NCSS Theme # 3 Lesson Plan: People. Places.

Environment


Lesson Title: Colonialism and its Impact.

Lesson Author: Robert Atkinson, Ansis Nudiens

Key Curriculum Words: colonial system, Colonial Empires, England (Great Britain),
Portugal, Spain, France, slave trade, exploitation.

Grade Level: 12

Time Allotted: 90 minutes

Purpose
The purpose of this lesson is to focus students attention on the historical problem of
colonialism. As well the purpose is to help students to develop their skills of gathering
and analyzing information, and to build and defend their opinion. This lesson will help
students to understand controversy on colonization and its impact to the history of world.
Background/Context
This lesson will be aimed to address the SOL requirements for WHII 2, section d and
e. It was designed for a 12 grade World history class and is intended to help students to
understand the consequences of European expansion.

Key Concepts:
Colonialism;
Imperialism;
Decolonisation;
Racism;
Atlantic triangular slave trade;
Slavery;
Exploitation;

SOL Objective (Essential Knowledge and Skills)
WHII.2 The student will demonstrate an understanding of the political, cultural,
geographic, and economic conditions in the world about 1500 A.D. (C.E.) by:
d) Analyzing major trade patterns
e) Citing major technological and scientific exchanges in the Eastern Hemisphere.
NCSS Theme
The lesson will be focused on NCSS Standard number 3, which is People. Places.
Environment
NCSS Indicators
enable learners to construct, use and refine mental maps of locales, regions, and
the world that demonstrates their understanding of relative location, direction,
size, and shape;

have learners create, interpret, use, and distinguish various representations of
Earth, such as maps, globes and photographs, and use appropriate geographic
tools such as atlases, data bases, systems, charts, graphs, and maps to generate,
manipulate, and interpret information;
help learners to locate, distinguish, and describe the relationships among varying
regional and global patterns of geographic phenomena such as landforms, climate,
and natural resources;
ask learners to describe how people create places that reflect culture, human
needs, current values and ideals, and government policies;

challenge learners to examine, interpret, and analyze the interactions of human
beings and their physical environments;

Guiding Questions
What kind of political changes can be observed in the world after 1492 A.D.?

What are the reasons of European expansion?

How European expansion affected development of other continents of the world?

What is the nature of cultural interactions during the Colonial era?


The Days Big Question
What is colonial system? What role this system plays in the overall world history? How
to assess cultural interactions during the Colonial era?

Lesson Objectives
1. Students will be able to collect and analyze information and use it to form their
position on the historical problem of Colonialism, using internet resources, textbooks,
maps and atlases.
2. Students will be able to explain and asses reasons and consequences of European
expansion and as well to define their opinion on how this expansion and following
cultural interactions affected world history and development of other continents.
Assessments
1. Using collected information students will discuss the impact and role of colonialism
and its impact. This discussion will determine both, students understanding on topic and
ability to use collected information to form and defend their position. As well students
will hand in essay where students will provide their main arguments and conclusions.
This essay will be formative assessed.

Materials
Textbooks and books from the library about geography.
Globes
Atlases
Internet access




Just Do It! (10 minutes)
Students will take the time to write a journal entry, where they will write down their
understanding on concept colonialism, giving at least 3 examples. This will be based on
students prior knowledge.

Activities (70 minutes)
Gathering information (40 minutes) Students will work in pairs gathering information
about colonization and its impact, using textbooks, atlases and internet resources such as
http://www.about.com/education/#s2 or
http://africanhistory.about.com/od/slavery/tp/TransAtlantic001.htm or
http://en.wikipedia.org/wiki/Main_Page
While gathering information students in pairs will form two opposite positions on topic
Colonialism and its role in world history.
Instructions
1. Students pair up voluntary, but if needed with an assistance of teacher (5 min.)
2. Take students to computer lab P2 which is reserved (5 min.)
3. At computer lab students work in pairs to gather and process information. This
information should cover special requirements (Appendix 3a) (30 min.)
Discussion (30 minutes) As a pair, students present their position to opposing pair, after
that discussing the problem and objectively summarize information together with an
opposing pair.
Instructions
1. Students present their position to opposing pair (10 min.)
2. After presenting and listening each position groups discuss the issue (5 min.)
3. After discussion pairs as sincere and objectively as possible present opposing
pairs position. After that each pairs leave their allegiance and try to summarize
information (15 min.)
4. As homework to the next day, students will be assigned to write a three paragraph
essay. (Appendix 3b)
Closure (10 minutes)
Students will fill out an exit slip (Appendix 3c), where they indicate their understanding
on colonialism and its impact to the world history. Students will provide their conclusions
on the issue. This assessment will be formative and they will hand it in as they leave.
The exit slip assessment is designed show student understanding of the SOL standard
WHII. d e as well as the lesson objectives, which are also based on this SOL standard.

Diverse Learner Accommodations
Students will start by learning the basic information on their own and it will build
toward more complex thinking and understanding. This will help slow learners
We will be discussing everything the individual students do as a group, so
everybody is on the same page
Both audial and visual learners will be helped, because there are charts that help
put things into context for visual learners, and discussion to help visual learners
IEPs that require students to get extra time on assignments will not be necessary,
as these assignments are not for grades, and it is expected that some students will
not finish. The discussion at the end of each section will allow for these students
to learn the required information, regardless of whether or not they have finished.


















Topic: Colonialism and its role in world history.

Each pair should prepare following materials for each position:
1. A clear overview of the controversy;
2. A definition of the position to be advocated with a summary of the key
arguments supporting the position;
3. Resource materials that provide evidence and support the argument.


















Three paragraph essay (homework). Topic: Colonialism and its role in world history.
Paragraph 1: Introduce the issue by providing of the main points and the major areas of
controversy. Define position.
Paragraph 2: Describe arguments (at least 3), that support your position.
Paragraph 3: Summary. Provide main conclusions on issue.




















Exit slip
Please answer following questions
Did you understand all sides of issue?



What are the strongest points of your decision?



What are the weak points of your decision?



Explain how European expansion affected development of other continents of the
world? (give at least 3 examples)


1)

2)

3)