GOALS & OBJECTIVES:
Students will learn about the tremendous amount of imperialism and colonialism that occurred across Africa during the late nineteenth century. Students will examine and analyze how various industrialized countries competed to stake their claim of territory in Africa. Students will be able to identify various motives and locations for each industrialized countries colonial possessions across Africa.
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.
10.4.1- 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).
10.4.2- 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.
10.4.1- 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).
10.4.2- 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.
LESSON INTRODUCTION:
Class will begin with a map of Africa c. 1878 prior to intense imperialism. The teacher will tell the class that, “radical changes were about to take place across Africa as we move into the era of New Imperialism,” and then ask the class, “why would Africa be an ideal place to start a colony, if you were a leader of an industrialized country?” The teacher will have the students brainstorm some ideas with their neighbor and then ask them to share their ideas with the class. After the students have provided a few good ideas the teacher will show them a map of Africa c. 1913, showing the intense results of imperialism and colonialism that took place during the era of New Imperialism prior to WWI. Then the teacher will say something to the effect of, “lets find out how and why these dramatic changes took place in such a short span of time.”
Important Vocabulary:
Here is a list of some of the important vocabulary terms that will be essential for this lesson. The teacher will have these terms written on the board before class starts. We will mention and discuss the terms, and as we move through our chapter in the textbook students will compile definitions of each term in their journal.
-Scramble
-Racism
-Maxim Gun
-Quinine
-Berlin Conference
-Shaka
-Domination
-Boer Wars
-Scramble
-Racism
-Maxim Gun
-Quinine
-Berlin Conference
-Shaka
-Domination
-Boer Wars
Content Delivery ( Reading ) :
The teacher will instruct students to open their textbooks and turn to chapter 25: The Scramble for Africa. The teacher will conduct a pre-reading session with the entire class having students read and briefly describe what they think each major section of the chapter will deal with. As students read off each section or major heading throughout the chapter the teacher will activate prior knowledge and set the context for learning throughout the chapter. By asking what students already know, or think about each section, the teacher will be able to determine their level of understanding and which ideas need to be reinforced in order to improve reading comprehension.
Throughout this chapter there are four major sections including: Africa Before European Domination, Forces Driving Imperialism, The Division of Africa, and Three Groups Clash Over Africa. The students will be allowed to work with their neighbor as they read through the chapter and complete their assignment. The teacher will also pass out a map of Africa c. 1913 showing the major colonial possession and have the students color in the major territories for each country.
Throughout this chapter there are four major sections including: Africa Before European Domination, Forces Driving Imperialism, The Division of Africa, and Three Groups Clash Over Africa. The students will be allowed to work with their neighbor as they read through the chapter and complete their assignment. The teacher will also pass out a map of Africa c. 1913 showing the major colonial possession and have the students color in the major territories for each country.
Student Engagement:
In order to engage the students with the reading I will have them create a layered foldable using two sheets of paper. The students will fold the two sheets together to create a folder with four different tabs, and title each one: Africa Before European Domination, Forces Driving Imperialism, The Division of Africa, and Three Groups Clash Over Africa. This will allow students to separate each section of the chapter into manageable parts to take notes.
On each tab the teacher will have the students highlight major ideas, important vocabulary, significant events, and important figures. For the final section, Three Groups Clash Over Africa, I will instruct the students to divide the tab into three equal parts and title each one: Zulus vs. British, Boers and British Settle the Cape (in the middle), and British vs. Boers. These main ideas are covered in the final section of the chapter and also help to reinforce the vocabulary term, The Boer Wars.
In addition to the foldable I will also pass out a map of Africa c. 1913 to each student. The map will show the division lines between each colonial power and I will have the class create a key and color in the map with colored pencils that the teacher will provide. They will complete as much of the map as possible in class, completing the rest for homework, and then attach it into their journal.
On each tab the teacher will have the students highlight major ideas, important vocabulary, significant events, and important figures. For the final section, Three Groups Clash Over Africa, I will instruct the students to divide the tab into three equal parts and title each one: Zulus vs. British, Boers and British Settle the Cape (in the middle), and British vs. Boers. These main ideas are covered in the final section of the chapter and also help to reinforce the vocabulary term, The Boer Wars.
In addition to the foldable I will also pass out a map of Africa c. 1913 to each student. The map will show the division lines between each colonial power and I will have the class create a key and color in the map with colored pencils that the teacher will provide. They will complete as much of the map as possible in class, completing the rest for homework, and then attach it into their journal.
Lesson Closure:
For the lesson closure I will repost the map of Africa c. 1913 on the board and we will go over how, why, and where each colonial power located themselves. This will help to reinforce what they learned from reading the chapter and assist them in completing their personal map. As class is finishing I will hold a quick thumbs up thumbs down session as a formative assessment for the lesson.
Assessment:
Formative- The teacher will walk around the class and check on the students progress as they work through the chapter and complete their foldable. I will also hold a thumbs up and thumbs down question session at the end of class to check for comprehension and understanding.
Summative- The teacher will collect and grade the students foldable and map assignment checking for completeness and accuracy of information in order to assess their knowledge and check to see if any ideas need to be scaffolded or reinforced.
Summative- The teacher will collect and grade the students foldable and map assignment checking for completeness and accuracy of information in order to assess their knowledge and check to see if any ideas need to be scaffolded or reinforced.
ACCOMMODATIONS FOR ENGLISH LEARNERS, STRIVING READERS, AND STUDENTS WITH SPECIAL NEEDS:
The teacher will provide extra vocabulary terms from the textbook and overall lesson in order to assist English learners, striving readers, and students with special needs. Working with a neighbor while going over the reading will also allow for more fluent speakers and readers to assist these students. In my class I will sit my ELL, striving readers, and students with special needs next to stronger readers and speakers so that they have a chance to see another student model speech and help them with their reading in the textbook. Creating a foldable will help the students organize the information and make it more visually appealing/accessible.