Amber Anderson

EDT 433
Unit Plan

Colonialism
Application Questions: How has colonialism allowed for racism and white supremacy to manifest all around the
world?
So what? By looking at the relationship between these three concepts, student may begin to understand why there is
so much conflict in different parts of the world.
NCSS Thematic Strand:
A. Culture1
construct reasoned judgments about specific cultural responses to persistent human issues;
B. Global Connections
explain conditions and motivations that contribute to conflict, cooperation, and interdependence
among groups, societies, and nations;
illustrate how individual behaviors and decisions connect with global systems
C. Time, Continuity, & Change
apply key concepts such as time, chronology, causality, change, conflict, and complexity to
explain, analyze, and show connections among patterns of historical change and continuity
systematically employ processes of critical historical inquiry to reconstruct and reinterpret the
past, such as using a variety of sources and checking their credibility, validating and weighing
evidence for claims, and searching for causality
investigate, interpret, and analyze multiple historical and contemporary viewpoints within and
across cultures related to important events, recurring dilemmas, and persistent issues, while
employing empathy, skepticism, and critical judgement
D. Individual Development & Identity
describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other
group and cultural influences contribute to the development of a sense of self;
examine the interactions of ethnic, national, or cultural influences in specific situations or events
analyze the role of perceptions, attitudes, values, and beliefs in the development of personal
identity
compare and evaluate the impact of stereotyping, conformity, acts of altruism, and other behaviors
on individuals and group
E. Individuals, Groups, & Institutions
analyze group and institutional influences on people, events, and elements of culture in both
historical and contemporary settings
identify and analyze examples of tensions between expressions of individuality and efforts used to
promote social conformity by groups and institutions
evaluate the role of institutions in furthering both continuity and change
explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in
the examination of persistent issues and social problems

Ohio Academic Content Standard:

The use of primary and secondary sources of information includes an examination of the credibility of each
source
Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and
ethnic cleansing.

1 NCSS references are from National Council for the Social Studies, Expectation of Excellence:
Curriculum Standards for Social Studies (Washington DC: National Council for the Social Studies, 1994)

Amber Anderson
EDT 433
Unit Plan

Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority
groups and the population as a whole.
Historians develop theses and use evidence to support or refute
positions
Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation
and long- and short-term causal relations
Following World War II, the United States experienced a struggle for racial and gender equality and the
extension of civil rights
Imperial expansion had political, economic and social roots
Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct
political control
The consequences of imperialism were viewed differently by the colonizers and the colonized

Grade Level: 9-10

Class Period Required: Six 50-minute class periods
Purpose, Background, and Context:
With the European conquest of the world, western ideals and influence have played a major role in our world today.
Some of these ideal include racism and white supremacy. Historically and contemporary, we see these ideal creating
conflict in places like Latin American, Australia, Africa and the United States. These concepts have contributed to
the genocide of indigenous people, enslavement of Africans, and systematic oppression of people who have darker
skin.
With this unit plan, both the students and teacher will explore and construct meaning out of the effects of racism and
white supremacy and their relationship to colonialism in Latin American, Australia, Africa and the United States.
Students will investigate and interrogate the role of these concepts in their own lives and understand how these
things play a role in some of the problems we see today. After studying these concepts, students will find ways they
can combat these ideals and understand more about themselves.
Goals/Objective:
Student will:

Days:

use of primary and secondary sources of information includes an examination of the credibility of each
source
interrogate and explore regional and ethnic conflicts in the post-Cold War era have resulted in acts of
terrorism, genocide and ethnic cleansing.
Recognize cultural biases, stereotypes and prejudices had social, political and economic consequences for
minority groups and the population as a whole.
develop theses and use evidence to support or refute positions
analyze cause, effect, sequence and correlation in historical events, including multiple causation and longand short-term causal relations
study and understand the struggle for racial and gender equality and the extension of civil rights
investigate the social roots and the spread of western values through colonialism
View consequences of colonialism by the colonized
Develop a plan of action that will help combat these issues

Amber Anderson
EDT 433
Unit Plan

Day #1: What is colonialism relationship with racism and white supremacy?
On this day students will uncover and define the meaning of colonialism, racism, and white supremacy.
After understanding the meaning of these concepts, students will then explore the relationship that exist
between them. To do this, students will look at the different ways historians define these concepts and
based off what they learned, come up with a well thought out definition of them.
Day #2: What roles does colonialism play a role in the racism and white supremacy in Latin America?

Students will take a look at the conflict in the Dominican Republic between the Dominican and Haitians.
Together the students and the teacher will look at the country historically and see the role of colonialism.
Based off the definition the students created the day before, students will determine if the conflict in the
Dominican Republic is rooted in white supremacy and racism. Next, students will look at the high levels of
police brutality in Brazil. Together the teacher and students will explore the historical context then
determine whether or not the issue is rooted in white supremacy and racism.

Day #3: How does colonialism effect indigenous people in both Australia and the United States?

On this day students will look at the similarities and differences between the colonialization of Australia
and the United States. After comparing and contrasting, student will determine if the colonialization of
these two country was rooted in white supremacy and racism. To do this, students will look at primacy
sources that were written in the past to make a conclusion. Students will look at the trail of tears, the
process of assimilation, and the genocide of indigenous.

Day #4: How does racism and white supremacy as a result of colonialism manifest in different parts of Africa.

On this day, students will look at three case studies: South Africa, Rwanda, and Sudan. First, students will
explore the historical context of each country and then determine how racism and white supremacy have
affect these countries historically and presently. Together, the students and the teacher will examine the
Apartheid, genocide, and the civil wars and understand these phenomenon as products of colonialism.

Day #5: How does racism and white supremacy as a result of colonialism effect the United States and us
individually?

For this class, now that students have looked at different cases around the world and determined the
consequences of colonialism in certain countries, students will look their own country and at themselves to
see how colonialism have affected their lives. Together, students and the teacher will look at the way this
country was formed and how it as transformed to the present. They will examine things such as slavery, Jim
Crow, and police brutality. They will also reflective on whether or not white supremacy and racism effect
their life by looking at their surroundings and current situations.

Day #6: How can we combat white supremacy and racism and other effect of colonialism?

After exploring different cases of colonialism, student will come up with ways they can combat racism and
white supremacy. First, students and teacher will look at the ways people have resisted white supremacy
and racism historically. They will look at different movements, protest, and other ways of resistance from
all over the world. Then students will brainstorm ways they can do the same. Next, students will plan and
execute a way to combat racism and white supremacy.

Assessment of Outcomes:
Student will:

Analyze and interpret primary and secondary sources

Demonstrate what they learn in the form of an exam
Construct and plan a way to combat white supremacy

Amber Anderson
EDT 433
Unit Plan

Complete homework that is designed to help student further understand the effects of colonialism
Have meaningful discussion that shows understanding of concepts

Extensions and Adaptations:

Ask thought provoking questions for gifted students during discussion
Talk with Special Ed. teacher about better ways to make to help student with research
Ask student to compare what they learned about the country they researched with the countries of the
students
Ask students to found out if Europeans have had an impact on their countries and if so, how?
ESOL Adaptation:
Check for understanding constantly
Demonstrate or model what students should do
Provide materials in native language
Talk will ELL teacher to better accommodate students
Slow speech so students can understand and allow enough time for students to answer what is being asked
Give both direction in both written and verbal forms