2013 Imperialism LessonDate your papers:

Friday, January 11, 2013Monday, January 14, 2013Tuesday, January 15, 2013

Shortened Periods Wednesday, January 16, 2013Wednesday, January 23, 2013

Thursday, January 24, 2013

Friday, January 11, 2013• 1. Quiet Question: Type Two Prompt---Be the

Thing…Object’s Perspective---Write a short personal response as if you were a specific object from history. Your response should include both emotional and physical feelings----consider the five senses. It is like the teapot and candle sticks in Beauty and the Beast. Imagine you are the thing!

• Format:• Your response should be at least two well-

developed paragraphs in length.• It should describe the purpose and function of the

object.• It should describe how the object might feel or

what it might be thinking.• It should address the historical situation.• It should be descriptive and use powerful

vocabulary to bring the historical situation to life.• Be sure to include emotional feelings.• Be sure to include physical feelings.• Use your notes and primary sources to help you

write from the object’s perspective.

• Possible Objects:• Goree or Slave Stick---Capture• Coffles or Iron Chains---

Capture• Holding Prison on West Coast

of Africa like Cape Coast Castle---Capture

• Slave Barracks or Barracoons---Capture

• Hold of Slave Ships---Middle Passage

• Auction Platform---Sale• Slave Master’s Brand---Sale

Friday, January 11, 2013• 2. Class: Have students share their Be The Thing

Prompts. Then ask the class, things actually got worse for the people of Africa, even worse than slavery. What do you think happened next and why?

• 3. Class: We are going to watch one film clip from United Streaming. As we watch the short clip, take notes in The Age of Imperialism: Concept Definition Map.

• European Imperialism in Africa---2.28 minutes– Concept Definition Map---definition, key characteristics, and

specific examples of imperialism in action

Friday, January 11, 2013• 4. Individual/Homework: We are going to begin to examine

Imperialism in depth from two viewpoints. • The first being from the European perspective and why they

felt justified in pursuing Imperialism. • The second being from the African perspective on how

Imperialism exploited them but also brought some limited benefits.

• You will have the rest of class to begin reading and taking notes.

• You should have at LEAST:– SIX different points under definitions and key characteristics– THREE different examples– THREE different effects

Friday, January 11, 2013• Academic A/Standard Level:

Periods 1, 3, 4, and 5• You will read “Imperialism

Reasons and Impact on Africa” pgs 686-687 and 692-701 in the textbook and take notes in the provided graphic organizer.

• There are 11 pages in the textbook to read and take notes from.

• Break it up into two nights:– First Night: pgs 686-687 and

692-695– Second Night: pgs 696-701

• Accelerated/High Level: Period 6

• You will read the CLASS COPY of “Overview and Defining Imperialism Reading” and take notes in the provided graphic organizer.– Ms. Barben wants the

supplemental reading to be returned. Do not write on it.

• There are 11 pages in the supplemental reading to read and take notes from.

• Break it up into two nights:– First Night: pgs 1-6– Second Night: pgs 7-11

Monday, January 14, 2013

• 5. Class: Ms. Barben is going to begin her Imperialism Powerpoint Presentation. – You are to take notes in the graphic organizer

adding to the notes from the homework reading.• 6. Homework: Finish your reading and note-

taking

Tuesday, January 15, 2013

• 7. Class: Ms. Barben is going to continue her Imperialism Powerpoint Presentation.

• And you are to continue taking notes in the graphic organizer adding to the notes from the homework reading.

• Homework: Study for Midterms!

Shortened Periods Wednesday, January 16, 2013

• 8. Class: Ms. Barben is going to finish her Imperialism Powerpoint Presentation.

• You are to finish taking notes in the graphic organized adding to the notes from the homework reading.

Wednesday, January 23, 2013

• 9. Class: Ms. Barben is going to finish her Imperialism Powerpoint.

• 10. Class: Ms. Barben is going to go over the Imperialism Homework due on January 31, 2013.

• 11. Rest of Class: Use the textbook to fill in any gaps in your Imperialism Graphic Organizer.

• 12. Homework: Begin Imperialism Homework---follow the chunking timeline.

Wednesday, January 23, 2013• 10. Homework:• Academic A/Standard: Periods 1, 3, 4 and 5---Create a Propaganda Poster for or against imperialism.• • 1.__________It was turned in on time. For each day late, it is 10% off the value.______________• • 2.__________The student created the propaganda poster from either the imperialist or the native viewpoint and

appropriately represented their views on the specific issue of:• • Possible Topics for Imperialism Propaganda Poster: Worth 10 Points• • Berlin Conference• Reasons for Imperialism• Effects of Imperialism• Leopold’s Brutality in the Congo• Egypt and the Suez Canal• Boers Wars• • 3._________The student had a clever and appropriate slogan that reflected the core of the issue from the chosen

viewpoint and used one of the following: Worth 10 Points• • Alliteration• Rhymes• Pun• Plays off a commonly known phrase

Wednesday, January 23, 2013• 4._________The student used a MINIMUM of TWO DIFFERENT propaganda strategies appropriately

in the poster from the list below: Worth 30 Points• • Name-calling• Glittering Generalities• Transfer• Testimonial• Appeal to Authority• Bandwagon• Fear• Loaded or Emotional Words• Euphemisms• Plain Folks• Logical Fallacies• Misery• Black and White• Bait and Switch• Scapegoat•

Wednesday, January 23, 2013

• 5.________The student used HISTORICAL IMAGES from the Imperialism Powerpoint or Internet within the poster effectively in support of the position taken. Worth 10 Points

• • They should be in color.• They cannot be drawn by hand.• They must be either a photo of a key figure, of an

event or events, or a map.•

Wednesday, January 23, 2013• 6.________The student wrote a

MINIMUM OF THREE WELL-DEVELOPED PARAGRAPHS. Worth 45 Points

• • A well-developed paragraph consists of

a minimum of six strong sentences.• The sentences should either identify and

define, explain and provide examples, or analyze the content or historical relationships.

• • Paragraph One:

– Explained the core issue and answer the 5 Ws and How and Effects

– Explained the viewpoint of the issue from the imperialist or native point of view

– Explained why you chose to do the poster from the chosen viewpoint

• Paragraph Two:– Explained the thought process

behind the slogan and how it represents the chosen viewpoint on the issue

– Explained the choice of images used in the poster and how it supports the chosen viewpoint on the issue

• Paragraph Three:– Explained the first propaganda

strategy used by defining it, how it was used in the poster, and why it was chosen

– Explained the second propaganda strategy used by defining it, how it was used in the poster, and why it was chosen

•

Academic A Chunking of Homework

• First Night: Wed, Jan 23• Select historical

viewpoint and topic.• Do a pre-write to get all

the historical information together and organized.

• Write down ideas for visuals and slogan

• Second Night: Thursday, Jan 24

• Finalize slogan.• Find and finalize historical

images/visuals for propaganda poster.

• Decide on two other propaganda strategies to use in poster and how they will be used.

Academic A Chunking of Homework

• Third Night: Friday, Jan 25

• Assemble the art part of the propaganda poster.

• Edit it and make any corrections.

• Fourth Night: Monday, Jan 28

• Do a pre-write for the three paragraphs.

• Write and edit the first paragaph.

Academic A Chunking of Homework

• Fifth Night: Tuesday, Jan 29

• Write and edit second paragraphs.

• Sixth Night: Wednesday, Jan 30:

• Write and edit the third paragraph.

• Print and assemble the project.

• Staple the grade sheet to the front.

• Due tomorrow: Jan 31

Wednesday, January 23, 2013

• 10. Homework: • Accelerated/High: Period Six---Write an

Editorial for or against imperialism.– Use primary and secondary source quotes from

the supplemental pdf– Must use a minimum of SEVEN different primary

sources within the four required sections of the editorial

– Use graphic organizer notes

Wednesday, January 23, 2013• 2013 Imperialism Editorial Grade Sheet Due on:• Student’s Name: Period:• • 1._________The student turned the assignment in on time. For each day late, it is 10%

off the value:______• • 2._________The student wrote from one of the two perspectives: Worth 10 Points• • Perspective One: You agree and support the policy of imperialism. You are either from

Great Britain in Egypt, the Netherlands in South Africa, or Belgium in the Congo.• Perspective Two: You disagree with the policy of imperialism. You are either a native

person of Egypt, Zulus or Bantu in South Africa, or from the Congo.• • 3._________There was a provocative headline that corresponds with your position.

Worth 5 points.•

Wednesday, January 23, 2013• 4._________There was a historical image with caption from Ms. Barben’s Powerpoint or

from the supplemental of primary documents. Worth 10 points.• • 5._________ The First Section contained: Worth 15 points. • 1)Hook to get the reader’s attention• 2)5ws and How summary of the events with the chosen bias• 3)At least ONE primary source quote incorporated into the summary• 4)Your chosen position• • 6.__________ The Second Section contained: Worth 25 points.• 1)Your arguments that support your position• 2)Each must be well-developed into separate paragraphs. • 3)Must provide well-thought out explanations.• 4)Must provide specific historical details as evidence like historical examples,

statistics, etc…• 5)Must use a minimum of TWO different primary source quotes as evidence for your

arguments.

Wednesday, January 23, 2013• 7.__________The Third Section contained: Worth 25 points.• 1)Attack the opposing side’s arguments.• 2)Must address a minimum of TWO of their arguments.• 3)Point out the weakness in their thinking and reasoning with thoughtful arguments.

• Explore how their views are hypocritical, not valid, how the negatives outweigh the positives, etc…

• 4)Must provide specific historical details as evidence like historical examples, statistics, etc…

• 5)Must use a minimum of TWO different primary source quotes as evidence for your arguments.

• • 8._________The Fourth Section contained: Worth 10 points.• 1)Review your main points.• 2)Restate your position.• 3)Close with a reference/tie in to your hook.• • 9.__________No Excuses: It was typed, spell-checked, grammar-checked, and edited for

capitalization. There was a SELF-EDITED ROUGH DRAFT with content and style corrections. Worth 10 Points

Accelerated Chunking of Homework

• First Night: Wed, Jan 23

• Decide on historical viewpoint.

• Select your seven primary sources to use in the editorial.

• Highlight the parts you want to directly quote and use in your editorial

• Second Night: Thurs, Jan 24

• Do a pre-write for the first section

• Come up with headline• Come up with historical

image and caption• Write your first section

Accelerated Chunking of Homework

• Third Night: Fri, Jan 25• Do pre-write for second

section.• Write second section.

• Fourth Night: Mon, Jan 28

• Do pre-write for third section.

• Write third section.

Accelerated Chunking of Homework

• Fifth Night: Tues, Jan 29• Do pre-write for fourth

section.• Write fourth section.

• Sixth Night: Wed, Jan 30, 2013

• Edit work.• Print up to turn in

tomorrow.

Thursday, January 24, 2013

• 9. Groups: You are going to be broken up into groups to examine and analyze Rudyard Kipling’s “The White Man’s Burden.”

• You will have about half the period to work on this.

• Then the groups will each present their analysis to the class.