ThePuzzleInvasion

Author:ElizabethJohnson
Datecreated:01/29/20157:08PMEDTDatemodified:01/30/201512:33PMEDT

VITALINFORMATION
TotalNumberofStudents

Thereareatotalof29studentsinthisclasswith13malesand16females.

Area(s)StudentsLiveIn

Thestudentliveinthelargesttownofthecountywhichis15,000peopleorinruraloutlyingareas.

Free/ReducedLunch

70%ofthestudentpopulationareonfreeorreducedlunch

EthnicityofStudents

Thereare13studentswhoareHispanic/Latinostudents,1studentwhoisChineseand15studentswhoareWhite.

EnglishLanguageLearners

ThereisoneEnglishLanguagelearnerinthisclassswhospeaksMandarinChinese.SheisclassifiedasIntermediate
Advanced.

StudentswithSpecialNeeds

ThereisonestudentwithanIEPinthisclass.IhavenotbeenabletoaccesshisIEPtoevauatebuthavetalkedtohis
resourceteacheraboutaccomodations.Itisrecommendedthatthestudentneedsmoretimetodowork,andneeds
lessofaworkloadthanotherstudentsintheclass.

Subject(s)

History

TopicorUnitofStudy

ThecurrentunitisontheNewImperialismdatingfrom18801914

Grade/Level

Grade10

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThislessonisonethatisplacedintheUnitontheNewImperialismof18801914.Priortothislessonthestudentshave
beenworkingonunderstandingtheMotivesbehindexpansionbyEuropeannationsbydirectinstruction,andanalyzing
primarysourcedocumentsofthetimeperiod.Thislessonisdesignedforthestudentstohaveagreaterunderstanding
ofwhatitwaslikeforasocietyorculturetobecolonizedbyEuropeannations.

LearningOutcome(s)

Afterattemptingtocompleteapuzzle,firstontheirownandthensecondlywithrulesandcircumstancesdictatedupon
thembytheteacherstudentswillanalyzetheeffectsofImperialismonconqueredsocieties.Asassessedbyrubric.

Summary
Standards

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeTen
Area:WorldHistory,Culture,andGeography:TheModernWorldStudentsingradetenstudymajorturningpointsthat
shapedthemodernworld,fromthelateeighteenthcenturythroughthepresent,includingthecauseandcourseofthe
twoworldwars.Theytracetheriseofdemocraticideasanddevelopanunderstandingofthehistoricalrootsofcurrent
worldissues,especiallyastheypertaintointernationalrelations.TheyextrapolatefromtheAmericanexperiencethat
democraticidealsareoftenachievedatahighprice,remainvulnerable,andarenotpracticedeverywhereintheworld.
Studentsdevelopanunderstandingofcurrentworldissuesandrelatethemtotheirhistorical,geographic,political,
economic,andculturalcontexts.Studentsconsidermultipleaccountsofeventsinordertounderstandinternational
relationsfromavarietyofperspectives.
SubStrand10.4:StudentsanalyzepatternsofglobalchangeintheeraofNewImperialisminatleasttwoofthe
followingregionsorcountries:Africa,SoutheastAsia,China,India,LatinAmerica,andthePhilippines.
Standard3:Explainimperialismfromtheperspectiveofthecolonizersandthecolonizedandthevaried
immediateandlongtermresponsesbythepeopleundercolonialrule.

Comments

ASSESSMENTS
Assessment/Rubrics

AssessmentwilloccurduringtheactivityasIassessthestudentsresponsestotheenvironmentalfactorseffectingthe
creationoftheirpuzzle.Attheendoftheactivity,studentswillbegivenquestionstoanswerindiscussionwiththeir
groupsdesignedtomakeconnectionstoImperialism.AfterdiscussiontakesplaceIwillcallonindividualstoreportout
theirfindingtotheclass,sothatassessmentistakingplace.Theywillthenhaveanexitticketattheendoftheperiod
toassesstheirunderstandingofhowImperialismimpactedsocietiesdrasticallyaroundtheworld.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&

Eachgroupwillbegivenapuzzletocompleteandboardstousetoputthepuzzletogether.Theywillbeprovidedwith

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Technology(handouts,etc.)

apostitnotetowritetheirexitticketanswerson.

Comments

IMPLEMENTATION
SequenceofActivities

1.IwillstarttheclassofftalkingabouthowIamamasterpuzzlechampionandthatIwanttosharemyfavoritepast
timewiththeclass.
2.Studentswillbeplacedintogroupsof5thatwillbedonepriortotheclassbeginning.
3.Studentswillbetoldthatforthedaytheywillbeworkingonapuzzleasarewardforthehardworktheyhavedone
forthatday.BeforetheygetthepuzzleIwillhavethemcomeupwithasystemasagrouptoputthepuzzletogether
moreefficiently.Iwillthentellthemthattheywillhavetheentireclassperiodtoworkonthepuzzleasagroup.Iwill
letthemknowthattheyhaveahomeworkassignmentfortheweekendtodo,andthegroupwhogetsthemostpuzzle
piecesputtogetherdoesnothavetodothathomeworkassignment.
4.Studentswillbegiventheirpuzzlesandwillbeginworkingonthem.15minutesintothegroupsworkingontheir
puzzlesIwillbegintodothingstothegroupsmakingitmoredifficultforthemtocompletetheirpuzzles.Examplesof
thisinclude
Takingthelidawayfromthestudentswiththeguidingpictureonit
Removingfastpuzzlemakingstudentsfromthegroupandhavingthemworkonapuzzleontheirownjustfor
me.
Seperategroupmembersaroundtheroomgivingthemlittlebitsofpiecestoworkwith.
Darkeningthelightsintheclassroom
Onlyonepersoncanputpiecestogether,whiletheothermembersverballyinstructthem.
Switchpuzzleswiththegroups.
5.After30minutesofthemworkingonthepuzzlesIwillstoptheclassandgoaroundtheroomandlookandseewho
hasthemostcompleted.Theywillbethewinnersoftheday.
6.Iwillthenasktheclasstodiscussthefollowingquestionswithinthiergroups.
Howsuccessfulwasyouroriginialprocessforyourpuzzle?
WhatdidMs.Johnsondotodistruptthatprocess?
HowdiditmakeyoufeelwhenMs.Johnsondisruptedyourpuzzle?
Howdidyourespondtoherwhenshedisrupted?
ImagineifRussiainvadedUkiahandchangedourSociety.
Howwouldyourespondtoaninvasion?Wouldyousurrender?Wouldyou
7.AfterthestudentshavediscussedthesequestionsIwillthencallondifferentstudentstosharetheirthoughts.Iwill
alsodrawontheconnectionoftheactivitytothatofcolonizedpeopleandthattheyrespondedindifferentwaystothe
invasionoftheirhomelands.
8.AfterthepuzzleshavebeenputawayIwillnotifythestudentsthatthereisnohomeoworkfortheweekend,buta
vocabquizonMonday.
9.Asanexitticketstudentswillwriteonapostit,anexampleofachangeinonescultureduetoColonialism.For
instance,language,religion,socialetc.Theywillputtheirpostitsonthedoorastheyleave.

GroupingStrategies

Iwillgroupthestudentsinamanorinwhichtheyarenotwiththeirbestfriends.Ihavenoticedatrendinwhichthe
worklevelgoesdownwhentheyworkwiththeirfriends.

DifferentiatedInstruction

FormystudentwithanIEPIwillhavehimverballytellmehisexitticketbecauseheneedstimetowriteanditwillbethe
endoftheperiod.

Comments

REFLECTIONS
PriortoLesson

Iamveryexcitedtodothislesson.IwillknowthattheobjectivewillbemetwhenIassesswhatthegroupstalked
aboutduringthediscussionportionoftheactivity.IanticipatethatthetimingforthisassignmentmaybeoffandImay
notgettotheexitticketportionofthisactivity.

PostLesson
Comments

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