classes) and one class period of assessment.
Lesson plans, assessments, and some handouts available in PDF attachment. Norton and Company, Inc., 2005. Berlin Conference (Partition of Africa). British East India Company. Some possible examples include: - India under the British Empire. Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. Indian Nationalist Movement. This type of writing should be familiar to them since many of the students use either Facebook or MySpace. UDL – All students will be read the directions out loud. Intro to Imperialism. 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.
Gandhi Primary Source Worksheet – Textbook Resource.