DAILY LESSON PLAN

Reviewed by:

Cooperating Teacher Initials:

Candidate Name: Travis Kaye Lesson Date: December 2, 2019

Subject: World History Learners’ Grade Level/s: 10th

Planned Lesson Duration: 100 minutes

KEY CONCEPT/THEME: New Imperialism

OVERVIEW:

This lesson will introduce students to the historical period of New Imperialism that
began in the 1880s, when Africa was “carved up” by multiple European powers. This
lesson will trace the rise of imperial powers through industrialization and the
relation between industrial economies with imperialism and colonialism. Students
will become aware of the various locations in which imperialism took place as well
as the perspectives of those who were colonized. Additionally, students will be
introduced to the various short and long term responses to imperialism made by
those who were colonized.

RATIONALE:

Understanding history helps us understand the world today. The events of this era
have direct impacts on the modern world. To tie this lesson to the present day,
students will gain an understanding of the direct effects imperialism has had on the
modern world by understanding its impact on today’s borders, economics, politics,
and culture.

CA ACADEMIC CONENT 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
colonialism (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).

2. Discuss the locations of the colonial rule of such nations as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the
United States.

3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under
colonial rule.

ELD STANDARDS:

Part I. Interacting in Meaningful Ways

1. exchanging information and ideas with others through oral collaborative

discussions on a wide range of social and academic topics.

5. Listening actively to spoken English in a range of social and academic topics.

9. Expressing information and ideas in formal oral presentations on academic topics.

OBJECTIVES:
Students will be able to:
1. Discuss the cause and effect relationship between industrialization and the
rise of imperial powers in the second half of the 19th century (Level Two:
Skill/concept).
2. List examples of imperial powers that colonized other regions, as well as
examples of regions that were colonized (Level One: Recall).
3. Connect the historical period of new imperialism to the present day in terms
of economics, politics, and international relations (Level Four: Extended
thinking).

ACADEMIC LANGUAGE: Some key terms to be introduced throughout lesson:

Colonization, Imperialism, Hegemony, Social Darwinism, Berlin Conference,
Scramble for Africa.

Understanding these key terms within the context of New Imperialism will allow for
students to retain the key takeaways of this lesson and recognize the broader
impact of these terms on today’s society.

PROCEDURES:
Day one:
Introduction/Anticipatory Set:
(10 minutes). Quick write and share. Students will be presented with the image
“white man’s burden” and will be asked to write down what the image means to
them or what they interpret its meaning to be. Then, they will be asked to share out
their ideas to class, serving as an opening to the lecture.

(20 minutes) Lecture on New Imperialism. Compare older system of imperialism to

“new” one. Provide background on economics of industrialization, the 1885 Berlin
Congress, and the carving of Africa into its current borders. Allow time to ask
questions to class and gauge how well students are following material.

(15 Minutes). Imperialism viewpoints readings. Hand out short readings on German,
French, and Anglo-Saxon viewpoints of imperialism. Choose a quote from each
reading that you think best represents the author’s main idea. Think, pair, share
with another student. How do these readings reinforce our understanding of the
reasons for which European countries colonized regions around the world?

(5 Minutes). Introduce group project. Place students into groups and assign them a
country they will research for their project tomorrow. Encourage students to do
some research at home, but they will have time tomorrow in class to work with their
groups.

Day Two:

(20 minutes) Begin group activity on colonized country. Place students into groups
of four. Ideally, there are 6-7 groups for the class. In groups, the class will use the
textbook or online sources to describe the colonization of one country by another in
Africa, Southeast Asia, or Latin America. They will be asked to identify the following
information regarding their assigned country. Who colonized the country? What
were the colonizers trying to do in the country? How did the local population
respond to colonization? Can you find any modern day impacts on this country?
Groups will present short (4-5 minutes) overview in class tomorrow. Group activity
can be done with a poster, powerpoint presentation, skit, etc. to convey
understanding of imperialism in the assigned country.

(30 Minutes). Group Presentations. Groups will present their findings on the
country they were assigned/chose to study. Each group will have 4-5 minutes to
present their overview.

(10 Minutes). Debrief on group presentations. Discussion on wide world scope of

new imperialism and the vast amounts of the world that were affected by it.

DIFFERENTIATED INSTRUCTION:
The opening of day one by analyzing “white man’s burden” image should hopefully
gauge students’ insights into the topic. After discussing as a class, hopefully this will
serve as an effective opener for setting the tone of what this lecture will be about
Visual aides, primarily maps and images will also provide scaffolding. Information
will be presented to students orally, visually through maps and power point
presentation, and through class discussion. There will also be flexibility on the
method of presenting group activity.

SDAIE TECNHIQUES AND PRACTICES:

A primary instructional strategy for this lesson will be to give students ample time
to process and contextualize the new information they are given. By allowing
students time for quickwrites and think-pair-shares, English learning students will
have opportunities to demonstrate what they already know about the concepts.
Differentiated instruction will also help with this by presenting material in different
ways. Another strategy for accommodating English learning students will be to
speak clearly and perhaps more slowly if necessary.

ASSESSMENT:
The quick write at the beginning will serve as an initial formative assessment for
gauging students’ ideas on the subject. Think-pair-share on the second day of class
will also serve as a formative assessment. Questions and class discussion will
further serve as ways to measure class understanding of new material. Finally, the
group projects will assess students’ understanding of New Imperialism, as a graded,
summative assessment.

MATERIALS:
Students will have access to my powerpoint lecture slides; internet access for
researching a country; school provided laptops/chromebooks; poster materials; art
supplies, depending on how students decide to present their projects. Print-outs of
three readings for day two activity.

REFERENCES

This website provides numerous instructional materials for teachers on the subject discussed in this
lesson plan. Big Era Seven Close-up unit 7.5.1 retrieved from
https://whfua.history.ucla.edu/units/seven/closeup/closeup751.php

This lesson plan, by Robert Wnukowski provided me with ideas for in class activities.
https://patcosta.com/wp-content/uploads/2015/02/Imperialism-Lesson-Plan.pdf