ACP Lesson Plan Template

NAME

Zachary Cokely

DATE

10/23

DAY OF WEEK

Tuesday

COURSE

Modern World History

PERIOD(S)

2,3

UNIT TOPIC
LESSON TITLE

Imperialism
African Imperialism

LESSON OBJECTIVES
Students will be able to locate European territories in Africa.
Students will be able to correlate European domination to African culture
deterioration.
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
CCSSELA: with Numbers of standard and details of standard. (one of how many you use)
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's
claims.
INSTRUCTIONAL OBJECTIVES
European occupation of Africa
Decline of Nationalism in Africa
Expansion of capitalism/industrial revolution
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted 5 min
To begin the lesson, I will tell the students a story about America getting taken over. I will
tell the story as if it is modern day and explain that America will be broken up into
provinces that will divide southern California. This story should incite some anger and
angst in the students. I will have them talk to their classmate about what they would
want to do in reaction to the country that has taken over. Again, this should create
negative feelings towards the fictional occupying country. After they discuss their
feelings, I will reveal that this is the same situation that happened in Africa during the
late 19th and early 20th century
BODY OF THE LESSON (TPE1, 4,5,6,8,9,10)

Direct Instruction: Approximate Time Noted 12 min

After the introduction, I will introduce the new unit, Imperialism. I will have students get
out a piece of paper and write the word Imperialism on it. I will then ask the students
what they think Imperialism means and what they think of when they hear the word
imperialism. They will be given a minute to write their definition of Imperialism in the top
left. After this time, I will take student responses and type them on the projector. After
about five students share, I will read back their definitions and ask the students if they
agree with the definitions given. If the definition is incorrect, I will adjust it. If it is correct,
I will tell the students to rewrite the definition in their own words on the top left of the
page under their original definition. Next I will have them discuss examples with a
classmate. They will write examples in the top right and non examples in the bottom left.
Lastly, they will either draw a picture, or write something that helps them remember the
definition of imperialism.
Guided Practice: Approximate Time Noted 30 min
After the vocabulary introduction, students will be given a map of Africa. On this map,
they will color and label the different claims by European countries in Africa. This will
give them a visual representation of how much land was claimed, which countries
claimed it, and will show them where key African countries are that we will talk about
later on. At the end of the map activity, students will have 3 questions they will respond
to. These questions will make students think about the lasting impact of Imperialism and
the possible ramifications even to this day.
CONCLUSION OF LESSON: (TPE 4, 5, 6, 9, 10)
Lesson Closure/Summary: Approximate Time Noted 10
At the end of the map activity, students will add to their imperialism definition from the
direct instruction. The students will have time to modify their definition and will be asked
to add examples to the paper. After the map activity, the students should have a better
understanding of imperialism and how it will impact Africa and Europe going forward.
ADAPTATIONS (TPE 6, 7)
Students that have a learning disability and work slower will be instructed to answer the
questions before completing the map as this will be more important in the big picture of
imperialism. These students will be asked to do their best to complete the assignment,
but will not get points taken away if they do not. English language learners will benefit
greatly from the map and having a visual for imperialism. They will be allowed to work
with a partner and ask questions regarding the questions at the end of the assignment.
ASSESSMENT (TPE 2, 3)
The map and corresponding questions will be the assessment for this lesson. The map,
although straightforward, will solidify that the students know which countries were
mostly responsible for imperialism as well as major locations to know going forward. The
corresponding questions get into higher level thinking which will also be a good way to
assess students from this lesson. The more they can understand the lasting impact of
imperialism, the better off they will be with this material.
MATERIALS NEEDED
Africa Map, Textbook 11.1, colored pencils, paper, pen/pencil

REFLECTIONS/EVALUATION (TPE 11,12)

What do you anticipate as a problem, concern, or stumbling block for your students? By
thinking ahead, you have eliminated classroom management problems, as much as
possible. Proper planning prevents poor performance.
The biggest problem I anticipate during this activity is that students may be too focused
on how the map looks and not what it represents. Bringing the aesthetic side of the
lesson has a positive impact on helping students understand the material from multiple
perspectives, but for some it may be a stumbling block toward understanding the overall
message of the colonies in these African territories that already had inhabitants. Because
of this, I will review the map shortly before the conclusion activity and review the
importance and what it represents overall.