CEP Lesson Plan Form

Teacher: John Carlson Date: 02/02/2022

School: Golden High School Grade Level: 11th Content Area: Social Studies

Title: Introduction to Imperialism Lesson #:_1_ of _4_

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.

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

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)

- What are the lasting effects of Imperialism?

- How did European nations “divide” Africa?
- How is Imperialism tied to the economic booms of the Industrial Revolution?
- Why is Imperialism important for understanding current global issues?
- Why are historical questions important?
- How do historical thinkers use primary and secondary sources to formulate historical arguments?
- How might historical inquiry be used to make decisions on contemporary issues?
- How have different cultures influenced world history?
- What ideas transcend cultural, political, economic, and social differences in world history?
- How are human rights respected and defended in a world of different nations and cultures?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

1. use primary and secondary sources to evaluate Imperialism.

2. Identify the process that led to European imperialism.
3. Analyze poetry to draw conclusions about Imperialism.
4. Connect Imperialism into their present lives and the world around us.

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.

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

List of Assessments: (Write the number of the learning targets associated with each assessment)

- Hook Lesson Imperialism_Hookk

- 2 learning targets (1 and 4)
- Lecture Based Questions Imperialism Slideshow
- 1 Learning Target (2)
- “White Man’s Burden” Worksheet White Man’s Burden
- 3 Learning Targets (1,3, and 4)

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Introduction to Imperialism

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.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No _X__
I will be teaching alone during this lesson.
Why did you choose this model(s) and what are the teachers’ roles?
This model has been chosen because I have taken this class from the beginning alone. We
are keeping the same structure for the class to feel as familiar as possible for the students.
I co-teach in my other classroom (Geography).

Approx. Time and Materials Time: 1 hour and 25 minutes

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
Teacher Actions
1.Introduce the Hook
Lesson and put a slideshow
on the board. Be sure to
introduce the directions for
the activity.
Imperialism_Hookk
2.Begin Direct Instruction
Lecture Notes. Teacher will
lecture the students and
make sure to stop for
questions ensuring the
content is grasped by the
students. This will be done
in small group discussions
that are built into the
slideshow.
Imperialism Slideshow
3. There will be a Break
taken by the entire class. We
will walk to the cafeteria
together, following the
School Guidelines and
Expectations we set at the
beginning of the semester.
4.Teacher will explain the
“White Man’s Burden”
worksheet assignment, as
well as handout the
materials needed. Teacher
will also walk around to
Colorado State University College of Health and Human Sciences Page 5
Student Actions
1.Students will take out
their notebooks and analyze
the photos on the board.
They will first write the
answers to the questions,
then pair up with a
classmate nearby, and
finally share out for an
entire class discussion.
2.Students will take notes as
the teacher lectures to the
class. They will engage with
the discussions dispersed
throughout the slideshow.
3. The students will all walk
together to the cafeteria to
stretch our legs and minds
for a break.
4.Students will be given a
worksheet and expected to
work diligently on the
assignment for the rest of
the period. They will know
that if not finished in class
the worksheet turns into
homework.
Data Collected
1. The teacher will be
collecting data as the
students are sharing out in
an in class discussion. This
serves as an observation of
prior knowledge on
Imperialism for the class.
2.Assessments will be taken
as students discuss the
questions on the slideshow.
This allows for assessment
of the students'
understanding of the
concepts from the lecture.
3. No Data collected. Done
for the betterment of our
students in a long class
period.
4. Data will be collected on
the worksheet in 2 ways. 1.
the students will be
annotating the stanzas.
Teacher will look at critical
reading skills here. 2.the
students will also be
answering questions that
help to form a coherent
picture for the motives
behind European
Imperialism.
CEP Lesson Plan Form

address any questions.

White Man’s Burden

Closure The strategy I intend to use is: Source Analysis

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.

Differentiation Content Process Product Environment

Modifications: To modify the To modify the To modify the The first
content I would process for final product or modified
hand out a those students worksheet there environment I
vocabulary list that may need are 2 options I would have is
for the key so would be have. 1. is to preferential
terms and have taking away the have students seating near the
a closed notes heavy lecture read only 2 board in order
paper for easier portion of the stanzas from to get the most
note taking and class. I would the poem benefit from the
a higher level instead have a instead of all 4. lecture. The
of guidance. self-guided 2. would be to next would be
video to view have the to allow
that allows for students jigsaw students to
frequent each stanza in a work in a
pausing of the group of 4 and quieter place to
content if having them better their
needed. rely on one focus.
another for the
product.

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Extensions: To extend the The process The product, or In order to

content I would could be assignment, can extend the
have the extended by be modified in a lesson for those
students take a having the couple of ways. that need so, I
European students First, would be would have the
country of their participate to have the students that
choosing and more in the students read need extensions
explore the lecture portion the entire poem, help work in
rationale given of the class. instead of the groups with
by these people This would be selected their
for based on stanzas. Next, I classmates.
Imperialism. observations would This gives them
The students during the challenge the the opportunity
would then be Hook Lesson. students to to “teach” their
responsible for Students would rewrite the peers, change
presenting this be expected to entire poem the
information to openly from this “Old environment
their participate and English” into a into group
classmates. make more common based work,
statements form of speech and help give
about their today. This has guidance to
knowledge on the students those who need
the topic. work on their access into the
literacy and lesson.
understanding
of the document
on a greater
level.
Assessment
There are a selection of assessments throughout the entirety of the Introduction to
Imperialism lesson. First, students will engage in a hook lesson. Here, as the teacher, I will
be looking for the background knowledge the class has on Imperialism. They will be
analyzing photographs in order to draw conclusions. This assessment is for seeing prior
knowledge and the class ability to analyze photos. Next, there are built in questions onto
the presentation for the students to engage with during the lecture. This will help assess

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

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

Colorado State University College of Health and Human Sciences Page 8

CEP Lesson Plan Form

Post Lesson Reflection

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.

Colorado State University College of Health and Human Sciences Page 9

CEP Lesson Plan Form

Lesson Plan Appendix

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.

Colorado State University College of Health and Human Sciences Page 10

CEP Lesson Plan Form

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?

Colorado State University College of Health and Human Sciences Page 11