SHCS Lesson Plan – Social Studies Department
Teacher: Greg MacPhee Course: World History II
Week of: 1/7/13 Periods: 1 & 7
Unit: Imperialism
Level: C
Essential Question (for current Unit)
Is the United States today an empire? Use examples from the imperialism we learned about in class to say why or why not.
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
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.
Students will be introduced to the concept of
“imperialism” for the first time. Students will study what
imperialism is, what forms it takes, as well as the
motivations of those countries which become “imperial.”
A detailed analysis of “The White Man’s Burden” as well
as the competing “Brown Man’s Burden” will be
conducted. We will also use the unit to study the political
cartoon.
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Identify the motivations of imperialists
Understand the global reach of imperialism in the
late 19th and early 20th Centuries
Define what imperialism is
Understand the different forms of imperialism,
including military, political, economic and cultural
Draw their own political cartoons
Decipher the differing meanings behind the “Brown
Man’s Burden” and the “White Man’s Burden”
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Weekly Open Response Question:
Rubric
Prior Knowledge:
Future Learning:

French Revolution

the definition of imperialism
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Industrial Revolution
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specific examples of imperialism such as in Africa and India
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Nationalism
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“The White Man’s Burden” and the “Brown Man’s Burden”

Political Cartoons

The motivation of imperialists
DAY
PLAN
M
Activities: (Periods 1 & 7)
- Teacher will read the picture book “The Rabbits” to the class while projecting the pages
onto the board with the ELMO to introduce imperialism
-Students will then answer the question, “What does this story have to do with history?” in a
paragraph
-After sharing out, teacher will define “imperialism” as the new historical word of the week
and then give a brief powerpoint lecture defining imperialism and it’s many different forms
-On the board a map of the world today and a map of the world in 1900 and be asked to
compare them
-Teacher will then pass out the homework
Assessments/HW: Color in the map of Africa based on which country controlled it in
1914 based on the map on page 457
T
Bellringer: (Period 7) What do you think you need to have to be able to have an
empire and dominate other, weaker countries? Use examples from the picture book
“The Rabbits” to support your case.
Activities: (No Period 1)
(Period 7)
-Teacher gives a brief powerpoint lecture giving more information on imperialism and
connecting it to the Industrial Revolution and nationalism
-Next students will break up into groups of two and analyze competing stanzas from “The
White Man’s Burden” and “The Brown Man’s Burden.”
-Students will copy each stanza down, underline and try to define words that they don’t
understand and then use a Venn Diagram to compare and contrast what each stanza is
saying about imperialism
-Class will then debrief, reading aloud each stanza and analyzing what they’re trying to say
ELL/Sped
Accommodations
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Assessments/HW:
W
Bellringer: (Period 1) What do you think you need to have to be able to have an
empire and dominate other, weaker countries? Use examples from the picture book
“The Rabbits” to support your case.
Activities: (Period 1)
-Teacher gives a brief powerpoint lecture giving more information on imperialism and
connecting it to the Industrial Revolution and nationalism
-Next students will break up into small groups and analyze competing stanzas from “The
White Man’s Burden” and “The Brown Man’s Burden.”
-Students will copy each stanza down, underline and try to define words that they don’t
understand and then use a Venn Diagram to compare and contrast what each stanza is
saying about imperialism
-Class will then debrief, reading aloud each stanza and analyzing what they’re trying to say
-As they read, teacher will project both poems on the board, underlining words and taking
notes for each stanza
-Once all groups have shared out, then class will discuss overall meaning of both poems and
their differing opinions of imperialism
-After poem has been analyzed, teacher will announce that we’re going to be examining
some pictures
-If time permits, students will remain in their groups, each group will get a different picture
meant to symbolize imperialism, with a special focus on those supporting or opposing the
“white man’s burden”
-Students will be told to imagine that they are online looking at a facebook or instagram
album and be asked to “comment” on each picture. Sheets of paper will be provided along
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Book read aloud,
while words and
pictures projected
onto the board for
all to see
“Imperialism”
definition handed
out to all students
and also hung on
the board at the
front of the class
visual aids such as
maps used to help
students
understand the
scale of
imperialism
visual aids such as
maps used to help
students
understand the
scale of
imperialism
worksheet
provided to help
students keep
thoughts
organized
students allowed
to work in groups
to help all
students lean on
each other
visual aids such as
maps used to help
students
understand the
scale of
imperialism
worksheet
provided to help
students keep
thoughts
organized
students allowed
to work in groups
to help all
students lean on
each other
low-stakes writing
coupled with
visuals to allow
for all students to
comment
with the pictures for students to write their comments as a group, writing one-by-one in a
circle
-After about 5 minutes, groups will rotate to another picture, until all students have seen and
commented on all 7 pictures.
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long poems
broken down into
single stanzas for
different groups
to analyze

students allowed
to work in groups
to help all
students lean on
each other
low-stakes writing
coupled with
visuals to allow
for all students to
comment
drawing
incorporated into
lesson for
students with
stronger artistic
talents
(Period 7)
-Students will continue working on their “White vs. Brown Man’s Burden” sheets
-Once every group has finished examining their stanzas, they will read their stanza out loud
and explain what words they defined and what they thought each stanza was talking about
-As they read, teacher will project both poems on the board, underlining words and taking
notes for each stanza
-Once all groups have shared out, then class will discuss overall meaning of both poems and
their differing opinions of imperialism
Th
Assessments/HW:
Bellringer: What are some of the pictures’ take on the “white man’s burden?”
Activities: (Period 1)
-Students will continue working on the imperialism “album”
-Once they are done, they will discuss the bellringer
-Teacher will introduce the idea of “political cartoons,” pictures that have a message about
an event or person
-After showing students other examples of political cartoons, students will be charged with
writing their own political cartoons about a topic that they want to comment about, either in
history or in current events
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(Period 7)
-If time permits, students will remain in their groups, each group will get a different picture
meant to symbolize imperialism, with a special focus on those supporting or opposing the
“white man’s burden”
-Students will be told to imagine that they are online looking at a facebook or instagram
album and be asked to “comment” on each picture. Sheets of paper will be provided along
with the pictures for students to write their comments as a group, writing one-by-one in a
circle
-After about 5 minutes, groups will rotate to another picture, until all students have seen and
commented on all 7 pictures.
Assessments/HW: Draw your own political cartoon about a topic that interests you
Bellringer: What does the saying “a picture is worth a thousand words” mean?
F
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Activities: (Period 1)
-Students will continue working on their political cartoons in class. For those who don’t
finish in class, they will be due on Monday
same as previous
two days
(Period 7)
-Students will continue working on the imperialism “album”
-Once they are done, they will discuss the bellringer
-Teacher will introduce the idea of “political cartoons,” pictures that have a message about
an event or person
-After showing students other examples of political cartoons, students will be charged with
writing their own political cartoons about a topic that they want to comment about, either in
history or in current events
-Students will work on their political cartoons, with those who don’t finish in class finishing
it for homework due Monday
Assessments/HW: Draw your own political cartoon about a topic that interests you
Pros
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Students were
interested in the use of
the words “niggers” in
The Brown Man’s
Burden and wanted to
debate whether or not
Reflections/modifications
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Students made many various connections
between “The Rabbits” and other historical
issues, such as pollution and the settling of
America
White Man’s Burden was an extremely
difficult text and it was difficult for
Cons
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The “voice” of each
poem was difficult
for students to
catch, and many
ended up thinking
that Brown Man’s
it was appropriate for
a white author to use
that word
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students to grasp its meaning with only one
stanza
Many students had a problem
distinguishing the condescension in White
Man’s and the sarcasm of Brown Man’s
Burden was the
racist one while
White Man’s was
the anti-imperialist
one