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Luke Meuler (7/16/2013) Observation #1 The Lesson: (8:50) Began with instruction on the reading quiz (25 students).

). Instructions were clear and concise as you told them what they could use, what they should include (name and hour), and how much time they would have for the test. (8:02) Collected the quiz and passed out the graphic organizers. Good instruction on why the graphic organizers would be important to the students. o Perhaps solicit ideas from the students as to how they could use these going forward. o You asked for students definition of Imperialism before giving to them, which helps make the term more relevant to them. Perhaps giving them a written definition so that they could see it as well as hear it. (9:15) You moved on to the 2nd graphic organizer (Motives for Imperialism) and explained the differences between the two. It might be more effective for the students to juxtapose the organizers as it would be interesting to hear their ideas on this. o It was obvious that students did the reading assigned for today and were able to connections necessary in order to analyze the motives for Imperialism. o This might be difficult, but what if you gave the students a couple of different graphic organizers and have them decide which would work best in for definition or motivation.

General: It is important that you circulated the room while the students were taking the quiz to monitor progress and to ensure quiz integrity. The Reading Comprehension Activities for the World History Textbook wise nicely organized in that you began with lower level thinking skills to build content knowledge and then finished with analysis and synthesis questions to allow students to use their new found knowledge on Imperialism. Your quiz used a variety of question types (multiple choice, T/F, short answer). Tended to be more recall than analysis. I wonder if they could make a comparison of Imperialism to something in their lives or present day Imperialism (business/monopoly). Other terms you may want to explore and define are: civilize, democracy, capitalism. It would be interesting to hear what they think the definition is. Students had an incredible amount of prior knowledge on Imperialism and Empires that could be built upon during the year. This is an effective way for you to gage what students know in order to better develop your units for the school year. You modeled quality listening skills for your students while they were giving examples of empires. This allowed you to seize upon a teachable moment when the young man brought up the fact that the motives for imperialism you were discussing was for a specific time period. You then were able to talk about how the textbook was address the history AFTER this period. You do a very good job of calling a variety of students so that one or two do not monopolize the discussion.