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Indian National Congress. Students will improve their knowledge of geography through practice related to imperialist countries and their colonies. Columbus, OH: McGraw-Hill Glencoe, 2008.
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. Immediate and Long-Term Changes. UDL – All students will be read the directions out loud. Scramble for Africa. Secondary Objectives (Will be addressed if time allows). The white man's burden student worksheet answer key pdf for 7th grade. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. Learning Goal One: Key Terminology. 19th Century Anti-Slave Trade Legislation. 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. Old v. New Imperialism. Commencement, 10th Grade.
Spacial Characteristics of Imperialism. Intro to Imperialism. Indian Nationalist Movement. Impact of British Rule. Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions. African Nationalism. The white man's burden student worksheet answer key pdf answers key. Some possible examples include: - India under the British Empire. My assumption is that the students will not know many of the terms, with the exception of racism. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire.
Students will be required to write at least two paragraphs to simulate two "entries" by an observer of the event. The white man's burden student worksheet answer key pdf answers. There are six lessons (two each day - semestered classes) and one class period of assessment. 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). Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized? Materials and Resources.
Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. 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. 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. Speech from 1858, p. 547-549. Threat of Violence Cartoons: p. 5-6.
Berlin Conference (Partition of Africa). Seven class periods. Social Darwinism (previous chapter). Gandhi Primary Source Worksheet – Textbook Resource. Norton and Company, Inc., 2005. 3 1/2 semestered 80-minute course days, 7 unsemestered 40-minute course days). Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core).
Primary Objectives (Must be met): - Imperialism. Reasons for Imperialism Cartoons: p. 125. Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes. Multiple Perspectives Towards Imperialism. The Berlin Conference. "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. Reasons for Imperialism in Africa. See Below) Imperialism Unit. One special needs student will be read his exam in a resource room. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. 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. Technology resources: Power Point.
The classes that I am using for my TWS will be taught over three days, with assessment on day four. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). This will give them two sets of answers: initial individual answers, and group answers. ) Africa under the Dutch and/or British. Long-Term Effects in Europe and the Rest of the World. Students will be given time to complete the quiz individually, then they will have time to conference with their groups. Resistance / Nationalist Movements. Lesson plans, assessments, and some handouts available in PDF attachment. African Resistance: Zulu. This is the third week of new content for the students.
Colonial Response to Imperialism. Learning Experience/Unit. 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. British East India Company.
Students will need to take notes in their notebooks. London: Scholastic, 2002. Learning Goal Two: Content Knowledge. 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. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition.