Lesson Plan: British Imperialism
Name: Michael Lieberman Professor Sills
Course: EDU 329 Date: 3/6/12
Grade: 10 Topic: British Imperialism in the 19th Century Subject: Social Studies
Objective: Following a class discussion on British imperialism in Africa and Asia, students will generate a timeline and a map documenting the advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact.
Standards and Indicators:
Social Studies Standard #2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Indicator:
This will be evident when students construct a map and a timeline documenting events that took place during British imperialism.
Motivation:
Students will watch a short film explaining why it was necessary for the British to become an imperial power, and why they targeted the African and Asian continents.
Materials:
Smart board, textbook, world map/atlas, crayons
Strategies:
Direct Teacher Instruction:
This will be evident when students listen to the teacher explain, in detail, the major events that took place during British imperialism.
Group Work:
This will be evident when students work collaboratively in groups to create their own timelines and maps.
Adaptations:
Students with fine motor skill difficulties will be provided with a buddy note-taker to help write their timelines and label their maps.
Differentiation of Instruction:
Tier 1: Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact, using a highlighted text of what should be included in the timeline.
Tier 2: Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact.
Tier 3: Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact. Students will then write one sentence for each event on their timeline, stating how this event impacted continental Africa and its people.
Developmental Procedures:
1. Students will watch a short film explaining why it was necessary for the British to become an imperial power, and why they targeted the African and Asian continents. (Why was it necessary for Great Britain to imperialize parts of Africa and Asia? How did the Industrial Revolution impact Great Britain’s need for natural resources?What are some important natural resources found in Africa and/or Asia?)
2. Students will listen and take notes as the teacher discusses African/Asian resistance to British imperialism. (Did the peoples of Africa and Asia resist British imperialism? Was this resistance successful?)
3. Students will construct their own timelines and maps, stating and labeling the major events that took place through British imperialism. (What was Britain’s first colonial possession in Asia/Africa? What were some of the conflicts/wars/rebellions that occurred as a direct result of British imperialism?
Assessment:
Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact.
Independent Practice:
For homework, students will choose one of the major rebellions/wars against British imperialism, such as the Boxer Rebellion, the Boer Wars, or the Sepoy Rebellion, and write a paragraph explaining the background of the conflict and the eventual outcome.
Direct Teacher Intervention:
The teacher and student will work together on an interactive website to visualize and practice the step by step progression of British imperial expansion.
Academic Enrichment:
Students will analyze the quote, “The sun never sets on the British Empire”, and describe how British imperialism in the 19th century relates directly to the quote.
References
Berringer, J. (2005, April 04). The age of imperialism: A unit plan. Retrieved from http://www.coedu.usf.edu/main/departments/seced/webq/social studies/history/jberringer/default.htm
British imperialism. (n.d.). Retrieved from http://www.casahistoria.net/british_imperialism.htm
European imperialism in Africa [Web]. (2009). Retrieved from http://www.youtube.com/watch?v=OJe1W_HIWmA
Levine, P. (2007). The british empire: Sunrise to sunset. (pp. 189-240). Longman.
Winks, R. W. (1969). The age of imperialism. Englewood Cliffs, N.J: Prentice-Hall.
Course: EDU 329 Date: 3/6/12
Grade: 10 Topic: British Imperialism in the 19th Century Subject: Social Studies
Objective: Following a class discussion on British imperialism in Africa and Asia, students will generate a timeline and a map documenting the advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact.
Standards and Indicators:
Social Studies Standard #2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Indicator:
This will be evident when students construct a map and a timeline documenting events that took place during British imperialism.
Motivation:
Students will watch a short film explaining why it was necessary for the British to become an imperial power, and why they targeted the African and Asian continents.
Materials:
Smart board, textbook, world map/atlas, crayons
Strategies:
Direct Teacher Instruction:
This will be evident when students listen to the teacher explain, in detail, the major events that took place during British imperialism.
Group Work:
This will be evident when students work collaboratively in groups to create their own timelines and maps.
Adaptations:
Students with fine motor skill difficulties will be provided with a buddy note-taker to help write their timelines and label their maps.
Differentiation of Instruction:
Tier 1: Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact, using a highlighted text of what should be included in the timeline.
Tier 2: Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact.
Tier 3: Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact. Students will then write one sentence for each event on their timeline, stating how this event impacted continental Africa and its people.
Developmental Procedures:
1. Students will watch a short film explaining why it was necessary for the British to become an imperial power, and why they targeted the African and Asian continents. (Why was it necessary for Great Britain to imperialize parts of Africa and Asia? How did the Industrial Revolution impact Great Britain’s need for natural resources?What are some important natural resources found in Africa and/or Asia?)
2. Students will listen and take notes as the teacher discusses African/Asian resistance to British imperialism. (Did the peoples of Africa and Asia resist British imperialism? Was this resistance successful?)
3. Students will construct their own timelines and maps, stating and labeling the major events that took place through British imperialism. (What was Britain’s first colonial possession in Asia/Africa? What were some of the conflicts/wars/rebellions that occurred as a direct result of British imperialism?
Assessment:
Students will generate a timeline and a map documenting advancements and events that took place during British imperialism, citing at least six important events with 90% accuracy in fact.
Independent Practice:
For homework, students will choose one of the major rebellions/wars against British imperialism, such as the Boxer Rebellion, the Boer Wars, or the Sepoy Rebellion, and write a paragraph explaining the background of the conflict and the eventual outcome.
Direct Teacher Intervention:
The teacher and student will work together on an interactive website to visualize and practice the step by step progression of British imperial expansion.
Academic Enrichment:
Students will analyze the quote, “The sun never sets on the British Empire”, and describe how British imperialism in the 19th century relates directly to the quote.
References
Berringer, J. (2005, April 04). The age of imperialism: A unit plan. Retrieved from http://www.coedu.usf.edu/main/departments/seced/webq/social studies/history/jberringer/default.htm
British imperialism. (n.d.). Retrieved from http://www.casahistoria.net/british_imperialism.htm
European imperialism in Africa [Web]. (2009). Retrieved from http://www.youtube.com/watch?v=OJe1W_HIWmA
Levine, P. (2007). The british empire: Sunrise to sunset. (pp. 189-240). Longman.
Winks, R. W. (1969). The age of imperialism. Englewood Cliffs, N.J: Prentice-Hall.
Lesson Plan: North Atlantic Treaty Organization
Name: Michael Lieberman Professor Sills
Course: EDU 329 Date: 4/3/12
Grade: 10 Topic: NATO and the Warsaw Pact Subject: Social Studies
Objective: Following a class discussion on the North Atlantic Treaty Organization (NATO) and the Warsaw Pact, students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact.
Standards and Indicators:
Social Studies Standard #2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Indicator:
This will be evident when students label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system.
Motivation:
Students will watch a short film explaining why alliance systems were formed during the start of the Cold War.
Materials:
Smart board, textbook, world map/atlas, crayons
Strategies:
Direct Teacher Instruction:
This will be evident when students listen to the teacher explain, in great detail, NATO and the Warsaw Pact.
Group Work:
This will be evident when students work collaboratively in groups to create their maps and brainstorm reasons why it was beneficial for a country to be part of an alliance system.
Adaptations:
Students with fine motor skill difficulties will be provided with a buddy note-taker to help label/color their maps and write their paragraph.
Students with visual impairments will be provided with larger maps in order to clearly see country’s borders.
Differentiation of Instruction:
Tier 1: Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact, using a highlighted text indicating why alliances were important.
Tier 2: Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact.
Tier 3: Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact. Included in their written paragraph, students will compare and contrast the ideals and missions of NATO and the Warsaw Pact.
Developmental Procedures:
Students will listen and take notes as the teacher discusses, in detail, NATO and the Warsaw Pact. (Which countries are members of each alliance? Which alliance was created in response to the other? Are both alliances active today? How has NATO’s membership and purpose changed since its creation in 1949?)
Students will label and color a map indicating which countries belonged to which alliance. (Which countries were members of NATO? Which countries were members of the Warsaw Pact? Did any countries choose to remain neutral?)
Students will work in groups to brainstorm reasons why it was beneficial for a country to be part of an alliance system. (What are the pros and cons of being part of an alliance system such as NATO and the Warsaw Pact?)
Students will independently construct a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system. (In your opinion, what is the most important reason to join an alliance?)
Assessment:
Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact.
Independent Practice:
For homework, students will create their own propaganda. See attached homework worksheet.
Direct Teacher Intervention:
The teacher and student will work together on an interactive website to explore the progression of NATO’s membership, and how the alliance has been active throughout the world. The teacher will question the student in a variety of ways, and have the student reiterate many concepts in their own words.
Academic Enrichment:
Students will be asked whether or not NATO is still important/relevant in international affairs today, even though the Soviet Union is no longer a threat to the world. Students will form their own opinions, and write a short paragraph defending their opinion.
References
Formation of NATO and Warsaw Pact. (n.d.). Retrieved from http://www.history.com/topics/formation-of-nato-and-warsaw-pact
Kaplan, L. (1968). NATO and the policy of containment. Health and Company, 1-15.
Kaplan, L. (2004). NATO divided, NATO united: The evolution of an alliance. Westport, CT: Praeger Publishers. Print.
The beginning of the Cold War [Web]. (2009). Retrieved from http://www.youtube.com/watch?v=pFjn7zP9zO0
Name:___________________________ Date_____________
Alliance Systems: Propaganda
Switzerland is a European nation that has continuously favored remaining neutral when it comes to conflict on its borders. You, as a world leader, will create a piece of propaganda (in the form of a picture) in order to urge Switzerland to join either NATO or the Warsaw Pact.
**Remember Propaganda is the manipulation of public opinion. It is generally carried out through media that is capable of reaching a large amount of people and effectively persuading them for or against a cause.
Using the paper provided by the teacher in order to create your own propaganda. Be sure to make it colorful and coherent.
Course: EDU 329 Date: 4/3/12
Grade: 10 Topic: NATO and the Warsaw Pact Subject: Social Studies
Objective: Following a class discussion on the North Atlantic Treaty Organization (NATO) and the Warsaw Pact, students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact.
Standards and Indicators:
Social Studies Standard #2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Indicator:
This will be evident when students label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system.
Motivation:
Students will watch a short film explaining why alliance systems were formed during the start of the Cold War.
Materials:
Smart board, textbook, world map/atlas, crayons
Strategies:
Direct Teacher Instruction:
This will be evident when students listen to the teacher explain, in great detail, NATO and the Warsaw Pact.
Group Work:
This will be evident when students work collaboratively in groups to create their maps and brainstorm reasons why it was beneficial for a country to be part of an alliance system.
Adaptations:
Students with fine motor skill difficulties will be provided with a buddy note-taker to help label/color their maps and write their paragraph.
Students with visual impairments will be provided with larger maps in order to clearly see country’s borders.
Differentiation of Instruction:
Tier 1: Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact, using a highlighted text indicating why alliances were important.
Tier 2: Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact.
Tier 3: Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact. Included in their written paragraph, students will compare and contrast the ideals and missions of NATO and the Warsaw Pact.
Developmental Procedures:
Students will listen and take notes as the teacher discusses, in detail, NATO and the Warsaw Pact. (Which countries are members of each alliance? Which alliance was created in response to the other? Are both alliances active today? How has NATO’s membership and purpose changed since its creation in 1949?)
Students will label and color a map indicating which countries belonged to which alliance. (Which countries were members of NATO? Which countries were members of the Warsaw Pact? Did any countries choose to remain neutral?)
Students will work in groups to brainstorm reasons why it was beneficial for a country to be part of an alliance system. (What are the pros and cons of being part of an alliance system such as NATO and the Warsaw Pact?)
Students will independently construct a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system. (In your opinion, what is the most important reason to join an alliance?)
Assessment:
Students will label and color a map indicating which countries belonged to which alliance, and write a paragraph citing at least three reasons why it was beneficial for a country to be part of an alliance system with 100% accuracy in fact.
Independent Practice:
For homework, students will create their own propaganda. See attached homework worksheet.
Direct Teacher Intervention:
The teacher and student will work together on an interactive website to explore the progression of NATO’s membership, and how the alliance has been active throughout the world. The teacher will question the student in a variety of ways, and have the student reiterate many concepts in their own words.
Academic Enrichment:
Students will be asked whether or not NATO is still important/relevant in international affairs today, even though the Soviet Union is no longer a threat to the world. Students will form their own opinions, and write a short paragraph defending their opinion.
References
Formation of NATO and Warsaw Pact. (n.d.). Retrieved from http://www.history.com/topics/formation-of-nato-and-warsaw-pact
Kaplan, L. (1968). NATO and the policy of containment. Health and Company, 1-15.
Kaplan, L. (2004). NATO divided, NATO united: The evolution of an alliance. Westport, CT: Praeger Publishers. Print.
The beginning of the Cold War [Web]. (2009). Retrieved from http://www.youtube.com/watch?v=pFjn7zP9zO0
Name:___________________________ Date_____________
Alliance Systems: Propaganda
Switzerland is a European nation that has continuously favored remaining neutral when it comes to conflict on its borders. You, as a world leader, will create a piece of propaganda (in the form of a picture) in order to urge Switzerland to join either NATO or the Warsaw Pact.
**Remember Propaganda is the manipulation of public opinion. It is generally carried out through media that is capable of reaching a large amount of people and effectively persuading them for or against a cause.
Using the paper provided by the teacher in order to create your own propaganda. Be sure to make it colorful and coherent.