Some possible examples include: - India under the British Empire. British, French, Bulgarians, Germans in Africa. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire. British East India Company. African Resistance: Zulu. Multiple Choice Quiz. Technology resources: Power Point. London: Scholastic, 2002. Excerpt about influence of colonization on African culture: de Blij, H. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition. Students will need to take notes in their notebooks. Social Darwinism (previous chapter). Indian Nationalist Movement. The white man's burden student worksheet answer key pdf answers. Handout: The White Man's Burden.
Berlin Conference (Partition of Africa). Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content. Nationalism (previous chapter). 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. The white man's burden student worksheet answer key pdf 5th grade. ) Columbus, OH: McGraw-Hill Glencoe, 2008.
Students will be required to write at least two paragraphs to simulate two "entries" by an observer of the event. 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. The Berlin Conference. This type of writing should be familiar to them since many of the students use either Facebook or MySpace. Learning Goal One: Key Terminology. The white man's burden student worksheet answer key pdf for 7th grade. "White Man's Burden". Lesson plans, assessments, and some handouts available in PDF attachment. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. Impact of British Rule. Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized?
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. Students will demonstrate understanding of the motivations behind imperialistic behavior. Spacial Characteristics of Imperialism. 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. Pear's Soap Ad from 1899, p. 567. Imperialism in Southeast Asia. Immediate and Long-Term Changes.
The classes that I am using for my TWS will be taught over three days, with assessment on day four. Materials and Resources. 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. 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. 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. See Below) Imperialism Unit. Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. Intro to Imperialism. Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes. Seven class periods. This practice demonstrates factual understanding and helps students to understand how to best answer test questions. Multiple Perspectives Towards Imperialism. This emphasis on multiple perspectives and problems / benefits of colonies has been reflected previously on the Regents exam. ) Reasons for Imperialism Cartoons: p. 125.
Europeans in Africa. Example: Excerpts from Joseph Conrad's Heart of Darkness. Resistance / Nationalist Movements. Long-Term Effects in Europe and the Rest of the World. 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.
Learning Goal Two: Content Knowledge. Students will improve their knowledge of geography through practice related to imperialist countries and their colonies. Handout: Group Note Guidelines. The British in India. 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). Imperialism (Africa and India). Africa under the Dutch and/or British. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). Norton and Company, Inc., 2005. 19th Century Anti-Slave Trade Legislation. 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. 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. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. The following is a general breakdown of topics to be covered on each day: |. Students will be able to strategically interpret and analyze the meanings of primary and secondary source materials pertaining to Imperialism. ◦ Civil Disobedience. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). Secondary Objectives (Will be addressed if time allows). Reasons for Imperialism in 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). One special needs student will be read his exam in a resource room.
"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. Colonial Response to Imperialism. 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. 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. 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. There are six lessons (two each day - semestered classes) and one class period of assessment. Threat of Violence Cartoons: p. 5-6.
African Nationalism. Old v. New Imperialism. Indian National Congress. 3 1/2 semestered 80-minute course days, 7 unsemestered 40-minute course days). Commencement, 10th Grade. Scramble for Africa. Primary Objectives (Must be met): - Imperialism. UDL – All students will be read the directions out loud. Speech from 1858, p. 547-549.