Poway Professional Assistance Program

Lesson Plan Template

Teacher: Katie Estrada Consultant: Arlene Ashton

Subject: World History Grade: 10 Date: Thursday, Time:

September 27th, 2018 1:00pm

Grade Level Standard(s)

Common Core Standard addressed: http://www.cde.ca.gov/re/cc/index.asp)

CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
History-Social Science Content Standards:
10.4.1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the
role played by national security and strategic advantage; moral issues raised by search for national
hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and
technology).

Learning Outcome
What do you want the students to know and be able to do?

Students will be able to explain the main causes of the “New Imperialism” that motivated the United
States, European nations and Japan to pursue overseas territory acquisitions for exploitation.

Essential Question: In what ways do economic factors drive political and military decisions?

Focus Question: What were the causes of imperialism?

Planning for Instruction

How will you prepare for the lesson (i.e., materials and resources, technology, location)?

The lesson plan will utilize various materials including: Secondary sources on the percentage of
land areas that were controlled by European and American powers, primary sources on
demonstrating the motivations for imperialism. The lesson will utilize a source analysis worksheet
that includes questions based on the primary and secondary source readings.

The lesson plan will also include copies of Rudyard Kipling’s poem The White Man’s Burden.

The lesson will also require use of an overhead projector, computer and audio. The lesson will

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utilize google slides for the direct instruction portion through a multimedia presentation.

The lesson will take place in room N9 of Rancho Bernardo High School.

Pacing of Sequential Lesson Activities

General Pacing of the Lesson
Pacing of Lesson
Activities Activities
(i.e. 10 min.-warm up)

10 minutes Warm Up: The instructor will ask for four male student volunteers. The
instructor will prompt the students to stand around a circle that has candy
inside it. The instructor will prompt students that they are to get as much
candy as they can in 10 seconds. The instructor will ask students several
questions regarding the warm up to transition to the topic of imperialism.

Students will respond to the quote “The Sun Never Sets on the British
Empire”. Students will then view a political cartoon expressing an
interpretation of British imperial activity in the 19th century, Next, the
instructor will ask students to explain what the term imperialism means.

10 minutes Direct Instruction: The instructor will lead students through a brief
multimedia presentation explaining the idea of imperialism and how it
increased due to industrial activity and other political and social motivations.

25 minutes Group Activity: In heterogeneous groups of three, students will analyze

primary and secondary sources that explain the scope of the new age of
imperialism and the motivations for imperialism. These sources include:
tables, speeches, images and various written texts. These sources will help
students understand the political, economical, social, religious, and racist
motivations for increased imperial activity in the 19th century.

The instructor will then verbally assess and discuss the questions with the
group.

20 minutes Independent Practice: Students will create a political cartoon that explains
the main causes for increased imperialism. Students will include a written
explanation of their cartoon to support their ideas.

5 minutes Lesson Closure:

Students will complete an exit-ticket where they will write down one thing
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they learned during the lesson and one question they still have.

**If there is extra time, students will view a video on Imperialism from the
Crash Course in History video series. Students will complete a guided note
sheet while viewing the video.

Student Engagement
Describe how the students will participate in the lesson (i.e., whole group discussion, student
groupings, collaborative conversations)?

 Students will first participate during the warm up activity by the quote provided by the
instructor and then by analyzing the political cartoon. Students will share their thoughts with
the class when prompted by the instructor.
 Students will share their thoughts and ideas during the direct instruction when prompted by
the instructor.
 Students will collaborate with their peers to discuss and analyze the various primary and
secondary sources.
 Students will participate in a whole group discussion assessing their analysis of the primary
and secondary sources.

Differentiation
How will you differentiate to meet the needs of ALL students within the lesson (i.e., IEPs, 504s,
ELL, GATE/Advanced, learning styles)?

ELL students will be provided with a graphic organizer to help them with organizing their notes
during the direct instruction.

This class has one student with a 504 plan who already has support systems in place. This includes
specific seating near the front of the room and being seated near students who are positive
influences. I also will frequently assess this student’s progress visually and verbally and provide
cues to help him stay on task when needed.

GATE/Advanced learning students will not receive differentiated materials or a differentiated

assessment for this lesson. GATE/Advanced learning students will receive differentiated learning
activities for future lessons after the topic has been introduced.

Assessment
What will be the evidence of student understanding (i.e., formative, summative, exit slip, self-
reflection)?

Evidence of student learning will be assessed through students completed primary and secondary
source analysis. Students will be assessed, orally upon completion of their source analysis.

Students will further be assessed based on their completed political cartoon and explanation which
will give insight into student achievement of the learning goals.

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Lastly, students will complete an exit-ticket where they will write down one thing they learned
during the lesson and one thing they still have questions about.

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