Teacher: Greg MacPhee Course: World History II Unit: Imperialism
Week of: 1/7/13 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
FRAMEWORK:
What do you require your student to know? / OBJECTIVE:
Use an action 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.
Students will be introduced to the concept of “imperialism” for the first time. Students will study what imperialism is, what forms it takes, as well as the motivations of those countries which become “imperial.” A detailed analysis of “The White Man’s Burden” as well as the competing “Brown Man’s Burden” will be conducted. We will also use the unit to study the political cartoon. / · Identify the motivations of imperialists
· Understand the global reach of imperialism in the late 19th and early 20th Centuries
· Define what imperialism is
· Understand the different forms of imperialism, including military, political, economic and cultural
· Draw their own political cartoons
· Decipher the differing meanings behind the “Brown Man’s Burden” and the “White Man’s Burden”
Weekly Open Response Question: / Rubric
Prior Knowledge: / Future Learning:
· French Revolution
· Industrial Revolution
· Nationalism / · the definition of imperialism
· specific examples of imperialism such as in Africa and India
· “The White Man’s Burden” and the “Brown Man’s Burden”
· Political Cartoons
· The motivation of imperialists
DAY / PLAN / ELL/Sped Accommodations
M / Activities: (Periods 1 & 7)
- Teacher will read the picture book “The Rabbits” to the class while projecting the pages onto the board with the ELMO to introduce imperialism
-Students will then answer the question, “What does this story have to do with history?” in a paragraph
-After sharing out, teacher will define “imperialism” as the new historical word of the week and then give a brief powerpoint lecture defining imperialism and it’s many different forms
-On the board a map of the world today and a map of the world in 1900 and be asked to compare them
-Teacher will then pass out the homework
Assessments/HW: Color in the map of Africa based on which country controlled it in 1914 based on the map on page 457 / · Book read aloud, while words and pictures projected onto the board for all to see
· “Imperialism” definition handed out to all students and also hung on the board at the front of the class
· visual aids such as maps used to help students understand the scale of imperialism
T / Bellringer: (Period 7) What do you think you need to have to be able to have an empire and dominate other, weaker countries? Use examples from the picture book “The Rabbits” to support your case.
Activities: (No Period 1)
(Period 7)
-Teacher gives a brief powerpoint lecture giving more information on imperialism and connecting it to the Industrial Revolution and nationalism
-Next students will break up into groups of two and analyze competing stanzas from “The White Man’s Burden” and “The Brown Man’s Burden.”
-Students will copy each stanza down, underline and try to define words that they don’t understand and then use a Venn Diagram to compare and contrast what each stanza is saying about imperialism
-Class will then debrief, reading aloud each stanza and analyzing what they’re trying to say
Assessments/HW: / · visual aids such as maps used to help students understand the scale of imperialism
· worksheet provided to help students keep thoughts organized
· students allowed to work in groups to help all students lean on each other
W / Bellringer: (Period 1) What do you think you need to have to be able to have an empire and dominate other, weaker countries? Use examples from the picture book “The Rabbits” to support your case.
Activities: (Period 1)
-Teacher gives a brief powerpoint lecture giving more information on imperialism and connecting it to the Industrial Revolution and nationalism
-Next students will break up into small groups and analyze competing stanzas from “The White Man’s Burden” and “The Brown Man’s Burden.”
-Students will copy each stanza down, underline and try to define words that they don’t understand and then use a Venn Diagram to compare and contrast what each stanza is saying about imperialism
-Class will then debrief, reading aloud each stanza and analyzing what they’re trying to say
-As they read, teacher will project both poems on the board, underlining words and taking notes for each stanza
-Once all groups have shared out, then class will discuss overall meaning of both poems and their differing opinions of imperialism
-After poem has been analyzed, teacher will announce that we’re going to be examining some pictures
-If time permits, students will remain in their 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
-After about 5 minutes, groups will rotate to another picture, until all students have seen and commented on all 7 pictures.
(Period 7)
-Students will continue working on their “White vs. Brown Man’s Burden” sheets
-Once every group has finished examining their stanzas, they will read their stanza out loud and explain what words they defined and what they thought each stanza was talking about
-As they read, teacher will project both poems on the board, underlining words and taking notes for each stanza
-Once all groups have shared out, then class will discuss overall meaning of both poems and their differing opinions of imperialism
Assessments/HW: / · visual aids such as maps used to help students understand the scale of imperialism
· worksheet provided to help students keep thoughts organized
· students allowed to work in groups to help all students lean on each other
· low-stakes writing coupled with visuals to allow for all students to comment
· long poems broken down into single stanzas for different groups to analyze
Th / Bellringer: What are some of the pictures’ take on the “white man’s burden?”
Activities: (Period 1)
-Students will continue working on the imperialism “album”
-Once they are done, they will discuss the bellringer
-Teacher will introduce the idea of “political cartoons,” pictures that have a message about an event or person
-After showing students other examples of political cartoons, students will be charged with writing their own political cartoons about a topic that they want to comment about, either in history or in current events
(Period 7)
-If time permits, students will remain in their 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
-After about 5 minutes, groups will rotate to another picture, until all students have seen and commented on all 7 pictures.
Assessments/HW: Draw your own political cartoon about a topic that interests you / · students allowed to work in groups to help all students lean on each other
· low-stakes writing coupled with visuals to allow for all students to comment
· drawing incorporated into lesson for students with stronger artistic talents
F / Bellringer: What does the saying “a picture is worth a thousand words” mean?
Activities: (Period 1)
-Students will continue working on their political cartoons in class. For those who don’t finish in class, they will be due on Monday
(Period 7)
-Students will continue working on the imperialism “album”
-Once they are done, they will discuss the bellringer
-Teacher will introduce the idea of “political cartoons,” pictures that have a message about an event or person
-After showing students other examples of political cartoons, students will be charged with writing their own political cartoons about a topic that they want to comment about, either in history or in current events
-Students will work on their political cartoons, with those who don’t finish in class finishing it for homework due Monday
Assessments/HW: Draw your own political cartoon about a topic that interests you / · same as previous two days
Pros / Reflections/modifications / Cons
· Students were interested in the use of the words “niggers” in The Brown Man’s Burden and wanted to debate whether or not it was appropriate for a white author to use that word
/ · Students made many various connections between “The Rabbits” and other historical issues, such as pollution and the settling of America
· White Man’s Burden was an extremely difficult text and it was difficult for students to grasp its meaning with only one stanza
· Many students had a problem distinguishing the condescension in White Man’s and the sarcasm of Brown Man’s
· / · The “voice” of each poem was difficult for students to catch, and many ended up thinking that Brown Man’s Burden was the racist one while White Man’s was the anti-imperialist one