Teacher: Greg MacPhee Course: World History II Unit: Imperialism
Week of: 1/14/13 Periods: 1 7 Level: C
Is the United States today an empire? Use examples from the imperialism we learned about in class to say why or why not.
Common Core Writing Standards: Social Studies Department
X / 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Example: essays, debating bullet points)
X / 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (Examples: DBQ’s, ACAPS, responding to charts and graphs)
X / 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example: research paper)
X / 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing primary source documents)
X / 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
Other Standards (if applicable)ex: ELBPO, reading, cross-disciplinary
WHII.11. WHII.12,WHII.15, Martin Luther King Day lesson
FRAMEWORK:
What do you require your student to know? / OBJECTIVE:
Use anaction verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various Civil War leaders. (US1.39) / Example: Identify leadership qualities of Ulysses S. Grant in a written open response essay.
This week we will focus on specific aspects of imperialism, with also a focus on making political cartoons. Examples of imperialism in the Congo and in India will be shown to the students. They will also examine several drawings and political cartoons about imperialism and then draw their own examples. /
- figure out the main idea of a political cartoon
- articulate and draw their own political ideas and what they have learned in this unit in their own political cartoons
- Understand the role racism played in imperialism
- identify aspects of the “White Man’s Burden” in other works
- Understand the connection between Gandhi’s anti-imperialism campaign and MLK’s own nonviolent resistance to segregation
Weekly Open Response Question: / Rubric
Prior Knowledge: / Future Learning:
- “White Man’s Burden”
- definition of imperialism
- imperialist’s motivations
- political cartoons
- specific examples of imperialism in Africa and India
- examples of American imperialism
DAY / PLAN / ELL/Sped Accommodations
M / Activities: (Periods 1 & 7)
-Teacher will announce that we’re going to be examining some pictures
-Students will get into preselected groups, each group will get a different picture meant to symbolize imperialism, with a special focus on those supporting or opposing the “white man’s burden”
-Students will be told to imagine that they are online looking at a facebook or instagram album and be asked to “comment” on each picture. Sheets of paper will be provided along with the pictures for students to write their comments as a group, writing one-by-one in a circle
-Teacher will project an image onto the board to demonstrate and have students say their initials reactions and what do they notice about the picture. As they say them, teacher will write down their observations on a piece of paper which will also be projected onto the board
-After demonstration is done, students will begin looking at the pictures. Groups will have 5 minutes at each picture, then they will rotate to another picture, until all students have seen and commented on all 7 pictures.
Assessments/HW: /
- low-stakes writing based off of visuals
- ELL students placed in groups with students able to translate for them
T / Activities: (No Period 1)
(Period 7)
-Teacher will welcome students back and ask them about their impressions of the imperialism “album” activity from yesterday
-Teacher will project the pictures on the board and read out some of the students’ comments
-After short discussion of each picture, teacher introduces the concept of political cartoons
-Teacher explains what political cartoons are, that the message is more important than the art, and then project contemporary examples of political cartoons for students to see and discuss
-Students will be asked to come up with a political cartoon of their own, first to think of an issue which they have an opinion on and then sketch a cartoon which they will have some class time to do and then do the rest for homework
Assessments/HW: Sketch a political cartoon about an issue that you have an opinion on /
- art incorporated into the lesson for students with strong artistic leanings
- pictures projected onto board for all to see
W / Activities: (Period 1)
-Teacher will welcome students back and ask them about their impressions of the imperialism “album” activity from Monday
-Teacher will project the pictures on the board and read out some of the students’ comments
-After short discussion of each picture, teacher introduces the concept of political cartoons
-Teacher explains what political cartoons are, that the message is more important than the art, and then project contemporary examples of political cartoons for students to see and discuss
-Students will be asked to come up with a political cartoon of their own, first to think of an issue which they have an opinion on and then sketch a cartoon which they will have some class time to do and then do the rest for homework
(Period 7)
-Students will post their political cartoons at the front of the class and then be given post-it notes
-Students will be asked to comment on four different cartoons with their post-its, with an emphasis on either questions or positive feedback
-After about 10 minutes, students will return to their seats and then teacher will read aloud some of the comments and ask students to explain their work
-Students will then be asked to come up with a political cartoon for imperialism, that is what they will hand in for homework tomorrow
Assessments/HW: (Period 1) Sketch a political cartoon about an issue that you have an opinion on (Period 7) Sketch a political cartoon about imperialism /
- same as previous day
Th / Activities: (Period 1)
-Students will post their political cartoons at the front of the class and then be given post-it notes
-Students will be asked to comment on four different cartoons with their post-its, with an emphasis on either questions or positive feedback
-After about 10 minutes, students will return to their seats and then teacher will read aloud some of the comments and ask students to explain their work
-Students will then be asked to come up with a political cartoon for imperialism, that is what they will hand in for homework tomorrow
(Period 7)
-Students will hand in their imperialism political cartoons
-Students will then be asked to break up into small groups and read excerpts from the book “King Leopold’s Ghost” about imperialism in Congo with each reading dealing with a different aspect, such as King Leopold, Congo’s pre-imperial history, post-imperial history, Belgian atrocities, etc.
-Students will have 20 minutes to read their articles and then summarize them
-Students will share out what they have found and teacher will write them on the board for all students to copy down in a graphic organizer provided
Assessments/HW: (Period 1) Sketch a political cartoon about imperialism /
- art once again incorporated
- small groups for students to work together
- readings split up to be smaller
- findings posted onto the board
F / Activities: (Periods 1 & 7)
-Students will watch various clips from the film “Gandhi” portraying Gandhi’s struggle, his nonviolent tactics, and British repression such as the Amritsar Massacre
-After students have viewed the clips they will be asked to write a half-page response to the question, “Do you think that conflict and oppression is inevitable in imperialism?”
-Students will discuss their responses and what they thought of nonviolence
-Teacher will ask students if they know of any examples of nonviolent tactics used to overcome repression in this country, then lead a short discussion of how Martin Luther King, Jr. was inspired by Gandhi
Assessments/HW: /
- film clips to help all visualize examples of imperialism
Pros / Reflections/modifications / Cons
- students enjoyed looking at modern day political cartoons and in several cases, ELL or IEP students were able to figure out the meaning of the cartoon before other students
- political cartoons lessons took longer in period 7 than anticipated and Congo lesson was pushed back to next week
- Gandhi was screened in period 1 on Wednesday of the following week