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    This daily lesson plan covers imperialism in Africa during the late 19th century. Students will examine the image "The White Man's Burden" and discuss what they think the white man's burden represents. The teacher will then give a brief lecture on European colonialism in Africa using maps and population statistics to show colonialism's effects. Students will read the primary sources "White Man's Burden" and "Black Man's Burden" and then participate in a group activity where they learn about the different methods European powers used to govern their African colonies, such as direct rule, indirect rule, protectorates, and spheres of influence. The class will then discuss the positive and negative impacts of European imperialism in Africa.

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    This daily lesson plan covers imperialism in Africa during the late 19th century. Students will examine the image "The White Man's Burden" and discuss what they think the white man's burden represents. The teacher will then give a brief lecture on European colonialism in Africa using maps and population statistics to show colonialism's effects. Students will read the primary sources "White Man's Burden" and "Black Man's Burden" and then participate in a group activity where they learn about the different methods European powers used to govern their African colonies, such as direct rule, indirect rule, protectorates, and spheres of influence. The class will then discuss the positive and negative impacts of European imperialism in Africa.

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    This daily lesson plan covers imperialism in Africa during the late 19th century. Students will examine the image "The White Man's Burden" and discuss what they think the white man's burden represents. The teacher will then give a brief lecture on European colonialism in Africa using maps and population statistics to show colonialism's effects. Students will read the primary sources "White Man's Burden" and "Black Man's Burden" and then participate in a group activity where they learn about the different methods European powers used to govern their African colonies, such as direct rule, indirect rule, protectorates, and spheres of influence. The class will then discuss the positive and negative impacts of European imperialism in Africa.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    85 views3 pages

    Primary Source For Portfolio

    Uploaded by

    api-281964936
    This daily lesson plan covers imperialism in Africa during the late 19th century. Students will examine the image "The White Man's Burden" and discuss what they think the white man's burden represents. The teacher will then give a brief lecture on European colonialism in Africa using maps and population statistics to show colonialism's effects. Students will read the primary sources "White Man's Burden" and "Black Man's Burden" and then participate in a group activity where they learn about the different methods European powers used to govern their African colonies, such as direct rule, indirect rule, protectorates, and spheres of influence. The class will then discuss the positive and negative impacts of European imperialism in Africa.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Daily Lesson Plan

    Day 2: Imperialism in Africa


    Mississippi Framework for Social Studies
    4. Understand that increased interactions among people have resulted from:
    Technological and communication innovation, political and economic change, and
    Demographic and climate change.
    b. Identify the various locations of colonial rule of nations such as England, France,
    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)
    C3 Curriculum
    D2. HIS 6.9-12
    Analyze the ways in which the perspective of those writing history shaped the history that they
    produced
    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
    9 Each group will be given a different type of imperialist style as each
    great power had their own method of governing: Direct Rule, Indirect
    Rule, Protectorate or Sphere of Influence.
    10 Each group will study their assigned method and find examples of
    each.
    11 After 15 minutes, these groups will be broken off into new groups
    12 The students will then use the knowledge gained from their previous
    group to teach the new group about that form of imperialism.
    Closure:
    1 Teacher ask some students to describe what they learned in their
    group activity, being sure to have at least one student from each group
    speak.
    2 Teacher will invite discussion by asking the students to compare and
    contrast the positive and negative effects of imperialism
    3 The Teacher will allow ample time for discussion and guide it if
    necessary.
    Differentiated Instruction:
    Enrichment: Ask students to analyze each country that took part in
    imperialism. Have students use the textbook and maps to discover
    which powers had the most and least influence.
    Intervention: The teacher will allow the students ample time to finish
    all the work. The teacher will also discuss with struggling students the

    primary documents in addition to them reading them alone, being sure


    to cover each document thoroughly.
    Accommodation: Students will have material presented visually on
    the board as well as copies of the notes being given. Students will be
    paired by the teacher during group activity to be sure that struggling
    students are paired with high preforming students who can act as peer
    tutors.

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