Competency (Plan 1st)

ss03: Perspective

Standard
10.4.3. 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.

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and
origin of the information.

Transferable Skill(s)
● Understanding how industrialization of a nation can positively and negatively impact a society.
● Examining how industrialization impacts the economic structure of society.
● Analyzing how industrialization leads to colonization of other nations for resources

Introduction (plan last) Body of Lesson (plan second)

Anticipatory Set Input Modeling Check for Guided Practice Independent

Peardeck Review: Impact of Imperialism (Content/Strateg The teacher will Understanding Students will be Practice
(10 Minutes) y) model how to The teacher will asked to identify Students will then
access the check for a specific piece of be tasked with
Objective (as stated to students) Students will be information understanding by music they creating a
Students will be able to identify the impact introduced to the presented on having students listened to in the connection to a
of globalization on themselves and the rest concept of Globaleducation. consider the last week and specific piece of
of the world. Globalization and edu regarding positives and answer a series media they
Students will be able to analyze how a its connection to globalization and negatives of of questions recently
product they are interested in connects to imperialism and read through the globalization including “where purchased/watch
various parts of the world through the use of introduction with using real world is the performer ed/listened to and
interconnected global trade. resources to them. Students examples. This from?, What breaking down
develop will then be could include device did you the connections it
Purpose modernized tasked with having students listen to it on? has to various
For students to understand that they live in societies using identifying the identify the Where is that countries and
a global economy that ensures that global guided questions benefits and connection they device made? cultures around
issues will directly impact them one way or from Peardeck. problems of have to the Where is that the world. An
another. The other goal is for students to
develop their own thoughts and opinions Students will globalism before current Russian company based?” example of this
regarding whether this is a good or bad rewrite the answering guided invasion of to help students could be an
thing for the world. learning questions Ukraine and how look at the global analysis on why a
objectives at the designed to it connects aspect of the art, Playstation is
top of their examine why they directly to them in music and made in China by
document to are a pro or con. any number of materials they a Japanese
ensure they (10 Minutes) ways. For consume. They company and
understand their example, maybe will do this uses parts made
task their parents are through the use in America before
(10 Minutes) asking them to of the Google being sold to
take the bus Doc countries like the
because the rise Questions/Graphi U.S., U.K.
in gas prices is c Organizer Germany,
affecting them provided to them. Canada, Mexico,
directly. (10 The teacher will etc. Students will
Minutes) then review their examine why all
responses as a these steps are
class to help taken for a
them examine company like
how a global Sony (profit,
economic system global economics,
directly impacts etc.).
them.(8 Minutes)
(10 Minutes)

Conclusion
The lesson will end by having students create a digital web that displays the product they chose to discuss and all the connections it has to
various countries around the world. They will then write a short response that details the process/journey of this product to their front door, how
one interruption of this process affects them and finally whether or not they believe globalization to be a positive or negative thing. (7 minutes).

Racial Justice Lens

This lesson will connect to racial justice by discussing the role imperialism and colonization played in the development of European and Western
nations, while many African, Asian and South American countries are forced to catch up.

Differentiation (SPED, EL, Extension)

SPED: Students with Special Needs will be accommodated by having sentence frames created for them to help shape their arguments. I will also
color code instructions and breaking points in each lesson.
ELD: The teacher will add definitions for uncommon terms, and elaborate on what expectations are in the margins of the document.

ELL: The teacher will read the directions and key information out to help guide understanding for English Language Learners.

Student Choice: Students will be given the option to complete the assignment digitally or on paper. I will also provide the option of a presentation
or video instead of the Web.