Handout: The White Man's Burden. Imperialism (Africa and India). Primary Objectives (Must be met): - Imperialism. 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. Imperialism in Southeast Asia. The white man's burden student worksheet answer key pdf to word. NY: John Wiley & Sons, Inc., 2007. 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. Excerpt about influence of colonization on African culture: de Blij, H. J., Geography: Realms, Regions, and Concepts, Thirteenth Edition.
Example: Excerpts from Joseph Conrad's Heart of Darkness. 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. The white man's burden student worksheet answer key pdf 5th grade. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). The following is a general breakdown of topics to be covered on each day: |.
Scramble for Africa. African Resistance: Zulu. Norton and Company, Inc., 2005. The Berlin Conference. Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet.
Threat of Violence Cartoons: p. 5-6. Students will improve their knowledge of geography through practice related to imperialist countries and their colonies. Multiple Perspectives Towards Imperialism. Reasons for Imperialism in Africa. Social Darwinism (previous chapter). Gandhi Primary Source Worksheet – Textbook Resource. This is the third week of new content for the students. ◦ Civil Disobedience. Multiple Choice Quiz. "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. 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. Africa under the Dutch and/or British. 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).
Learning Goal Two: Content Knowledge. Seven class periods. This practice demonstrates factual understanding and helps students to understand how to best answer test questions. British, French, Bulgarians, Germans in Africa. See Below) Imperialism Unit. Students will be able to strategically interpret and analyze the meanings of primary and secondary source materials pertaining to Imperialism. Secondary Objectives (Will be addressed if time allows). Spacial Characteristics of Imperialism. The British in India.
Students will need to take notes in their notebooks. Students will demonstrate understanding of the motivations behind imperialistic behavior. 19th Century Anti-Slave Trade Legislation. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. Particular emphasis will be placed on students including specific details in their writing, since they need to strengthen their writing skill through the use of outside information. There are six lessons (two each day - semestered classes) and one class period of assessment. British East India Company. Learning Experience/Unit.
Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. Long-Term Effects in Europe and the Rest of the World. 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. One special needs student will be read his exam in a resource room. Handout: Group Note Guidelines. Lesson plans, assessments, and some handouts available in PDF attachment. Concepts from previous chapters that will carry over to this unit are nationalism, Social Darwinism, and colonization. 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. Nationalism (previous chapter). My assumption is that the students will not know many of the terms, with the exception of racism. Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions.
Indian National Congress. Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes. 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. London: Scholastic, 2002. Speech from 1858, p. 547-549. Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content.
Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). Indian Nationalist Movement. Pear's Soap Ad from 1899, p. 567. UDL – All students will be read the directions out loud. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire.
Berlin Conference (Partition of Africa). Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. The classes that I am using for my TWS will be taught over three days, with assessment on day four. "White Man's Burden". This type of writing should be familiar to them since many of the students use either Facebook or MySpace. Materials and Resources.
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