CSULB History Social Science Lesson Plan Template

Lesson Title:

Women and New Imperialism

Date: 3/15/2016

Unit Central Historical

Question(s):

What were the economic, social, political, and economic ramifications of New
Imperialism in the colonized regions?

Subject / Course:

New Imperialism / Modern World History

Grade:

10

Lesson Duration:

90 min

Content Learning Objective (content and product):

After sourcing and analyzing 8 primary sources that are primarily photographs and drawings that are
accessible to ELL students related to foot binding and sati, taking notes on a 10 minute lecture, and writing a
response to the lessons central historical question students will be able to assess changes womens beauty
culture and rituals underwent in India and China caused by European Imperialism in the nineteenth century
with 75% accuracy.
Historical Thinking Learning Objective (thinking skill and product):
After sourcing and analyzing 8 primary sources, taking notes on a 10 minute lecture, and writing a response
to the lessons central historical question students will be able to compare and contrast the cultural
implications of imperialism in the respective region.

Historical Thinking Skill, California Content, and Common Core Standards Addressed:

historical thinking skill(s) addressed:

Compare and contrast
Historical empathy
Interpretation of evidence
Historical argumentation
Old California Content Standard addressed: 10.4
Common Core Standards Addressed:

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course
of the text.

CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their
respective accounts.

CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.

Narrative Summary of Tasks / Actions:

CSULB History Social Science Lesson Plan Template

1. Warmup (7 min)
2. Primary Source Group Activity (10 min)
3. Coffee-House Style Group Information Sharing and Anticipation to central
historical question (20 min)
4. Mini Lecture (10 min)
5. Power Point slide presentations
6. Student Reaction and revision of initial response to the central historical question
(5 min)
7. Closing Discussion (3 min)
Materials / Equipment:

PowerPoint of Lesson

Primary source copies

Power Point slides for group presentation

Inquiry-Based Lesson Plan for History-Social Science

1. Anticipatory Set

Time: 7 min

Students will be asked to think of something they saw or experienced in another part of
the city, state, or country that they would never see in their own community.
They are asked how the ritual or custom made them feel and if they would change it if
they had the power and influence to do so.
They will share this with a class-mate and will be encouraged to write down their partners
response to share with the class after.
2. Central Historical Question for Lesson

Time: 2 min

Were the lives of Indian and Chinese women better or worse under New Imperialism?

3. Student Activity and Investigation (w/

differentiation)

Time: 35 min

Classroom will be divided into groups and assigned one of 8 primary sources that are
predominately photographs and drawings relating to Sati in India or foot binding in China
that are accessible to ELL students. Students will work with their group partners to answer
questions about their source in the appropriate section of the worksheet.
Students will then be asked to present one primary source on a Power Point slide to the
class.
Students will be asked to anticipate or generate an initial reaction to the historical
2

CSULB History Social Science Lesson Plan Template

question.

4. Teacher Input (delivery of historical context)

Time: 10 min

Lecture Notes and Power Point: Primary documents from the group activity will be
integrated into the lecture slides.
Documents: A set of 8 primary sources reflecting changes to womens beauty and cultural
rituals in China and India under New Imperialism.

5. Lesson Assessment (w/ differentiation)

Time: 5 min

In addition to completing the graphic organizer, students will be asked to re-visit the
central historical question and provide a revised answer in the space labeled React. This
is an opportunity for them to use their lecture notes in conjunction with the information
they surfaced during the group activity to either reaffirm their original statement or adjust it
accordingly. Additionally, students will be asked to present one primary source on a power
point slide to the class.
6. Closure

Time: 3 min

I will close the lesson by asking students to share their statements and indicate whether or
not their reactions were different than their anticipations.