Goals & Objectives:
Goal – Students will consider and analyze the effects and outcomes of colonization during the era of new imperialism from the perspective of the people being colonized. Students will be able to identify and discuss several of the social, cultural, economic, and political outcomes forced upon the people and societies that were colonized during the late nineteenth and early twentieth century.
Objective – Students will be able to share their ideas dealing with the perspective of the colonized with their classmates. Students will discuss different aspects of colonialism in Africa, India, and China. Students will complete a postcard written to their family from the perspective of a colonized person from an area of their choosing.
Objective – Students will be able to share their ideas dealing with the perspective of the colonized with their classmates. Students will discuss different aspects of colonialism in Africa, India, and China. Students will complete a postcard written to their family from the perspective of a colonized person from an area of their choosing.
CALIFORNIA STATE CONTENT AND COMMON CORE 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.
10.4.3 – Explain imperialism from the perspectives of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
10.4.3 – Explain imperialism from the perspectives of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
Lesson Introduction:
The teacher will begin class be showing an image of a group of Africans being suppressed by British forces from the Slide Rocket presentation. The teacher will instruct and allow them to think about what is going on in the picture and reflect on what or how these Africans may be feeling. After one minute the teacher will move to the next slide, showing two quotes from the novel Things Fall Apart. The students will read the quotes and then be instructed to share their ideas with the students around them using the think-pair-share model. After they discuss the image and quotes for three to four minutes the teacher will hold a class discussion asking several of the groups to share their ideas.
Important Vocabulary:
Here is a list of some important vocabulary, ideas, and events that will be important for students to be familiar with for this lesson:
-Perspective
-Repressed / suppressed
-Ideology
-Diaspora
-Exploitation
-Heart of Darkness
-Sepoy Rebellion
-Opium Wars
-Perspective
-Repressed / suppressed
-Ideology
-Diaspora
-Exploitation
-Heart of Darkness
-Sepoy Rebellion
-Opium Wars
Content Delivery:
The teacher will provide a short lecture on some of the ideas that we will be covering during the class session. The teacher will begin with the slide entitled cause and effect. This slide relates some of the ideologies that the European countries held about the places they were colonizing, and how these ideas affected the people that were being colonized. After that short lecture the teacher will break the class into small groups of four to five students. The class will be shown a series of images and videos relating to imperialism in Africa, India, and China. The slides will be broken down into categories dealing with imperialism in Africa, India, and China. First the teacher will show the picture slide, and let the group discuss it for one to two minutes, and then the teacher will show the video clip, giving the groups three to four minutes to discuss what they saw. The teacher will provide guiding questions and comments concerning the images and clips such as, “What is going on in this picture,” or “how do the people in this picture feeling,” or “how does this video clip show how people that were being colonized felt or dealt with the people colonizing them.” During each discussion session the groups will be expected to compile their ideas and arguments, and provide evidence or reference what they are talking about.
Student Engagement:
For this lesson students will be broken up into different groupings throughout the class period. At first the will think-pair-share with their neighbor during the first discussion of the lesson. This will get the students talking and communicating their ideas in a one on one setting. During the brief lecture students will complete a graphic organizer entitled ideological cause and effect. As we move into the next part of the lesson students will be broken up into different groups of four to five students, being matched up randomly with students that they don’t normally interact with. The teacher will create groups by going through the class giving each student a color (green, blue, red, purple) and then grouping all the members of each color together. This will get students discussing ideas with classmates that they may not normally associate with. As the class moves through each image and video slide the students will be given a few minutes to discuss what they are being shown. The students will be expected to write down and compile their ideas as a group and be ready to share some of them with the class. After the class has gotten through each of the slides and videos dealing with imperialism in Africa, India, and China the teacher will hold a class discussion. Each group will be expected to share some of their ideas and multiple members from each group will be called on randomly to ensure that many students are given an opportunity to speak and share what they think. After the class discussion is completed and a wide variety of students have been able to share their ideas the teacher will post the final assignment slide for the lesson.
Lesson Closure:
For the lesson closure students will again be asked to reflect on the information from the days class. For their assignment the students will be asked to create and write a fictitious postcard from the perspective of a person being colonized, to their family or friend. The teacher will instruct them to choose a location that was colonized, create a name for themselves, and discuss what is happening to them. They will be urged to include specific examples about what they are being forced to do, such as making a railroad or mining for diamonds or farming crops. The teacher will tell the students to also include what they are seeing around them and the emotions that they are feeling during this time of colonization. The students will also need to include at least one picture representing themselves or what they are doing in their letter, which they can get from the internet, print out, and include in their postcard. The students will be allowed to begin the assignment at the end of class and be expected to complete what they do not finish at home.
Assessment:
Formative – The teacher will have the students do a think-pair-share activity based on an image and two quotes that they will be shown. The teacher will call on several groups to hear what they are thinking about the first set of information. During the brief lecture students will complete a graphic organizer entitled, Ideological Cause and Effect, this will provide an anticipatory set and ensure that the students are getting the proper mindset for the remainder of the lesson, and activate any prior knowledge. During the group discussion segments the teacher will roam around the room, listening in on various discussions, ensuring every member of each group is actively participating, and checking for understanding.
Summative – The teacher will collect and grade the student’s postcard assignment. This will allow the teacher to check for understanding, get an example of the students writing, and ensure that the lesson has been sufficiently executed. The teacher will also be able to post a few of the student’s postcards around the room as examples of student work.
Summative – The teacher will collect and grade the student’s postcard assignment. This will allow the teacher to check for understanding, get an example of the students writing, and ensure that the lesson has been sufficiently executed. The teacher will also be able to post a few of the student’s postcards around the room as examples of student work.
ACCOMMODATIONS FOR ENGLISH LEARNERS, STRIVING READERS, AND STUDENTS WITH SPECIAL NEEDS:
Throughout this lesson the teacher will provide strategies to assist any English learners, striving readers, or students with special needs in my class. The teacher will provide a list of important vocabulary on the board and take a moment to go over and define each term with the class. Throughout this lesson the teacher will be using a lot of images for the students to view and ask them questions relating to these images. These images will allow any English learners, striving readers or students with special needs an opportunity to express themselves verbally and share their ideas with classmates and the entire class. The teacher will provide a graphic organizer to assist these students with collecting the information, and possibly offer a completed version to any students that really need one. In the group discussion the teacher will encourage all students to actively participate in the discussions, and the teacher will roam around the class to ensure that each student has an opportunity to share their ideas. The teacher will attempt to group students who are struggling with other students that may be able to assist them and work together with them to express their ideas. For the postcard assignment the teacher will provide an example to the class and allow struggling students to examine it more thoroughly. The teacher will be available to answer any further questions and always check for understanding with any of our English learners, struggling readers, or students with special needs.
Resources:
Youtube links:
http://www.youtube.com/watch?v=OJe1W_HIWmA
http://www.youtube.com/watch?v=orSHDVskJGU
http://www.youtube.com/watch?v=E5ftwC9l8s4
Things Fall Apart by Chinua Achebe
http://www.youtube.com/watch?v=OJe1W_HIWmA
http://www.youtube.com/watch?v=orSHDVskJGU
http://www.youtube.com/watch?v=E5ftwC9l8s4
Things Fall Apart by Chinua Achebe