Académique Documents
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Grade Level: 10
http://www.paddletrips.net/wmb/ed_cartoon_kipling.jpg
Colonial Claims of 1898.
http:images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_mwh2005_0
618377115_p337_f01.jpg
Extent of Colonialism. https://www.mtholyoke.edu/acad/intrel/pol116/colonies.htm
Imperial Control Jigsaw Activity. http://robertwnukowski.wmwikis
Primary Source Analysis
Day 3:
What I Have Learned Newspaper
Day 4:
Cartoon Rubric
Cartoon Self Check
Quiz-http://www.quia.com/quiz/926523.html
Check out mac cart for quiz above
Day 5:
KWL
Test
Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students.
Age-Range, Gender, Total number of students
In my clinical instructors classroom there are a total of 104 students that he teaches
throughout the day. The ages of these students range from 15 to 18 depending on the subject
he is teaching that period. There are 67 boys in the classroom 37 girls in the classroom.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
The achievement levels of the students in my clinical instructors class vary greatly in each
period. There is one student who is handicapped and has to use a wheel chair but has no learning
disabilities. Twenty-four of the students are on tier 2 and receiving interventions for reading
difficulty. There are 8 students on tier 3 and are in danger of failing this year. According to
grades thus far over 75% of the class seems to be performing on or above grade level. The other
25% is in danger of failing the semester and possibly the state test. In class, several practice tests
were given to assess how well the students may perform on the state test and over half of the
students scored proficient/minimal and the other half scored basic/minimal.
Socio-Economic Description
The students in this class have varying socio-economic levels. For the most part the
students are low socio-economic level to middle socio-economic level. Several of the
students parents did not complete high school, thus limiting the possibilities for higher
paying jobs as adults. More than half of this class receives free/reduced lunch. The class that
goes to lunch with me has four students who bring their lunch while the others eat in the
cafeteria. All students are adequately clothed when they come to school; they each have their
backpack, and most have their homework. It appears that six students from all the classes
seem to come from a low socio-economic level due to the fact that their clothes and shoes are
worn repeatedly, no matter the condition of their cleanliness. The majority of parents are
involved in homework help and school activities; this is evident through homework
completion, email and note communication, and signed test papers.
Typical Demeanor of Students
In the classroom the students are very well behaved. They come in quietly and look for their
work on the board and begin. They will usually greet the teacher and have casual conversation
about sports or what they did the past weekend and then get to work. The students are very well
mannered. They always raise their hands to answer questions, say yes sir, and are not
disrespectful. The students are not only polite to the teacher but they also respect their
classmates also. When a student has a question that has already been answered or seems to be
struggling the class does not get frustrated; they are very patient and try to assist the teacher in
helping the student comprehend what the class is learning about. The students tend to hit a
slump after lunch and seem to get tired but they never fall asleep. Their energy level seems to
drop and they seem less interested in the material being covered but they are always attentive and
try to stay focused on the topic at hand.
Typical Interest and Involvement of Students
According to the interest inventories and observations I have made in my classroom
many of my students are involved with activities outside of school. Most of the students in
this class take part in football, soccer, and baseball. Several boys in this classroom are on
teams where they play one of the above sports with the city league or school. Many of the
girls in this class said they enjoyed gymnastics, swimming, tennis, and ballet. Many students
in the class expressed interest in playing Xbox and interactive games. All of my students,
with the exception of four, seem to have families who are very involved in their lives. Most
students attend some type of church service on Sundays and Wednesdays.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
According to the interest inventory my students have many approaches to learning. The
most numerous groups were the kinesthetic learners and visual learners. For this unit I used
group activity to meet the needs of the kinesthetic learners as well as using power point slides
and handouts for the visual learners. In addition, I issued notes through lecture suiting those
whose preference was for auditory learning.
3. Knowledge of students skills and prior learning
World history builds on what the students have learned in previous classes and scaffolds
students for U.S. History. Students should already have a basic knowledge of world history from
pre-historic time until the enlightenment which is covered in the eighth grade. In addition,
students should have a basic background in global geography which was taught to them in ninth
grade. This class covers the history of the world from the Enlightenment Era to the Present day.
The curriculum focuses heavily on the Enlightenment, the Age of Revolution, Imperialism, and
the World Wars.
Day 3: Collect and display knowledge gained thus far on a newspaper (DOK
2)
Day 4: Construct a political cartoon and develop a logical argument
defending its message (DOK 3)
Day 5: Apply concepts taught to complete test (DOK 4)
Monday
Define key
terms
KWL on
Imperialism
Video on
imperialism
Slide Show
Think-pair-share
Tuesday
Bell Ringer
Friday
Review for test
Slide Show
Paired Reading
Slideshow
Test
Primary Source
Handout
Shared Notes
Notes
Finish KWL
Class Review of
notes
Quiz
Finish
presenting
political
cartoons
Jigsaw Group
work Activity
Compare/Contra
st Imperialism
Create/present
political cartoons
1.
2.
3.
4.
Closure:
Students will complete a think, pair, and share activity to show what they
learned that day.
Differentiated Instruction:
Enrichment: Students will be asked and challenged to not only copy
the key terms but then create their own definition of the key terms and
illustrate the key terms
Intervention: Students will be asked to illustrate their key terms and
another student can assist in writing the definition to the key term
Accommodation: Students will be provided a set of key terms and
definitions. They will have to match the correct term to the definition
Materials:
Pencil
Paper
Dry erase marker
Eraser for board
Power Point
Power Point Handout
White Mans Burden Image
White Mans Burden Text
Black Mans Burden Text
Imperialism Map
Colonial Statistics
Opening (Set):
1 Students will complete their bell ringer for the day: Examine the image
on the PowerPoint, The White Mans Burden. They will take five
minutes to write down what they think the white mans burden is.
Students will analyze the picture and discuss what it means in their
group, and then share with the class.
2 Teacher will review the bell ringer and ask students for their input.
3 Teacher will remind students that bell ringers are graded and to put
them away in their binders.
We have been studying through the nineteenth century. One of the central
events that happened during the latter half of the century was the
explosion of colonialism and the great powers rush to gain colonies.
Today, we will look at the growth of colonialism and the different types
and forms of it. Also, we will talk about the effects that it had then and the
lasting effects of imperialism.
Learning Tasks (Procedures):
1 Teacher will begin slide show.
2 Teacher will pass out the handouts that include the primary sources
3 Teacher will present the brief slide show to the class detailing
imperialism in Africa
4 During lecture, the teacher will use the map and the population
statistics as examples of how colonialism affected the Africa
5 Teacher will ask and take questions from the students during lecture
time
6 At the conclusion of lecture the teacher will hand out the primary
sources White Mans Burden and Black Mans Burden.
7 The students will take a few minutes to read over these documents
8 Students will then be broken off into four groups and the teacher will
continue with the group activity Imperial Control Jigsaw
Opening (Set):
Show students pictures of China, India, and Japan and ask if they know what
may have happened during the age of Imperialism and did it spread?
Learning Tasks (Procedures):
Explain that Imperialism did spread and it took place in the parts of the world
stated earlier.
Pair students up-higher learners with lower learners and assign each pair a
passage in the text to read and outline
Have each pair present to the class what they learned about and the class
will compile notes
Closure:
Students will ask any questions they may have to other groups and finish
copying notes
Differentiated Instruction:
Enrichment: Will be placed with lower learners to help students read
Intervention: Will be placed with higher learners to help with reading
passage and note taking
Accommodation: Will be provided a copy of notes taken in class
* Enrichments and interventions should be some change in the
content taught, the process in which the material is taught, or the product
produced by the student.
Opening (Set):
Students will complete their bell ringer for the day. Discuss the rise of
Indian Nationalism during the late 19th and early 20th Century.
Teacher will review the bell ringer and ask students for their input.
Teacher will remind students that bell ringers are graded and to put them
away in their binders.
We have been studying imperialism throughout the last few days. Yesterday
we talked some about India, China, and Japan. Who can kind of recap for us
what we learned about each?
So today were going to focus on Southeast Asia which was a very important
area. It was here that the United States first really entered into the fray of
colonial powers. Lets open our books to page 618 and begin.
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States
And analyze the colonial relationships of each. (DOK 3)
3. Understand causes and consequences of contact, cooperation, and conflict (e.g.
Diplomatic, economic, political, cultural/ethnic, military, biological) between various
Societies, nations, and groups of people.
a. Analyze the role of imperialism and industrialism as factors in the rise of global conflict
Since the Age of Enlightenment. (DOK 3)
Materials:
Pencil
Paper
Test
KWL
Cartoon if not finished
Opening (Set):
Students will be asked a series of questions to jog their mind of the chapters
material. The teacher will throw a ball to each student and ask them a
question. If the student does not know the answer the student can phone a
friend.
Learning Tasks (Procedures):
After reviewing for the test the teacher will explain the directions to the test
The students will complete the test
The students will turn in the test, complete their KWL and turn it in
The students will present their remaining political cartoons if not finished
yesterday
Closure:
Students will share their KWL with the class and tell what they liked most
about this chapter
Differentiated Instruction:
Enrichment: Students will be challenged to create a political cartoon
from various points of view and explain why they feel their cartoon is
politically accurate
Intervention: Students may draw their cartoon and explain verbally
what their cartoon means and how it is conveyed
Accommodation: Answer choices will be modified on the test to
accommodate all students IEPs. Multiple choice questions will be
reduced to 3 instead of 4 choices, short answer can be verbal if
needed, and fill in the blank answers must have a word bank if on the
test.
C) France
D) Germany
2 Which European Power was not a major player in the Scramble for
Africa?
A) Germany
B) Great Britain
C) France
D) Russia
B) Mohandas Gandhi
C) Queen
D) Ruhk Kahn
7. The Sepoy Mutiny in India and the Boxer Rebellion in China were similar
in that they:
A) Restored power to hereditary monarchies
8. Which continent does the country above the door belong to?
A Europe
B) Asia
C) Africa
D) North America
C) Uncle Sam
D) Kaiser
Wilhelm II
10. Which statement best expresses the motive for 19th century imperialism?
A) Living space was needed for the excess population
Atlantic Ocean:
Puerto Rico:
Hawaii: Philippines:
China:
Caribbean Sea:
India
United States:
Self-Evaluation
Name: ________________________________
Neither
Anti-Imperialism
Disagree
Strongly Disagree
I feel that I have followed directions and requirements of creating a political cartoon: (circle one)
Strongly Agree
Agree
Pro-Imperialism
Agree
Neither
Disagree
Strongly Disagree
I believe that my political cartoon could be easily interpreted by a classmate: (circle one)
Strongly Agree
Agree
Neither
Disagree
Strongly Disagree
I believe that I should receive ____/50 points for my political cartoon because
------------------------------------------------------------------------------------------------------------------------------------------------------Peer-Evaluation
Name: ________________________________
Classmates Name: ____________________________ (illustrator of the cartoon that you are evaluating)
1 My classmates Political Cartoon is: (circle one)
Pro-Imperialism
Anti-Imperialism
2
My classmates Political Cartoon clearly expresses their opinion of imperialism: (circle one)
Strongly Agree
Agree
Neither
Disagree
Strongly Disagree
Agree
Neither
Disagree
Strongly Disagree
I believe that my classmate should receive ____/50 points for their political cartoon because