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Cep Lesson Plan 1 Imperialism
Cep Lesson Plan 1 Imperialism
School: Golden High School Grade Level: 11th Content Area: Social Studies
Lesson Idea/Topic and The topic of this lesson is World Imperialism and the early factors that pushed European Imperialism. The
Rational/Relevance: students will discover rationales made by Imperialists arguing for Imperialism and the areas that Europeans
first looked towards for resource exploitation. The relevance for this unit is an understanding of the
historical context of Imperialism and how it still affects us today in various ways. This specific lesson is
important for understanding the underlying reasons European nations would spread their reach across the
globe.
Student Profile: This class has a mix of learners that show their abilities in unique ways. Most of the students in this block
are self motivated and willing to explore the history themselves. They do get restless, especially on
Wednesdays when classes are longer (1:30). This class as a whole needs multiple modes of entry into the
content in order for all to succeed. There are a set of 504s and IEPs in the classroom that need additional
monitoring. This occurs mostly in the form of reduced reading when annotating, and breaks when needed.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1. Use the historical method of inquiry to formulate compelling questions, evaluate primary and secondary sources, analyze and interpret data, and
argue for an interpretation defended by textual evidence
3. Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas throughout the world from the
Renaissance to the present.
Understandings: (Big Ideas)
1. Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts, including
multilingual. (Civic/Interpersonal Skills: Communication)
2. Interpret, analyze, and draw conclusions using historical sources. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
3. European Expansion across the Globe has lasting ramifications on the makeup of the world we live in. The Breaking up of Africa resulted in
present tensions and issues across the Continent.
4. Imperialistic thoughts were tied to Europeans' belief that they were superior to other regions and had a duty to spread “civilization” across the
globe.
5. Imperialism took many forms across the globe.
6. European nations “divided” up lands across the globe, often without consulting local leaders.
7. The process of Imperialism is driven by Economics and the necessity of raw materials for production of goods and services.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
Every student will be able to: (Create your own lesson objectives from the standard using student voice)
I can: evaluate a primary source that Identifies underlying motives for European imperialism
This means: I can make connections to the present and draw conclusions about the reasoning for Imperialism using historical evidence.
List of Assessments: (Write the number of the learning targets associated with each assessment)
Understanding the historical context and underlying reasons for European power grabs
across the globe. This helps us to understand current global issues and why there are
tensions in certain regions today.
Materials:
- Hook Lesson Slideshow Imperialism_Hookk
- Lecture materials Imperialism Slideshow
- “White Man’s Burden” Poetry Analysis Worksheet White Man’s Burden
Anticipatory Set The strategy I intend to use is: a Zoom In of photographs depicting Imperialism
sentiments Imperialism_Hookk
I am using this strategy here because: it allows the students to critically analyze a set of
sources and practice their critical thinking skills. They will be thinking, pairing, and
sharing during this section as a chance to consolidate their thinking and have multiple
formats to show their knowledge. The “Zoom In” will also serve as a pre-assessment for
the Unit as I will be able to gauge the prior knowledge of the students.
Procedures The strategy I intend to use is: Direct Instruction, Hook Lesson, and Poetry Analysis
I am using this strategy here because: I am using a mix of strategies because the students
in this class prefer multiple entry points into the content and the length of the class allows
for such a model. My belief is this mix of strategies is the most effective mode for this
class.
Colorado State University College of Health and Human Sciences Page 4
CEP Lesson Plan Form
Students will analyze poetry on their own and work to identify how Europeans rationalize
Imperialism. This assignment gives the students the opportunity to work on their literacy
skills and begin to understand how Imperialism was viewed in Europe.
I am using this strategy here because: it allows for self-exploration of the topic, trains the
students’ critical thinking skills, and is the 3rd mode of learning used to allow for
variations in the lesson.
the level of acquisition students have during the lecture. This allows the teacher to see
engagement levels and how well they are consolidating the information given to them.
Based off this assessment, the teacher (myself) would want to decide if their direct
instruction style is working for the students. The last formative assessment of the class
period is in the form of a Poetry Analysis Worksheet. This assignment largely assesses the
student's literacy skills and ability to draw conclusions from the text. It also assesses their
knowledge of the rationale provided for Imperialism by European nations. Through all
these assessments I am able to see the prior knowledge of the class, effectiveness of my
lecture, and historical literacy skills of the students.
- Imperialism_Hookk
- Imperialism Slideshow
- White Man’s Burden
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.
Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?
Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?
Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.
Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.
Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?
Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher
to relate the experiences of the students to the objectives of the lesson, To put students into a receptive
frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.
Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other
Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense out
of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a
lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.
Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?
Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform your
instruction?