Curriculum Plan II PowerPoint
Bray2009
CurriculumPlanPart2.pptx10th grade world history, 19th century
MAT Student
Imperialism transitions to world war I
Did imperialism lead to the start of World War I.
What effects did imperialism leave on people across the world?
First Sequence: Imperialism
Focusing on the students I teach at Raymond High School, I want to help them understand this content by making it relevant to where they are right now.
Raymond is a predominantly African American school where the students are only concerned with the small town around them. Students do not have much experience beyond their small town.
Using this lesson, we will journey to native cities (virtually) to understand the impact of imperialism.
Lesson 1: what is imperialism?
Guiding Question: Are the effects of Imperialism still present today?
Bellringer: Explain in 5-6 bullet points, what the artist is implying with this cartoon.
Discuss the cartoon and what imperialism is.
Lesson 2
Students will be given a list of surrounding cities in which they will choose to occupy.
Students will be split into groups of three and will research the city of their choice.
Students will decide if they would enforce the idea of “The White Man’s Burden” where they will come in a teach the citizens of that town their ways and expect them to conform.
Students will decide if the town is thriving and implementing somethings would suffice or if they should completely conform.
This is where students will decide if ”Social Darwinism” would be more appropriate.
Rubric
For this lesson students will be graded on whether they clearly decided between enforcing Social Darwinism or White Man’s Burden.
Students will also be graded on the research presented on their city. Example: What are the school districts like? Is the city growing financially?
Students will also look into their police department and the safety of the community. Will it be easy or complicated to occupy the city in which the student is researching?
Will this take over lead to civil unrest?
Lastly, students will use their research to decide if their town (Raymond) could benefit from some of the things used in the city they are researching.
Lesson 3
Students will be assigned a case to investigate the bombing of The Maine.
Students will determine who was at fault and what lead to it happening.
Assessment
Students will be responsible for creating a detailed report to show the finding of their investigation.
Students will need to include suspects, interviews, and initial findings.
Students will use google and other sources to gather their information.
Reports will be 3-5 pages and must include all areas of learning.
Second Sequence: World WAR I
Students will be able to identify the dates, years, and causes of world war I.
Lesson 1 Why did world war I happen?
Students will have a lecture on World War I Begins.
Upon completing the lecture students will take part in a Timeline Race.
Students will scan the QR Codes on these picture using a QR reader.
The reader will then give the students the date in which the event listed happened.
Upon completion of the timeline on paper, the students will each be given an event. One student will be tasked with putting students in order according to the dates they learned prior.
The lesson is designed to get students moving and working with one another to remember significant events.
Lesson 2
Students will have a bellringer in which they will be able to list the central power and allied powers on a map for accuracy.
Students will then go through lessons on Trench Warfare.
Students will have guided notes and PowerPoints that help them understand the significance of this part of World War I.
Upon completion of the notes, students will each be given a small box filled with sand. They will have a bag of popsicle sticks, gum drops, and twizzlers. Student will recreate their version of a trench to show understanding.
Lesson 3
Propaganda lecture/guided notes
Students will receive a lecture on propaganda and its uses and effects during World War I.
Students will be assigned a country and will have to create propaganda to encourage citizens to join the war effort.
Rubric for propaganda lesson
Reasons
I have chosen to do my lessons using a more hands on approach for students because I have observed they struggle understanding passages in the textbook.
01
In order to ensure students understand, I will used guided notes that have pictures to help them associate the material being learned for their understanding and lectures will fall in line with the guided notes.
02
In this class I have one IEP student and their accommodations require information to be read aloud. By making the material hands on, student is able to comprehend material.
03
