AnalyzingImperialMotives

Author:ElizabethJohnson
Datecreated:12/03/20141:36PMESTDatemodified:12/03/20145:19PMEST

VITALINFORMATION
TotalNumberofStudents

Thereare34studentsinthisclass.

Area(s)StudentsLiveIn

Theschoolislocatedinaruraltownof15,000people.Studentsliveinthetownandoutlyingruralareas.

Free/ReducedLunch

60%

EthnicityofStudents

20studentsintheclassareLatinoand14ofthestudentsintheclassareWhite.

EnglishLanguageLearners

17ofthestudentsareEnglishLanguagelearnerswithCELDTscoresfrom13

StudentswithSpecialNeeds

10ofthestudentshaveIEP'sforseveraldifferentreasons.Someareforlowlevellearningdisabilities,someofthe
studentsareontheAutismspectrum.

Subject(s)

History

Grade/Level

Grade10

Comments

ThisclassisanIntroductiontoWorldHistorycourseandspecificforstudentswithIEP'sandwhoareELL's.Thereare
alsosomestudentsinthecoursewhoareSeniorsthatfailedthecoursethepreviousyear.

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThislessonwastaughtduringtheUnitonImperialismduringthelate19thandearly20thCentury.Beforethislesson
wastaughtaclosereadwasdonewithanarticleaboutImperialismatthetime.ThiswasperformedbyNataliePerry
whoistheteacherofthisclass.FollowingthislessonamoviewasshowntotheclassaboutcolonizationbyEngland.

LearningOutcome(s)

AfterlearningfivemotivesforImperialisminAfricaandAsiaduringthe19th20thCenturies,studentswillanalyzeprimary
sourcesprovidedtodeterminethecentralmotiveoftheprimarysource.

Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grades910students:
ContentArea:LiteracyinHistory/SocialStudies
Strand:ReadingStandards
Domain:KeyIdeasandDetails
Standard:
2.Determinethecentralideasorinformationofaprimaryorsecondarysourceprovideanaccuratesummary
ofhowkeyeventsorideasdevelopoverthecourseofthetext.

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeTen
Area:WorldHistory,Culture,andGeography:TheModernWorldStudentsingradetenstudymajorturningpointsthat
shapedthemodernworld,fromthelateeighteenthcenturythroughthepresent,includingthecauseandcourseofthe
twoworldwars.Theytracetheriseofdemocraticideasanddevelopanunderstandingofthehistoricalrootsofcurrent
worldissues,especiallyastheypertaintointernationalrelations.TheyextrapolatefromtheAmericanexperiencethat
democraticidealsareoftenachievedatahighprice,remainvulnerable,andarenotpracticedeverywhereintheworld.
Studentsdevelopanunderstandingofcurrentworldissuesandrelatethemtotheirhistorical,geographic,political,
economic,andculturalcontexts.Studentsconsidermultipleaccountsofeventsinordertounderstandinternational
relationsfromavarietyofperspectives.
SubStrand10.4:StudentsanalyzepatternsofglobalchangeintheeraofNewImperialisminatleasttwoofthe
followingregionsorcountries:Africa,SoutheastAsia,China,India,LatinAmerica,andthePhilippines.
Standard3:Explainimperialismfromtheperspectiveofthecolonizersandthecolonizedandthevaried
immediateandlongtermresponsesbythepeopleundercolonialrule.

Comments

ASSESSMENTS
Assessment/Rubrics

AssessmentwillbedoneformativelybyleadingadiscussiononkeyvocabularyandmotivesforImperialism.Duringthe
discussionIwillaskthestudentstogivemeexamplesofeachmotiveandwillbecheckingforunderstandingbycalling
onstudentsindividually.Iwillalsogoaroundtheroomwhiletheyworkinpartnerstofillouttheirhandout.WhileIwalk
aroundtheclassroomIwillbeassessingthembyaskingquestionsandobservingtheanswersthattheyputonthe
form.Thehandoutwillthenbeturnedinandthestudentwillbegivenaparticipatorygradeif80100percentofthe

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boxesarecompleted.
Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Thematerialsusedinthislessonarethehandoutswhichisagraphicorganizerandtheprimarysourcesthatwillbe
giventothepairstoanalyze.Theprimarysourcesareamixtureofpictures,articlesandobituariesfromthattimeperiod.

Comments

IMPLEMENTATION
SequenceofActivities

1.Studentswillbegiventhehandoutentitled"AnalyzingImperialMotives".Iwillalsohavethehandoutprojectedon
theboardforthemtosee.
2.WewillthendiscusswiththemthattherewerecertainmotiveswhichwereaninfluencefortheUnitedStatesand
EuropetocolonizeAfricaandAsia.Wewillthengoovereachofthemotivesthatareonthehandoutbydoingaclose
readoftheinformationandbyaskingthestudentsindividuallyexamplesofthesevocabularyterms.
3.AsanentireclasswewillthenassignasymbolforeachofthemotivesforImperialismonthehandout.
4.Iwillthentellthestudentsthatwewillbelookingatprimarysourcesfromthetimeperiodbeingstudiedandwewill
beindentifyingthemotivesthatarefoundinthepictures.
5.AtthistimeIwillshowthemhowtofillouttheformthatisgiventothembyputtingadocumentupontheboardand
goingthroughthedocumenttogetherandfillingouttheboxes.Iwillmodelforthemtwodocuments,onethatisa
pictureandonethatistext.
6.Studentswillthenworkinpairsandwillbegivenadocumenttoanalyzeandfillintheirhandout.Eachpairwillbe
givenadifferentdocumentandwillpassthemaroundtheroomasneededsothatallofthepairshavetheopportunity
tofillinalloftheinformation.
7.Onceallofthehandoutsarecompleted,thestudentswillturnthemin.

DifferentiatedInstruction

Differentiationwilloccurbyselectingpairsforstudents.Thestudentswhoareolderwillbepairedwithstudentsthatare
havespecialneedsorhaveaCELDTscoreof1.AllofmyEnglishLearnerswillbepairedwithastudentthatisbilingual
inspeaking.IwillnotpairaspecialneedsstudentwithastudentthathasaCELDTscoreof1or2.

Comments

REFLECTIONS
PriortoLesson

Thelearningoutcomeswillbeobservablebyassessingtheirhandoutsthattheyturninandwhethertheywereableto
correctlyidentifythemotivesforeachdocument.Ianticipatethattheremaybesomechallengesinunderstandingsome
ofthemotives.OnemotivethatIamconcernedaboutisIdeologybecauseitisahigherconcepttograspandthisisan
Introductoryclass.Ianticipatethattheywillbeabletodescribewhattheyseeinthedocument,butmayhaveaharder
timedescribingwhytheychosethemotivesforeachdocument.

PostLesson

Thislessonwasalessonthattookthreedaystocompletebecausethisclassismostlylowerlevelstudents.Itaught
thefirstpartofthelessonbyleadingadiscussiononthekeyvocabularytermsandgoingoverafewprimary
documents.Thefirstthingthathappenedduringthediscussionofthekeytermswasthatthestudentsdidnotknow
whatamotivewas.Icameintothelessonthinkingthattheywouldknowwhatthattermwas,whichwasmymistake.I
thentaughtthestudentswhatthattermmeantanddidabriefdiscussiononexamplesofmotivesinadifferentcontext.
Forinstance,amotivetocommittacrime.AfterIfeltlikethestudentsunderstoodwhatthattermmeant,Iwentonand
explainedwhateachmotivewas.Wedidthisbyreadingtheinformationonthehandoutsandcomingupwithexamples
foreach.Asanticipatedthestudentshadadifficulttimewithunderstandingideaology,andevenhadahardtime
comingupwithasymbolforit.Wedecidedthatthesymbolwouldbealightbulb.
IknewcomingintothelessonthatIwantedtomodeltothestudentsexactlywastobeexpectedofthemwhenthey
analyzedthedocuments.IthoughtthatIwoulddooneortwodocumentsforthemupontheboardandthatwewould
discussthemasanentireclass.Ididdothisbyprojectingthedocumentsupontothewhiteboardandbyaskingthe
studentswhattheysawinthedocuments.Thestudentswereabletotellmewhattheysaw,buthadaverydifficult
timemakingtheconnectionswithwhattheysawandconnectingthattoanindividualmotive.Ichosethentogoover
morealltogetherinsteadofbreakingthemupintogroupsbecauseIknewthattheywouldhaveadifficulttimewiththe
lessonifIdidthat.ThedaythatItaughtthislessonweendedupdoing4alltogether.Imixedpictures,andtextso
thattheywouldhavearangetoseewhenIdidthis.
ThedayafterItaughtthislesson,theteacherwentovermoreofthedocumentstogetherasagrouptosolidifythe
conceptsandthenletthemworkinpairs.TheworkthattheydidinpairswasrolledoverintothethirddaywhichIwas
theretoobserve.TheteacherandIdecidedthatitwouldbebestifafterallofthestudentsfinishedthatwewould
reviewthemupontheboardsothatthestudentscouldcorrecttheirwork,becausethisisalowlevelclassandmanyof
themhadadifficulttimewithit.Ifeltthatitwasbetterforthemtounderstandtheconceptsthentohavethemturnina
handoutthatwaswrong.

Comments

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