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Handout: The White Man's Burden. Pre-Test and Formative Assessment: Assessment of progress will be based on responses in class to oral questions and closure questions. Commencement, 10th Grade. African Resistance: Zulu. Spacial Characteristics of Imperialism.
Learning Goal 3: Perspectives of Colonialism / Benefits and Problems. This is the third week of new content for the students. Seven class periods. UDL – All students will be read the directions out loud. The white man's burden student worksheet answer key pdf to word. 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. Students will improve their knowledge of geography through practice related to imperialist countries and their colonies.
Formal Assessment: Multiple Choice Exam: Students will complete a short multiple choice exam to demonstrate basic factual knowledge of content. Indian Nationalist Movement. The white man's burden student worksheet answer key pdf for 7th grade. Students will be able to demonstrate knowledge of required content knowledge, as dictated by state standards (below), on multiple choice exams like the Regents which they will be taking in June. Social Darwinism (previous chapter).
Reasons for Imperialism in Africa. Learning Experience/Unit. Global History and Geography, Social Studies, Social Studies (NYS K-12 Framework Common Core). "White Man's Burden". Possible assessment: Hypothetical scenario worksheet or skit – determine a foreigncountry to invade, give reasons why and possible outcomes. The white man's burden student worksheet answer key pdf answers key. One special needs student will be read his exam in a resource room. 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). London: Scholastic, 2002. Pear's Soap Ad from 1899, p. 567. Columbus, OH: McGraw-Hill Glencoe, 2008.
Colonial Response to Imperialism. Secondary Objectives (Will be addressed if time allows). African Nationalism. Immediate and Long-Term Changes. The British in India. Materials and Resources. Handout: Cecil Rhodes (provided by host teacher – cartoon often featured on Regents). 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. 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. Textbook: Spielvogel, Jackson J., Glencoe World History: New York Edition. The following is a general breakdown of topics to be covered on each day: |. Intro to Imperialism. Some possible examples include: - India under the British Empire.
Multiple Perspectives Towards Imperialism. My assumption is that the students will not know many of the terms, with the exception of racism. Imperialism (Africa and India). Imperialism in Southeast Asia. This will give them two sets of answers: initial individual answers, and group answers. ) Scramble for Africa. Formal Assessment: Vocabulary Quiz: Students will complete a matching quiz of vocabulary terms on their 7WOL sheet. Handout: Group Note Guidelines. Students will be given time to complete the quiz individually, then they will have time to conference with their groups. Students will need to take notes in their notebooks. Imperialism was an economically-driven process that both hurt and benefited European colonizers and the indigenous populations of colonies. Example: Excerpts from Joseph Conrad's Heart of Darkness.
Berlin Conference (Partition of Africa). British, French, Bulgarians, Germans in Africa. Primary Objectives (Must be met): - Imperialism. 3 1/2 semestered 80-minute course days, 7 unsemestered 40-minute course days). This type of writing should be familiar to them since many of the students use either Facebook or MySpace. This emphasis on multiple perspectives and problems / benefits of colonies has been reflected previously on the Regents exam. ) There are six lessons (two each day - semestered classes) and one class period of assessment. Gun Loading Cartoon: Deary, Terry, Horrible History: Barmy British Empire. Questions: What were the costs of Imperialism for the European imperialists and those whom they colonized? British East India Company. The 7WOL was intended to give me an idea of the student's prior knowledge of terms and their ability to make educated guesses about what terms mean. Students will demonstrate understanding of the motivations behind imperialistic behavior. Technology resources: Power Point.