Know the characteristics of the different forms of Imperialism.
Understand and explain the different methods that imperialist nations gain control of their colonial holdings.
Examine (Skill) the White Man's Burden and use your analysis to create a parody of Kipling's message.
Lesson for theday:
Step1: Students will begin by answering the Do Now-As a High School Student, What is your Burden?What are you supposed to do with your life? with 4-5 complete sentences for each question. Once students have completed we will discuss, as a class, the complete sentences that should have been written. Students should be able to make connections with occurrences in their own life that have made them feel burdened to get something done or pressured to do something. Students will also be able to provide reasons they are driven to accomplish those tasks.
Step 2: Mrs. Silver will introduce African Imperialism via PowerPoint. Students will follow instruction by taking guided Cornell notes-writing the main idea for each slide and notes that are the highlights of needed information. She will add verbal details to the power point to give them more background information and context as we move through each slide. Students will be able to determine the Cause and Effects of African Imperialism. They will also be able to analyze the motives for Imperialism, forms of Imperialism, and ways to gain control. Students comprehension of the concept will deepen as it is discussed throughout the presentation as well as student engagement with responses.
Step 3: Mrs. Silver will ask students to take out their European Imperialism in Africa DBQ packet. She will ask students to pair up for the activity. Students will need to look at and answer Documents A, B, C, D, and E. Students will use the Think, Pair, Share strategy to look at each document and answer questions. Mrs. Silver will give students 45 minutes to complete, then she will go over all the questions, whole class discussion, using ClassDojo to randomly select students.
This packet is from yesterday's lesson, but students will be working on completing the remainder of the packet.
Mrs. Silver will instruct students to go back to their seats. Once students are in their seats, Mrs. Silver will instruct students to look at the final document-F. She will give students 10 minutes to read over the document and answer the questions. Once students have been given 10 minutes, she will go over all the questions, whole class discussion, using ClassDojo to randomly select students.
I Want Students:
Know the characteristics of the different forms of Imperialism.
Understand and explain the different methods that imperialist nations gain control of their colonial holdings.
Examine (Skill) the White Man's Burden and use your analysis to create a parody of Kipling's message.
Lesson for the day:
Step 1: Students will begin by answering the Do Now-As a High School Student, What is your Burden?What are you supposed to do with your life? with 4-5 complete sentences for each question. Once students have completed we will discuss, as a class, the complete sentences that should have been written. Students should be able to make connections with occurrences in their own life that have made them feel burdened to get something done or pressured to do something. Students will also be able to provide reasons they are driven to accomplish those tasks.
Step 2: Mrs. Silver will introduce African Imperialism via PowerPoint. Students will follow instruction by taking guided Cornell notes-writing the main idea for each slide and notes that are the highlights of needed information. She will add verbal details to the power point to give them more background information and context as we move through each slide. Students will be able to determine the Cause and Effects of African Imperialism. They will also be able to analyze the motives for Imperialism, forms of Imperialism, and ways to gain control. Students comprehension of the concept will deepen as it is discussed throughout the presentation as well as student engagement with responses.
Step 3: Mrs. Silver will ask students to take out their European Imperialism in Africa DBQ packet. She will ask students to pair up for the activity. Students will need to look at and answer Documents A, B, C, D, and E. Students will use the Think, Pair, Share strategy to look at each document and answer questions. Mrs. Silver will give students 45 minutes to complete, then she will go over all the questions, whole class discussion, using ClassDojo to randomly select students.
This packet is from yesterday's lesson, but students will be working on completing the remainder of the packet.
Mrs. Silver will instruct students to go back to their seats. Once students are in their seats, Mrs. Silver will instruct students to look at the final document-F. She will give students 10 minutes to read over the document and answer the questions. Once students have been given 10 minutes, she will go over all the questions, whole class discussion, using ClassDojo to randomly select students.