SHCS Lesson Plan – Social Studies Department
Teacher: Greg MacPhee Course: World History II Unit: Imperialism
Week of: 1/21/13 Periods: 1 & 7
Level: C
Essential Question (for current Unit)
Is the United States today an example of imperialism?
Common Core Writing Standards: Social Studies Department
X
X
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (Example: essays, debating bullet points)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content. (Examples: DBQ’s, ACAPS, responding to charts and graphs)
X
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example:
research paper)
X
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing primary
source documents)
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
X
Other Standards (if applicable) ex: ELBPO, reading, cross-disciplinary
WHII.11. WHII.12, WHII.15, WHII.48
FRAMEWORK:
OBJECTIVE:
What do you require your student to know?
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various
Civil War leaders. (US1.39)
Example: Identify leadership qualities of Ulysses S.
Grant in a written open response essay.
As we get closer to finishing imperialism, we will begin
to look more at the modern day. For the class that did not
yet see the clips from Gandhi and write and discuss about
nonviolence. Students will be asked to draw their own
political cartoon about a current event that they have an
opinion about. This will warm them up for their final
assessment which will include drawing a political
cartoon. We will then begin examining examples of what
might today be considered modern day American
imperialism.

Compare and contrast America’s global policy and
reach across the world today to the imperialism of
the 19th and early 20th Centuries
Analyze the differences between violence and
nonviolence in dealing with oppression
Understand the place political cartoons have in our
society
Draw their own political cartoon



Weekly Open Response Question:
Rubric
Prior Knowledge:

“White Man’s Burden”
Future Learning:

specific examples of imperialism in Africa and India

definition of imperialism

imperialist’s motivations

political cartoons
DAY
M
W
examples of American imperialism
PLAN
ELL/Sped
Accommodations
Bellringer:
Activities:
T

MLK, Jr. Day
Assessments/HW:
Activities: (No Period 1)
(Period 7)
-Students will resume their political cartoons that they started last week
-The political cartoons will be in 3 drafts, the 1st rough draft will explicitly state the message
at the top, the 2nd draft will not have the message on it, and the 3rd and final draft will also
not have the message on it and will include coloring
-If students fail to finish their cartoons in class they will do that for homework
Assessments/HW: Finish your political cartoon
Activities: (Period 1)
-Teacher will ask students if they know of any examples of nonviolent tactics used to
overcome repression in this country, then lead a short discussion of how Martin Luther
King, Jr. was inspired by Gandhi
-Students will watch various clips from the film “Gandhi” portraying Gandhi’s struggle, his
nonviolent tactics, and British repression such as the Amritsar Massacre
-After students have viewed the clips they will be asked to write half-page responses to the
question, “Do you think that conflict and oppression is inevitable in imperialism?” and “Do
you agree with Gandhi that nonviolence is the only solution to dealing with oppression?”
-Students will discuss their responses and what they thought of nonviolence
-Teacher will ask students if they know of any examples of nonviolent tactics used to
overcome repression in this country, then lead a short discussion of how Martin Luther
King, Jr. was inspired by Gandhi
-When students finish their video responses they will then begin making their political
cartoons for the rest of class. Those that don’t finish will have to do it for homework






(Period 7)
-Students will post their cartoons on the white board at the front of the classroom
-They will then get four post-its which they must then post on four different political
cartoons with a positive comment and then a guess as to what they think the message of the
cartoon is
-Students must put their names on the post-its in order for them to get credit for the
assignment
-Teacher will circulate around to make sure that all cartoons get equal amounts of attention
-After all students are done, they will return to their own cartoon to read the comments
-They will then tell the class what their cartoons were really about
-Teacher will then pass out the final assignment, which will ask them to draw a political
cartoon depicting the US today as either an imperial or non-imperial power and write a one
page essay explaining their picture
Th
Assessments/HW: (Period 1) Finish your political cartoon
Activities: (Period 1)
-Students will post their cartoons on the white board at the front of the classroom
-They will then get four post-its which they must then post on four different political
cartoons with a positive comment and then a guess as to what they think the message of the
cartoon is
-Students must put their names on the post-its in order for them to get credit for the
assignment


drawing as a
means of
expression, with
minimal words
needed
opinion based
question
film clips to help
all visualize
examples of
imperialism
continued
involvement of
art and drawing
questions
projected onto
the board for
students to see
and copy
post-its only need
to include
personal
commentary, not
in-depth analysis
post-its only need
to include
personal
commentary, not
in-depth analysis
continued
-Teacher will circulate around to make sure that all cartoons get equal amounts of attention
-After all students are done, they will return to their own cartoon to read the comments
-They will then tell the class what their cartoons were really about
-Teacher will then pass out the final assignment, which will ask them to draw a political
cartoon depicting the US today as either an imperial or non-imperial power and write a one
page essay explaining their picture


involvement of
art and drawing
use of graphic
organizers
heterogeneous
grouping
(Period 7)
- Sections of students will be assigned different aspects of what could be classified as
modern day American imperialism including the invasion of Iraq, media portrayal of nonAmericans (especially Muslims), and the reach of American culture, such as McDonalds
and Hollywood around the world
-They will read documents pertaining to their area of study as well as examples of 19 th
century imperialism similar to American ones and be asked to fill in a compare and contrast
them. Students will have until the end of the class to finish their assignments
Assessments/HW:
Activities: (Period 1)
- Sections of students will be assigned different aspects of what could be classified as
modern day American imperialism including the invasion of Iraq, media portrayal of nonAmericans (especially Muslims), and the reach of American culture, such as McDonalds
and Hollywood around the world
-They will read documents pertaining to their area of study as well as examples of 19 th
century imperialism similar to American ones and be asked to fill in a compare and contrast
them. Students will have until the end of the class to finish their assignments
F

same as previous
day
(Period 7)
-Students with the same assigned topic for possible examples of American imperialism will
get into groups and then have 20 minutes to figure out what information they want to
present to the class and how they want to present it
-Groups will begin their presentations. As each group presents, students will fill in graphic
organizers comparing possible American imperialism
Assessments/HW:
Pros


clips from Gandhi were
powerful and effective
at showing both
examples of
imperialism and also
natives’ response to it
students enjoyed
drawing their own
political cartoons and
then commenting on
different ones
Reflections/modifications




In future lessons, Gandhi Amritsar
Massacre clip and Haditha, Iraq Massacre
article should be presented together and
not separately to help students draw a
comparison better without having to
reshow the clip
different clips from Gandhi could be used
over several days instead of all together
rather than have modern day American
imperialism
try to find more sources justifying
American imperialism or denying that
America is imperialist
Cons

asking kids to
recall previous
day’s or week’s
lesson when
comparing and
contrasting isn’t as
effective as having
it all on the same
day