Digital Unit Plan Template

Unit Title: New Imperialism Name: Jacquelyn Nethers

Content Area: World History, Culture, and Geography: Modern World Grade Level: 10
CA Content Standard(s)/Common Core Standard(s):

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin
America, and the Philippines.

1. Describe the rise of industrial economies and their link to imperialism and colonialism.
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
Big Ideas/Unit Goals:
Big Idea:
Students will understand the complexities of both the motives of the imperialists, as well as the immediate and long-term effects new imperialism had on countries and regions
around the world, whether positive or negative, and how some countries, economies, and populations are still impacted today.

Main Objectives:
Differentiate between how Native people might have viewed imperialism verses European, American, or Japanese perspective.
Identify the ways in which human rights were violated through imperialism and how it persists today.
Evaluate ways in which globalism is necessary and helpful and ways in which it is harmful to local economies and cultures.

Driving Question:
What immediate and long-term effects did Colonialism and Imperialism have on countries and regions around the world? Were the effects positive or negative? How does that
still affect some countries and populations today?

Sample Unit Questions:

How did the Industrial Revolution in Europe and North America lead to rapid Colonization?
What were the reasons behind expansion, Imperialism, and Colonization?
How might Native people view colonization verses European, American, and Japanese powers?
What were the ways in which human rights were violated?
In which ways did Imperialism and Colonization lead to WWII?
How is Globalization necessary and helpful and how is it harmful to local economies and cultures?
What issues have historically been significant in the human rights movement, in your country of choice and around the globe?
What significant events have occurred in struggles for equality, in your country of choice and around the world?

Unit Summary:
In this unit, students will take part in a series of activities to develop an understanding of how Colonialism, Imperialism, and Globalization affected various countries and regions
throughout the world as they answer the driving question around the lasting effects imperialism has had on different countries' economics, politics, and culture.

We have seen how powerful empires ruled their regions and maintained control of their resources and wealth, but after the Age of Exploration, this started to change. First European
nations established colonies, (under old imperialism) and gained control of economic markets in other parts of the world. Later, during the 19th century, even more power shifted
to European control, as more industrialized nations raced to gain complete control of other areas of the globe (new imperialism). The goal was to gain as much territory as possible
and control it politically, economically, and socially. In all of the countries affected, Colonialism caused long-lasting consequences. We will travel around the globe, looking at parts
of Asia, India, Africa, the Pacific, and Latin America, exploring topics of human rights, genocide, Euro-centricity, as well as intended and unintended consequences. In all of these
regions and countries, we will engage with the motives and actions of all three categories: the imperialists, the government of the territory being taken, and the Native people. Finally,
you will take all you have learned about the causes and effects of imperialism and apply that knowledge to 21st century globalism. This will bring understanding to our current
political, economic and cultural context, as well as help frame our class's next two units.

To begin, we will explore the different types of colonialismindirect and direct control, a protectorate, new imperialismby looking at different types of documents from India,
parts of Africa, the Philippines, and Latin America. This will give the students an introduction to some new terms, but it will also get them interacting around similarities and
differences, already dispelling some misconceptions about different people groups, parts of the world, or colonialism in general. Another entry-level activity will be the showing of
the film Avatar. It will engage my students and get them empathizing with both the colonizers and the people being colonized; my students would grasp not only the concept of
imperialism but also gain an empathy they might not otherwise. We would follow up the film with a series of in-depth questions and discussions.

After accessing prior knowledge about the Industrial Revolution and introducing the topic of Imperialism, we will begin to move around the globe starting in India. Students will
explore how British colonization has had lasting impact on the people of India using case studies, working with partners, and responding to DBQ-style prompts. This will coincide
with coloring in a map of the world as students begin to learn which countries colonized various countries and regions. Moving into Asia, Latin America, and the Pacific, students
will choose a country (China, Korea, Indochina (Vietnam, Laos, Cambodia), Indonesia, Hawaii, Cuba, Australia, Japan, Philippines) to investigate the Imperialism of Europe, Japan
or the United States in their country of choice. Students will learn about the culture, language, form of government, and more in their country prior to colonization/imperialism.
They will look at the motives of the colonizers and the impact colonization had on their country and region. The Investigative Journalism Broadcasts will represent the imperialists,
the government of the territory being taken, and the native people.

Next, looking at the landscape of the African continent during the early part of the twentieth century, students will explore different types of colonialism, Euro-centricity, racism,
and possibly genocide in one of two countries: Rwanda or South Africa. Students will watch clips, read excerpts and learn about the history of the country and effects of colonization,
getting some of the indigenous perspectives. Students will submit a diary entry from a Native perspective in either Rwanda or South Africa.

Finally, students will be introduced to these colonies becoming new nations in a postwar (WWII) world by exploring globalism and its profound impact on local economies and
cultures today, touching on unsolved problems, global interdependence, technology, human rights, and terrorism. Using what students have learned regarding the effects of
imperialism historically, the unit will land in two ways: firstly, a thoughtful debate regarding twenty first century globalism and its impact on local economies and cultures which
will help frame the next couple of units on WWII, postwar rebuilding, etc., and secondly, an Advocacy and Aid project where students where get to use what they have already
learned about the country they have already chosen to study and expand their research to focus on a 21 st century social justice issue within that country. They will choose one of
three ways to create awareness for their issue.

Assessment Plan:
Entry-Level: Formative: Summative:
-Primary and secondary documents with graphic -Quizlet Key Terms -Globalism debate
organizers to explore the different types of -India DBQ writing assignment -Advocacy and Aid: Persisting 21st century Social Justice Issue (in
colonialism, indirect and direct control, protectorate, -Popplet Activity: Scramble for Africa country of choice)
new imperialism -Investigative Journalism Broadcast: Country of
-Avatar Activity: Students watch film, answer and choice in Asia, Latin America, or the Pacific
discuss questions: how did the Sky People think -Diary entry from a Native perspective: either
differently of themselves and the Natives? Did the Rwanda or South Africa.
Natives need to be civilized? Etc. -Globalism Webercise

Lesson 1: Intro to Imperialism in Subsaharan Africa Teacher Lecture

Student Learning
Objective:
-Students will differentiate
between how Native people
might have viewed
imperialism verses
European, American, or
Japanese perspective.
Acceptable Evidence Lesson Activities:
(Assessments): -Map of Africa Assignment: Students will learn the names of major deserts, rivers, cities, and some countries in a
-Diary Entry Project: fun and interactive activity.
Students choice: Native -Diary Entry Project: Students Choice where they will be writing a diary entry from a native persons perspective.
perspective of Genocide in Students can choose from either a person living through war and genocide in Rwanda or war and apartheid in South
Rwanda, Apartheid in South Africa.
Africa

Lesson 2: The Scramble for Africa Iceberg Diagram and Popplet Activity
Student Learning Acceptable Evidence: Lesson Activities:
Objective: - Popplet Activity: The -Popplet Activity: The Scramble for Africa: Much of the unit is to get the students to focus on the very important
--Students will differentiate Scramble for Africa and often overlooked perspective of the native people, the people being colonized; this assignment, however, will
between how Native people give them a better understanding of the imperialists and why they made the choices they made. The students will look
might have viewed at the rise of the industrial economies and their link to imperialism. The students will look at the motives of the
imperialism verses imperialists and the facts surrounding the Scramble for Africa.
European, American, or
Japanese perspective.

Lesson 3: Globalism Webercise

Student Learning Acceptable Evidence: Lesson Activities:
Objective: -Globalism Webercise -Globalism Webercise: Students will enjoy a guided exercise as they explore online articles, videos, and online
- Students will evaluate -Globalism Debate photo journalism exhibits entitled Children from Around the World and Their Most Prized Possessions and much
ways in which globalism is -Advocacy and Aid: more getting them to interact with and begin to see the positive and negative aspects of globalization.
necessary and helpful and Persisting 21st century -Globalism Debate: Students will debate the pros and cons of globalization in the 21 st century. Some students will
ways in which it is harmful Social Justice Issue (in represent the United States and some students will represent developing nations. Students will be required to follow
to local economies and country of choice) our guidelines for debate which include respect, professionalism, preparedness, and global awareness.
cultures.
-Students will identify the
ways in which human rights
were violated through
imperialism and how it
persists today.

Unit Resources:
Lesson 1:
Apartheid in South Africa
South African History
How Colonialism Affected Rwandan Genocide
Rwandan History

Lesson 2:
New Imperialism Cartoon: Video
New Imperialism: Learner.org: Article
Imperialism: Crash Course: Video
The Scramble for Africa: A 15 Minute History: Article
European Imperialism: Video

Lesson 3:
Children from Around the World with Their Most Prized Possessions
Where Children Sleep: A Round-the-World Tour of Bedrooms
Globalization
Where is the iPhone Made?
Crash Course: Globalization - Trade and Poverty
Classrooms Around the World
10 Companies That Still Use Child Labor

Useful Websites:
Primary Document Resources (1871-1914):
McGraw Hill: Europe's World Supremacy
ASU Library: Africa and Europe
Columbia University: Asia
UC Berkeley: Latin America

Student Project Resources:

Popplet
Knovio
Digital Storyteller
Animoto
Glogster
Piktochart

Contextual Historical Resources:

Encyclopedia Britannica
EdTechTeacher
PBS
Khan Academy