Mini-Q’s in World History
Volume 3, Unit 6
What Was the Driving Force
Behind European Imperialism
in Africa?
MINI-Q™ LESSON PLAN
‘Step One: Hook Rater tothe Slop Ore teacher notes in the Min-O. Read the directions alou.
‘The purpose i to get students exgaged, talking, and wanting to do the Min-2.
‘Step Two: Background Essay Rfer'o the Step Two teacher notes inthe Min-Q. Students can
‘witout anewers to the BGE questions or the questions can simply be discussed.
‘Step Three: Understanding the Question and Pre-Bucketing Tho task of recognizing ang
defining key words in the questen Isa crucial habit of mind. The second task of pre-bucketing
based on clues inthe question and in document ites is & huge categorization ski,
‘step Four: Document Analysis Do Document A wit the whole class, modeling the kind of deta
{you expect In student answers tothe Document Analysis questions.
Homework: Analyze the remaining documents and answer the questions that follow,
‘Step Four (continued): Discussion of Documents
‘Option One: Working in pars 0° troosomes, have students ciscuss the answers to the first
set of Document Analysis questions they ds for homework. Using a diferant-colored pen
than they used for homework, rey may add to their answers. fer five minutes, open the