UNIT PLAN: COLONIALISM
DESCRIPTION: Following an entire unit on the middle ages in Europe, this unit will focus more on the subjugated people because of colonial powers. As a transition between the middle ages and colonialism, the first lesson of this unit will focus on Renaissance art and Asian art after the middle ages. Following this lesson plan, this unit will be broken up into three weeks of work, with each week focusing on a different region. Specifically, the three regions this unit addresses are Africa, Asia, and Latin America. The African section will focus on the countries of Rwanda, Liberia, and Zimbabwe, the China section will be more event oriented as we focus on the Opium Wars, Japanese society, and Taiwan. Finally, the Latin American section will be thematic, focusing on the Spanish conquest, the movement for independence, and Latin American identity as a result of colonialism. Although this unit is broad in scope, it is designed to give students a good understanding of the underpinnings behind modern imperialism and the life of subjugated populations. At the end of this unit, students will have a week to work on a differentiated learning project where students choose different activities as they accumulate 100 points through a variety of different activities.
DATES: March 12, 2007 – April 13, 2007
OBJECTIVES: The following state standards will be met in this unit.
STATE STANDARDS:
CONCEPT 1: RESEARCH SKILLS FOR HISTORY
PO 4. Construct graphs, tables, timelines, charts, and narrative to interpret historical data.
PO 5. Evaluate primary and secondary sources for:
a. authors' main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event
e. credibility and validity
PO 6. Apply the skills of historical analysis to current, social, political, geographic, and economic issues facing the world.
CONCEPT 4: RENAISSANCE AND REFORMATION
PO 1. Analyze the results of Renaissance thoughts and theories:
- Rediscovery of Greek and Roman ideas
CONCEPT 5: ENCOUNTERS AND EXCHANGE
PO 1. Describe the religious, economic, social and political interactions among civilizations that resulted from early exploration:
- Impact of expansion and colonization on Africa, the Americas, and Asia
- Role of disease in conquest
- Role of trade
- Impact and ramifications of slavery and international slave trade
- Contrasting motivations and methods for colonization
CONCEPT 6; AGE OF REVOLUTION
PO 1. Explain the revolutionary and independence movements in Latin America
CONCEPT 7; AGE OF IMPERIALISM
PO 1. Explain the rationale for imperialism
PO 3. Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries
PO 4. Analyze the effect of European and American colonialism on their colonies
PO 5. Analyze the responses to imperialism by people under colonial rule at the end of the 19th century.
PO 6. Explain Japanese responses to European/American imperialism from a closed door policy to adoption of Euro-American ideas.
LESSON # 1: Renaissance Art and Asian Art
Date: Monday (March 12, 2007)
Bell Work: Bell work will be at the end of class.
Objective: Students will be able to:
Identify the different characteristics of Renaissance Art (e.g. depth, shade, realism, emotion, oil, individualism).
Name the different artists that emerged from the Renaissance period.
Identify the different characteristics of Asian Art (e.g. nature, religion, geography)
Explain the differences between Asian and European Art
Procedure: The class will begin with a lecture/slide presentation on artwork during the Renaissance period. The second lecture/slide presentation will focus on Asia and specifically Japanese art. At the end of the period, students will listen to an African American cartoonist who explains the influence of Africa on the Renaissance.
Evaluation: After listening to the NPR program on an African American cartoonist, students will write down three things they learned about the influence of Africa on Renaissance art. They will turn this in for 1 point of extra credit on their bell work from the previous week.
LESSON #2: What is colonialism? Where is Africa?
Date: Tuesday (March 13, 2007)
Objective: Students will be able to:
Identify the six regions of the African continent
Define colonialism as a system where European countries established rule over foreign countries and their people.
Bell Work: Students will write down a quote by Nelson Mandela and begin work on their journal entry for the week. The quote is, “No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.” At a later date, this quote will be discussed at length as students try to understand the meaning of socially constructing a definition.
Procedure: Following the bell work, students will take a short pre-test on Africa. After collecting the pre-test, students will write down 5 words that they associate with the word colonialism. Following this exercise, students will then take some brief notes on Colonialism (what it is, where it happened, and when it happened). Using a Think/Pair/Share exercise, the students will first explain their words to a partner and then to the class, as the teacher writes the words on the board. Following this exercise, students will again write down 5 words that they associate with the continent of Africa. Again, using a Think/Pair/Share exercise, the students will first explain their words to a partner and then to the class, as the teacher writes the words on the board. After this exercise, students will get into six groups and complete the African geography/colonialism worksheet. Using a jigsaw methodology, students will answer the questions on this worksheet for each specific group and then share this information with their home group.
Evaluation: Students will complete the worksheet on the African continent.
LESSON #3: Overview of Africa
Date: Wednesday (March 14, 2007)
Objective: Students will be able to:
Identify the flora and fauna of Africa according to the different climates of the continent
Explain how pre-colonial Africa consisted of trade networks, domestication of animals and no central power.
Describe the Berlin Conference of 1886 and how no Africans had a say in how the continent would be organized.
Understand the influence of colonialism on Africa as a continent.
Interpret the perspective of a video on British colonialism.
Bell Work: Five minutes of journal work.
Procedure: Distribute the African Lecture quiz to students. Following the PowerPoint lecture, students will complete the African Lecture quiz during class.
Evaluation: Students will complete the African lecture quiz and turn it in for a grade.
LESSON #4
Date: Thursday (March 15, 2007)
Objective: Students will be able to:
Identify Africa with real people who have either lived somewhere on the continent or are from the continent.
Bell Work: Students will write down five questions they have about Liberia or Zimbabwe.
Procedure: Students will listen to Jim McGeorge a former peace corps volunteer in Liberia or Joseph Mugedeshu from Zimbabwe. After the lecture, students will ask the guest speakers the different questions they wrote.
Evaluation: Students will be evaluated on their quality of questions.
LESSON #5
Date: Friday (March 16, 2007)
Objective: Students will be able to:
Understand where the term genocide originated.
Construct a broad definition of genocide.
Recognize the ambiguity of the term genocide and why pegging it to the holocaust limits its applicability.
Procedure:
The establish set for this exercise is to have students participate in a Think, Pair, Share exercise where they answer the question: What is politics?
The idea behind this exercise is to have students see that definitions that often seem obvious are not. Following this set, students will then participate in a Loopy Lolly exercise to introduce the idea of concept attainment.
Provide students with examples, some that represent the concept and some that do not. The best examples are clearly labeled yes, and carefully selected non-examples are clearly labeled no. Consider preparing examples in advance, if appropriate rather than writing on the board or only giving orally. Sequence these appropriately (first give an example, then a non-example, etc.). Do not use opposite concepts.
Urge students to hypothesize about the attributes of the concept (what characteristics do the examples all have in common). Visibly record their responses. Make sure to accept all responses so that students feel included and so that non-examples can be crossed off (not erased). Ask reasons for their speculation and additional questions to help focus student thinking and to get them to compare attributes of the examples and non-examples.
Based on the critical attributes the students have identified, get them to come up with the definition of the concept.
When students appear to know the concept, they name (label) the concept and describe the process they used for identifying it. Students may guess the concept early in the lesson, but you need to continue to present examples and non-examples until the students attain the critical attributes of the concept, a definition for the concept, as well as the name of the concept.
Finally, proceed through the powerpoint lecture on the Sudan as a way of applying this concept to an event that is occurring now.
Evaluation: Students will be evaluated based on their discussion and ability to define genocide.
LESSON #6 : From Ming to Qing and Opium
Date: Monday (March 26, 2007)
Objective: Students will be able to:
Thing about and understand the growing presence of China in the world system
Explain how China went from an open-trading society to a closed-society and then back to an open society.
Identify the key attributes of the Ming and Chin Dynasty
Bell Work: Students will listen to a NPR article about China’s presence in the world system. Students will write down five things they learned from this article and then share these things with a partner.
Procedure:
Students will receive a china lecture quiz that they will complete as the teacher goes through the lecture notes on China and the opium war.
After explaining the opium war, students will discuss whether or not they think this was an ethical decision. To do this, students will complete a Venn Diagram
Evaluation: Students will complete a lecture quiz that they complete as the teacher discusses China and the Opium Wars
LESSON #7 : Tokugawa Japan
Date: Tuesday (March 27, 2007)
Bell Work: Students will write down a quote by Ieyasu Tokugawa and begin work on their journal entry for the week. The quote is, “Find fault with thyself rather than with others.”
Background: The Tokugawa Period is exemplified not only by the political order and stability that arose during this period, but also a social order that was dictated and enforced by the shogunate.
Objective: Students will be able to:
Understand at least one point of view of a person or group during the Tokugawa Period.
Procedure:
Before the worksheet exercise, give students a 4 slide lecture on Tokugawa Japan.
Begin exercise by reading to students a short explanation on the class structure in Tokugawa Japan and an explanation of Confucian social values during this period. Begin this discussion by having students fill in this worksheet as you explain these ideas.
After completing this exercise, use the transparencies on Bushido to complete the samurai worksheet.
Finally, either answer the questions at the bottom of the class table worksheet individually by assigning people to one of the five classes in Tokugawa Japan, or divide the class into five small groups. Assign each group one of the four classes and one group to the people—such as members of the entertainment district—who fell outside of the hierarchical class system discussed in the reading about the social structure of Tokugawa Japan.
If time permits show the slide on Ronin and explain their role in society.
Evaluation: Students will complete a handout on the Tokugawa period, and answer questions from the perspective of a particular class.
LESSON #8: Matthew Perry and the Opening of Japan
Date: Wednesday (March 28, 2007)
Bell Work: A pop quiz on the previous day’s lecture will be administered at the beginning of class.
Objective: Students will be able to:
Define Mathew Perry as a sailor who opened Japan to U.S. trade.
Identify the different perspectives Japan and the U.S. had about opening trade.
Compare Matthew Perry’s exploration with colonization.
Procedure:
After the bell work, explain to the students that they will have the opportunity to answer the last question during the lecture. Then distribute a concept map to the class that they will complete as the lecture proceeds. After explaining the adventures of Matthew Perry, you will show students different pictures that represent the different perspective Japanese and U.S. sailors had about Japan and the treaty that opened up trade. As the lecture continues, students will complete a concept map on Matthew Perry and the opening of Japan.
Evaluation: Students will write a one paragraph explanation from the perspective of a Japanese or American who experienced the trade agreement.
LESSON #9: Meiji Restoration and the Last Samurai: History or Hollywood
Date: Thursday (March 29, 2007)
Bell Work: At the beginning of class students will receive a strip of paper with a historical figure’s name on it. The students will have 5 minutes to research their figure and then randomly be selected to answer yes/no questions about their figure until the class deciphers who they are. This exercise will continue into the next few days.
Objective: Students will be able to:
Explain that the Meiji Revolution abolished the feudal system in Japan and was followed by the invasion by Matthew Perry
Identify
Procedure:
Lecture on the Meiji Restoration using the powerpoint slide show as your guide. After the lecture, explain to the students that they are going to identify fact from fiction in the movie The Last Samurai
Scenes to show in Last Samurai: Show intro where Samurai has a vision of a white tiger being attacked. Ask what the symbolism of this clip is. Next, show scene of American traveling to Japan, followed by scene of him with the Royal Emperor. Ask the question, what do we learn about honor and respect in this scene. Was it common for the emperor to see foreigners? Next, show the scene where Samurai are being attacked by westerners with weapons. At the end of the scene, Sappuku is demonstrated. Ask students why this was a ritual of the Samurai. Then show the scene between the American and the Samurai leader. This conversation shows the cultural difference between the two nations. Then ask, how do Samurai envision honor? Finally, show the scene between the Samurai and the Meiji Diplomats. Ask the students to explain what the argument is about in the meeting chamber. After these scenes, students will watch a 20 minute documentary on the difference between Hollywood and History in The Last Samurai.
Evaluation: Students will complete the fact or fiction worksheet for The Last Samurai. Students will develop critical literacy skills through this exercise and refine their understanding of the Meiji Restoration.
LESSON #10:
Date: Friday (March 30, 2007)
Objective: Students will be able to:
Identify the strengths and weaknesses of Colonialism in India in the past and present.
Procedure:
Because the previous lessons still have some loose ends, this is more of a homework assignment then a lesson. Nevertheless, students will receive a New York Times Article about Goa and its transformation from a colonial state of Britain to an independent state of India. Today, it is using its colonial past as a way of attracting tourist dollars. Students will read this excerpt and then answer six questions about the article. If time remains in class, students can complete this assignment in class, but if there is not time, students will do the assignment for homework. This assignment will be the introduction for a brief lesson on colonialism in India on Monday.
Evaluation: Students will answer questions pertaining to the New York Times Article by James Brook titled, “India Dusts Off Colonial Past, Says Come to Goa."
LESSON #11: Latin American Colonialism
Date: Monday (April 2, 2007)
Bell Work: For Bell Work have students answer the following six questions based on their homework. --Why is India trying to reinvent itself? --Why won't government officials in Goa get involved in the issue of "heritage tourism"? --Who might be opposed to "heritage tourism"? Why? --Why isn't the manor of the de Albuquerque family able to turn a profit?
Objective: Students will be able to:
Identify key figures in colonial Latin America.
Procedure:
Teacher will divide the class into 15 different groups, most likely these will be pairs. Next, hand out a description of each person the groups will identify. Using the overhead questions, students will answer the How, Why, What, When and Where of their figure. After completing these questions, students will then have 10 minutes to find people that they would consider their friends. Explain to the students that there should be three different groups at the end of the 10 minutes. Next, each group will present their figures and explain why they should be grouped together. The teacher will use this as a way of discussing these figures in colonial Latin America.
Evaluation: Students will present their historical figure and provide justification for their grouping.
LESSON #12: The Industrial Revolution
Date: Tuesday (April 3, 2007)
Bell Work: Students will write down a quote by James Watt. This quote is, “We don't have to protect the environment, the Second Coming is at hand” The teacher will explain what the second coming is and that James Watt invented the steam engine. The students will then write about this quote in their journals.
Objective: Students will be able to:
Explain that the industrial revolution had benefits and costs in society.
Debate the pros and cons of the industrial revolution.
Procedure:
This lesson plan is the first part of a three-day exercise that will end with a debate about the pros and cons of the industrial revolution. In this lesson, students begin to examine different ideas relating to the industrial revolution and then share these ideas with cooperative learning groups. To begin with, students will break up into 6 different groups. Each of these groups will receive an article about the industrial revolution and then complete a portion of a graphic organizer for them to share using a jigsaw methodology.
Evaluation: Students will complete a graphic organizer that illuminates the pros and cons of the industrial revolution.
LESSON #13: Establishing Debate Group for the Industrial Revolution
Date: Wednesday (April 4, 2007)
Objective: Students will be able to:
Explain that the industrial revolution had benefits and costs in society.
Debate the pros and cons of the industrial revolution.
Procedure: After completing the graphic organizer on the industrial revolution, students will divide into four groups. Two groups will debate the positives and negatives of the Industrial Revolution. The other two groups will debate the benefits and costs of the Industrial Revolution today. Students that choose not to be in either of these groups will complete the chapter review on the Industrial Revolution (chapter 22).
Evaluation: Students will be assessed during their debate according to a debate rubric. Those students who complete the chapter review will be assessed on their completion of this review.
LESSON #14: Staging a debate on colonialism/inventions of colonialism
Date: Thursday (April 5, 2007)
Bell Work: At the beginning of class, students will receive a pop quiz that has students match key Latin American figures with their descriptions. The class will grade this quiz as a whole and review the people they have studied.
Objective: Students will be able to:
Debate or recognize the positives and negative of the Industrial Revolution.
Procedure:
- At the beginning of class, students will receive a copy of their juror form. Each student must complete this form during the debate. At the end of the debate, jurors will be placed into groups of three and decide who won the debate. (See handout)
- After the debate, students will play Pictionary as a way of introducing the different inventions of the industrial revolution. Students will be divided into groups of five. Group 1 will receive an invention and proceed to draw it on the board. If that group does not guess the invention in 2 minutes, the other groups get a change to guess and receive the point. If no group guesses the invention, then the next group will receive an invention to draw.
- At the end of the debate and Pictionary, students will be introduced to the differentiated learning project.
Evaluation: Students will be graded on their jury decision or on their debate skills.
NO SCHOOL
Date: Friday (April 6, 2007)
LESSON #16: Jose Martí’s Nuestra America/Latin American Identity
Date: Monday (April 9, 2007)
Objective: Students will be able to:
Identify the nationalist symbolism in Jose Marti’s famous poem.
Procedure: Students will receive a portion of the poem “Nuestra America”. Reading each portion of this poem independently, students will draw a picture and write a sentence explaining what they think the poem means. After students have completed this activity, they will present their interpretations to the class as the teacher guides a discussion about Latin American identity under Spanish colonialism.
Evaluation: Students will turn in their interpretation of Nuestra America.
LESSON #17: Black Legend/White Legend
Date: Tuesday (April 10, 2007)
Background: The Spanish-Indian relationship can be defined in many ways. One definition used is through the Black Legend and the White Legend. The interpretation of the Black Legend can depend on whom you are talking to. The Black Legend speaks of the Spaniards abusing the Indians and being guilty of much more misconduct than history has ever recorded. The White Legend speaks of how the Spaniards benefitted the Indian society by building communities, hospitals and spreading the Word of God. There are two reasons why the Spaniards were so intent on spreading the Gospel. The first is because Spain wanted to ensure political and military means of safety and independence of their own religious community and even more so their predominance over others. The second was a deeper desire to convert, which included appealing to the minds and hearts of individual unbelievers by preaching, reasoning and if needed by force (Plumb 152). The Black Legend (in Spanish, La leyenda negra) is the disparaging depiction of Spain and Spaniards as bloodthirsty and cruel, intolerant, greedy and fanatical. This is clearly evident in works by early Protestant historians describing the period of dominant Spanish imperialism, many also see influences of the black legend in the villains and storylines of modern fiction and film. The term was coined by Julian Judera - as in his 1914 book La leyenda negra y la verdad historica (The Black Legend and Historical Truth).
Bell Work: Students will receive a quote by Alfred Adler that states, “The greater the feeling of inferiority that has been experienced, the more powerful is the urge to conquest and the more violent the emotional agitation.” Students will have 10 minutes to write about this quote in their journals.
Objective: Students will be able to:
Identify and differentiate the perspective of the black legend and the white legend as it pertains to Spanish colonialism.
Procedure: After a short lecture on the black legend and white legend, students will receive different depictions of the Spanish conquest and determine which legend they are reading. These depictions will be displayed on the overhead. See Handout.
Evaluation: Students will receive a description of an attack on the Aztec empire and rewrite the account from the perspective of the black legend and the white legend.
LESSON #18: No Class AIMS
Date: Wednesday (April 11, 2007)
LESSON #19: Library for Differentiated Learning Project
Date: Thursday (April 12, 2007) and Friday (April 13, 2007)
Objective: Students will be able to:
Identify key resources that will aid in completing a differentiated learning project.
Feel empowered as they pick and choose which projects to complete.
Procedure: Students will go to the library and use the internet and other library resources to find information that will complete their project.
Evaluation: Students will submit their final project on Monday, April 16, 2007.
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