Imperialism European Motives

Goals & Objectives

This Imperialism unit we will examine the motives of European colonizers,
understand colonized perspectives and analyze the global ramifications of
European colonists. Students will collaborate, interpret primary documents
and answer historical questions on European motives.
California State Content Standards
10.4 Students analyze patterns of global change in the era of New
Imperialism in at least two of the following regions or countries: Africa,
Southeast Asia, China, India, Latin America, and the Philippines.
1.
Describe the rise of industrial economies and their link to imperialism
and colonial-ism (e.g., the role played by national security and strategic
advantage; moral issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; material issues such as land,
resources, and technology).
Common Core Standards
CCSS.ELA-Literacy.CCRA.RH.10.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social science.
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Driving Historical Question
In this unit we will seek to answer, analyze and understand these crucial
historical questions:
How were images used by European colonizers to promote imperialism?
Were these images depicting colonized kindly why or why not? For what
purpose were these images spread?
What were the reasons behind Europeans colonizing countries? What were
the effects of European colonizing?
"What were the results of colonization? How was the land, people and
technology changed by Imperialism?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)

Time:5
Teacher will greet students at the door, point to the board where the content
standards and objective is written, as well as the daily dilemma question,
What is nationalism? One minute
Teacher will verbally instruct students to grab close reading packet, turn in
homework and start their daily dilemma. One minute
Teacher will call on students to reveal their written answer for the daily
dilemma. Three minutes.

Vocabulary (Content Language Development) Time: 5

Teacher will write on the board important vocabulary terms and their
definitions. 3 minutes
Teacher will answer student questions and give examples of terms. 2 minutes
Content Delivery (Method of Instruction) Time:11
Teacher will reiterate the key points from the day befores Nationalism
lecture for two minutes.
Teacher will begin lecture on European Motives. Six minutes
Then teacher will transition and instruct students that todays lesson will
consist of reading primary source documents. Teacher will model by reading
the primary source documents first which will take three minutes.

Student Engagement (Critical Thinking & Student Activities) Time:22

Students will annotate, read and talk to the text in order to determine the
authors bias, importance to imperialism and make connections with different
perspectives. Seven minutes
Students will discuss both in text questions and out of text questions with
their elbow buddies for approximately nine minutes.
Finally, we will have a class discussion in which we review students answers
to the questions, and create symbols for European motives. Six minutes.

Lesson Closure Time: 5

Students will be grouped into home groups consisting of four people each
group. In each group they will have one lined paper where they must write
down any questions, ideas, opinions on what they have read. This is a silent
commentary group instead of an online discussion board, students will
practice their writing and literacy skills in discussion. Five minutes

Assessments (Formative & Summative)

Formative assessments: Before close reading I will have students discuss the
definition of Nationalism, and during the review of the past days lecture I will
ask comprehension and critical thinking questions.
While students are engaged in discussion with their elbow buddies I will
monitor student responses, and check for understanding.
Summative assessments: During student reading their responses to the in
text questions will showcase their understanding.
Accommodations for English Learners, Striving Readers and Students with
Special Needs
ELL students and students with special needs will be given an extra day to
read the primary document packets beforehand and extra time.
Resources (Books, Websites, Handouts, Materials)
European Motives primary documents packet