Sie sind auf Seite 1von 25
Mini-Q’s in World History Volume 3, Unit 6 What Was the Driving Force Behind European Imperialism in Africa? MINI-Q™ LESSON PLAN ‘Step One: Hook Rater tothe Slop Ore teacher notes in the Min-O. Read the directions alou. ‘The purpose i to get students exgaged, talking, and wanting to do the Min-2. ‘Step Two: Background Essay Rfer'o the Step Two teacher notes inthe Min-Q. Students can ‘witout anewers to the BGE questions or the questions can simply be discussed. ‘Step Three: Understanding the Question and Pre-Bucketing Tho task of recognizing ang defining key words in the questen Isa crucial habit of mind. The second task of pre-bucketing based on clues inthe question and in document ites is & huge categorization ski, ‘step Four: Document Analysis Do Document A wit the whole class, modeling the kind of deta {you expect In student answers tothe Document Analysis questions. Homework: Analyze the remaining documents and answer the questions that follow, ‘Step Four (continued): Discussion of Documents ‘Option One: Working in pars 0° troosomes, have students ciscuss the answers to the first set of Document Analysis questions they ds for homework. Using a diferant-colored pen than they used for homework, rey may add to their answers. fer five minutes, open the

Das könnte Ihnen auch gefallen