Overview
Overview Imperialism in Africa
Imperialism in Africa
by Jayla Watje, Jessica Washburn, Melissa Harris, and Amy Rosenkrans
This module is meant to accompany a unit on imperialism and it is assumed that students already
have knowledge of European colonization of Africa. The task is designed to bring these world
history standards into a modern day world conflict and make connections between past and present.
Students will examine informational text that outlines an entire history of Rwanda, and an article that
examines more closely the imperialistic ties to the Rwandan genocide, and the feature film “Hotel
Rwanda”. These sources, along with guided bridging activities, will help student identify some cause
and effect and make connections between the colonization of Rwanda and its 1994 genocide.
Grades: 9 10 11 12
Discipline: Social Studies
Course: World History
Section 1: What Task?
Teaching Task
Task Template 11 — [2 Levels] Informational & Definition
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L1: After researching informational texts and academic articles on the history of Rwanda,
write an essay that defines imperialism and explains how the history of Belgian colonization in
Rwanda effected its 1994 genocide. Support your discussion with evidence from your research.
L2: What conclusions or implications can you draw?
Rubric
Included on TSS
Standards
Common Core Anchor Standards — Reading
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R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
Common Core Anchor Standards — Writing
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W.CCR.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.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.CCR.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.
Section 2: What Skills?
Selected Skills
Preparing for the Task
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Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and
concerns.
Task Analysis: Ability to understand and explain the task’s prompt and rubric and build connections to the task and content to
existing knowledge, skills, experiences, interests, and concerns.
Reading Process
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Bibliography of Selected Text: (If appropriate)
Active reading: Ability to identify the central point and main supporting elements of a text. L2 In your discussion, address the
credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
Note-taking and Annotation: Ability to select important facts and passages relevant to the task for use in one’s own writing.
Transition to Writing
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Bridging Conversation: Ability to begin linking reading results to writing task.
Writing Process
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Thesis: Ability to establish a thesis statement.
Planning: Ability to develop a line of thought and text structure appropriate to an informational task.
Development: Ability to construct an initial draft with an emerging line of thought and structure. (L2) identifies credible
sources. (L3) Identifies a relevant gap/unanswered question.
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
Editing: Ability to proofread and format a piece to make it more effective.
Completion: Ability to submit final piece that meets expectations.
Section 3: What Instruction?
Preparing for the Task
LESSON 1
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Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and
concerns.
o Notes
Students will complete a Concept Definition Map (based on Frayer model) where they identify examples,
characteristics, non-examples, and a definition (in their own words) of imperialism.
o Pacing: 15 Minutes
o Scoring Guide: work meets expectations if:
This content knowledge will have come from lessons leading up to this module based on MDSE curriculum IV.A. on
imperialism in Africa, Latin America, and Asia. This will link this task to earlier class content. Student will meet
expectations through demonstrating an understanding of the term imperialism.
o Teaching Strategies:
•Concept map (graphic organizer) on TSS
•Group discussion/share out
o List
Using the Task Analysis Worksheet on TSS, write down 2 things that you learned during each viewing of the short film
and be prepared to share these answers with the class.
o Pacing: 15 Minutes
o Scoring Guide: work meets expectations if:
Notes from the film
o Teaching Strategies:
•Show short film twice: “A Very Short History of Rwanda” by Philip Gourevitch:
http://www.rwandanstories.org/origins/real_differences.html
•Using the Task Analysis Worksheet provided, write down 2 things that you learned during each viewing and be
prepared to share these answers with the class.
LESSON 2
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Task Analysis: Ability to understand and explain the task’s prompt and rubric and build connections to the task and content to
existing knowledge, skills, experiences, interests, and concerns.
o List
Using a highlighter, highlight the important words in the prompt. Then, use the chart on the Task Analysis Worksheet
to breakdown what you already know about this prompt, what you need to do/know to answer the prompt, and what the
final product (report) should look like. On the same worksheet, complete the mini-write: After defining imperialism
and watching “A Very Short History of Rwanda”, in a quick write response, what is your first response to the task
prompt?
o Pacing: 35 Minutes
o Scoring Guide: work meets expectations if:
No Scoring
o Teaching Strategies:
•Break down the task word by word during a close reading to be sure the students understand what is expected from
them in the final product. Review the words/phrases they highlighted
•Using the worksheet provided, write down 2 things that you learned during each viewing and be prepared to share
these answers with the class.
•Complete KWL on task prompt.
•Students answer quick-Write question.
•Clarify timetable and support plans for the task.
•Extra Support- Provide struggling students with sentence starters for quick write: Imperialism is ____________ . I
believe it could be connected to the 1994 Rwandan genocide because___________.
• Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.
o Notes
What kind of work will be expected from you?
o Pacing: 60 Minutes
o Scoring Guide: work meets expectations if:
Completed rubric translated in their own words.
o Teaching Strategies:
• Share examples of type of text students will be writing (and are capable of writing!) either from past students or from
professional writers.
•In groups, identify key features of examples. Afterwards, create class list of key features (Include size of font, double
space, indenting, citations, bibliography, etc).
•Rubric Translation Activity- Introduce rubric to class. In small groups, students will translate their assigned piece of
the rubric in their own words. Teacher will model the translation of a few elements from the rubric before releasing the
groups to translate on their own. Students will then participate in a jigsaw and gallery walk to share and take notes on
rubric translations. See this webpage for example of how a jigsaw activity should look:
http://www.jigsaw.org/overview.htm
•In groups, have students line up evidence from the examples against our rubric and see how they’d grade them.
Reading Process
LESSON 3
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Bibliography of Selected Text: (If appropriate)
o List
Bibliography:
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“For each text, create a bibliography that explains why this work is credible, valid, and relevant to the task.”
Pacing: 30 Minutes
Scoring Guide: work meets expectations if:
• Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or
the editor for an anthology).
• Includes reasonable evidence that work is credible and/or worthy of study.
Teaching Strategies:
• Provide citation guide and discuss why each element of citation is needed.
• Ask students to brainstorm what makes an author credible, valid, and/or worthy of study. (Do these articles pass the
CRAAP test, Currency, Relevance/coverage, Authority, Accuracy, Purpose/Objectivity)
• Provided guided note taking sheet on elements of citations and discuss why each element of citation is needed.
• Create student groups, give each group a citation example, and have groups practice writing citations from the
examples.
• Provide the sources to be used to complete prompt. Using “MLA Citations Guide” students create a bibliography of
the sources.
LESSON 4
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Active reading: Ability to identify the central point and main supporting elements of a text. L2 In your discussion, address the
credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions.
o Short Constructed Response
Short reflective entry for each text:
“What is this article about and what does it tell me about imperialism in Rwanda, give supporting details?
(Optional) L2 In your discussion, address the credibility and origin of sources in view of your research topic.
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(Optional)L3 Identify any gaps or unanswered questions.
Pacing: None
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
• Invite students to share and discuss their answers for each text. (ex. Students post research notes for other students
read)
• After the discussion, allow them to add to their entries.
•Teacher will model the active reading strategy, "Questioning the Author"(QtA), with students. Teacher should first
read and chunk, or truncate, the text sources based on the ability of their students.
•Teacher will then work together with students to continue the QtA using text sources. Teacher and students use sticky
notes to write down questions and answers as they go along. They can also use sticky notes to translate and annotate the
text into their own word in more complex areas of the text.
•When students seem to grasp the strategy, they will continue reading the rest of the documents using QtA and sticky
note annotations.
•Students should be sure to keep track of page numbers and sections of the text on their sticky notes so they can keep
their notes/annotations in order.
(for a brief explanation of QtA see this website http://www.readingquest.org/strat/qta.html)
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Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
o List
“In your notebook, list and describe/define words, phrases, and/or diagrams that challenge your understanding of the
texts.”
o Pacing: None
o Scoring Guide: work meets expectations if:
• Completes mini-task.
• Provides accurate definitions and/or explanations or graphic representations.
o Teaching Strategies:
• Make pictorial representations or use graphic organizers to illustrate vocabulary terms (e.g. word mapping).
• Write definitions in their own words.
LESSON 5
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Note-taking and Annotation: Ability to select important facts and passages relevant to the task for use in one’s own writing.
o Notes
Notes and Annotation:
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“For each text, take notes and/or annotate elements relevant to the task. Make sure you have the information to do a
citation when needed to avoid plagiarism.”
Pacing: 60 Minutes
Scoring Guide: work meets expectations if:
• Identifies relevant elements – facts, quotes, explanations.
• Includes necessary citation information to support facts, questions, etc. (for example, page numbers for a long text,
clear indication when quoting directly.
Teaching Strategies:
•Model Format: using Main Idea Map graphic organizer, model the selection of important facts/passages from their
active reading outlines. Take note of page numbers and make clearly indicate when quoting directly. Model just one of
the main ideas identified and have students complete the rest.
•Each student will have at least 4 Main Idea Maps (one for each main idea presented in the prompt):
For example:
1. Main Idea 1: What are the lasting effects of colonization in Africa?
2. Main Idea 2: define Imperialism
3. Main Idea 3: Explains the history of Belgian colonization in Rwanda
4. Main Idea 4: How Belgian colonization affected Rwanda’s 1994 genocide.
Transition to Writing
LESSON 6
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Bridging Conversation: Ability to begin linking reading results to writing task.
o Notes
In small groups, answer anlaysis/synthesis questions connecting the content from the reading to the writing task.
o Pacing: 60 Minutes
o Scoring Guide: work meets expectations if:
No Scoring
o Teaching Strategies:
•Provide a list of analysis/synthesis questions connecting the reading results (note taking results) to the writing task. In
Small groups answer the following questions using evidence from the reading:
1. Why did the Belgians favor the Tutsi when they first arrived in Rwanda?
2. How did issuing ID cards to the Tutsi and Hutu affect the two groups?
3. List four privileges the Belgians gave to the Tutsi?
4. How did Belgian colonization in Rwanda help lead to the 1994 genocide?
•Small group discussion using questions followed by group presentation of answers.
Writing Process
LESSON 7
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Thesis: Ability to establish a thesis statement.
o Short Constructed Response
Thesis statement:
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Write 1-3 sentence thesis to establish the focus and purpose of your work.Then, write the rest of your opening
paragraph around the thesis.
Pacing: 60 Minutes
Scoring Guide: work meets expectations if:
• Writes a concise summary statement or draft opening.
• Provides direct answer to main prompt requirements.
• Establishes a thesis (focusing idea).
• Identifies key points that support development of argument.
Teaching Strategies:
• Ask class to discuss what makes a thesis strong or weak.
• Offer several examples of opening paragraphs with a strong thesis (teacher-created) from PowerPoint.(see uploaded
resources for example)
• Ask class to discuss what makes these opening paragraphs strong or weak. Introduce HOTT-Hook, Overview, Thesis,
Transition. (Basic Essay Structure resource sheet)
• Review the KWL list that students created earlier (Lesson 2 – classroom list) to identify needed elements.
• Students begin writing opening paragraph using this HOTT technique and finish at home if needed.
• Peer review: Students peer review opening paragraphs and identify and label each element of HOTT. Peer should be
able to easily identify a clear thesis statement and circle it.
• Extra Support: Provide struggling students with sentence frames to help write the thesis. Also, depending on the
experience of your class, you may want to write a thesis statement together or combine some of the best student
examples as a class. Having all students share the same thesis statement could help to alleviate anxiety for struggling or
inexperienced writers and get them started on finding the evidence with more enthusiasm.
LESSON 8
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Planning: Ability to develop a line of thought and text structure appropriate to an informational task.
o Outline
Outline/organizer:
Complete "Thesis Essay Organizer" based on your notes and reading in which you state your claim, sequence your
points, and note your supporting evidence.
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(or graphic organizer of the teacher's choosing)
Pacing: 60 Minutes
Scoring Guide: work meets expectations if:
• Creates an outline or organizer.
• Supports thesis.
• Uses evidence from texts analyzed earlier.
Teaching Strategies:
• Provide and teach one or more examples of outlines or organizers. Students used “Thesis Essay Organizer” provided.
(use graphic organizer of your choosing)
• Students complete graphic organizer using all materials: Main Idea Maps, Active Reading and QtA notes, sources,
bridging questions, etc..
• Invite students to review each other’s organizers to make sure points are accurate and sequenced logically.
LESSON 9
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Development: Ability to construct an initial draft with an emerging line of thought and structure. (L2) identifies credible
sources. (L3) Identifies a relevant gap/unanswered question.
o Long Constructed Response
Initial Draft:
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“Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.”
Pacing: Ongoing
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Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Thesis is supported in the later sections with evidence and citations.
Teaching Strategies:
• Encourage students to re-read prompt partway through writing, to check that they are on-track.
• Review strategies for constructing body paragraphs: TEST – topic sentence, evidence, significance, and
transition.(see resources for example)
• Review strategies for constructing conclusion paragraph; STOP- summarize, thesis, omit new information,
perspective.
• Create stations where students can get guidance on certain aspects of the essay: introduction, supporting
evidence/analysis, conclusion, and transitions. Teacher spends time at circulating stations assisting students. (provided
in attachments)
• Extra Support: teacher leads a station for students who need extra support in developing the essay.
LESSON 10
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Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
o Long Constructed Response
Multiple Drafts:
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Use strategies which refine the work’s logic, reasoning, and organization of ideas/points. Use textual evidence
carefully, with accurate citations. Decide what to include and what not to include.
Pacing: None
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Teaching Strategies:
• Model useful feedback that balances support for strengths and clarity about weaknesses.
• Useful feedback includes peer-read aloud and the use of a peer-review template.
• Assign students to provide each other with feedback on those issues.
• Extra Support: teacher makes individual appointments with students for extra feedback, and students can email
teacher rough drafts for more assistance.
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Editing: Ability to proofread and format a piece to make it more effective.
o Long Constructed Response
Correct Draft:
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Revise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide
clear, appealing text.
Pacing: 60 Minutes
Scoring Guide: work meets expectations if:
• Provides draft free from distracting surface errors.
• Uses format that supports purpose.
Teaching Strategies:
• Briefly review selected skills that many students need to improve and teach a short list of proofreading marks.
• Assign students to proofread each other’s texts a second time,using the rubric as a guide.
Extra Support: teacher makes individual appointments with students for extra feedback, and students can email teacher
rough drafts for more assistance.
Completion: Ability to submit final piece that meets expectations.
o Long Constructed Response
Turn in your complete set of drafts, plus the final version of your work.
o Pacing: None
o Scoring Guide: work meets expectations if:
• Submits final work for evaluation on time.
o Teaching Strategies:
•Grade papers using rubric and staple rubric to completed essays with comments.
•Follow up after essays have been returned to discuss strategies for improvement in the next writing assignment.
Resources - Selected Articles
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A HISTORY OF RWANDA.
Golf World (11/9/2007)—Sirak, Ron
The article presents a history of Rwanda from 500 to 1990 A.D. According to the author, tensions between the Hutu and the
Tutsi groups first arose during the late 19th century as a result of European colonization. Belgium occupied Rwanda during the
First World War and empowered the Tutsis over the Hutus. In 1959, riots left more than 20,000 Tutsis dead. Tutsis who had
been exiled to Uganda formed the Rwandan Patriotic Front (RPF) and invaded Rwanda in 1990 demanding back rights.
1310L
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Why?
Time (5/16/1994)—Gibbs, NancyMutiso, Clive
Questions if the tribal strife in Rwanda, where hundreds of thousands have died or fled in a month, is just an example of the
wars of the future. Aid workers estimate between 100,000 and 500,000 Rwandans have died in the civil war between the Hutu
and Tutsi. The African spectrum, from the hopeful South Africa to depressing Rwanda; Event that triggered the violence;
Political aspects of the killings; Warfare as an extension of crime by other means.
1070L
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Eight Hundred Thousand.
America (4/19/2004)—
Offers observation on the history of genocide in Rwanda. Factors that exacerbated the divisions between the Tutsi and Hutu
peoples; Role played by the Catholic Church in the genocide; Positive results of current human-rights trials on the genocide;
Lessons raised by the Rwanda tragedy.
1270L
Uploaded Files
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WIDA_DefiningFeatures_AcademicLanguage[1].pdf
Defining features of Academic Language document.
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RwandaTaskAnalysis.docx
"Task Analysis" worksheet. This student worksheet is used in task analysis skill cluster to breakdown the actual task, complete
a KWL, and includes a prompt for a mini write.
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ConceptDefMap.docx
This is a graphic organizer used to define imperialism in the Task Engagement cluster.
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MainIdeaMap.docx
Main Idea Map worksheet used in the Note Taking cluster.
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RwandaHistory.docx
Rotberg, Robert I., and Andy Koopmans. "Chapter 2: A Tale Of Tribes." Rwanda (2005): N.PAG. History Reference Center.
Web. 31 Oct. 2011. Describes in detail a complete history of Rwanda
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BasicProofingMarks.pdf
BibliographyArticleCitations.doc
Peer Review Worksheet.doc
BibliographyBookCitations.doc
ClincherExamples.docx
ThesisEssayOrganizer.docx
Transitions.docx
BasicEssayStructure.docx
Blank Rubric.docx
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VocabReading1.docx
Conclusions.docx
IntroductoryParagraphs.ppt
UsingEvidence.pdf
WritingBodyParagraphs.pdf
LP 5 Note-taking.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 7 Controlling Ideas.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 4 Active Reading - Vocabulary.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 1 Task Engagement.doc
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 2 Task Analysis.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 6 Bridging.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 3 Text Selection.doc
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 10 Revision and Editing.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 9 Development.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
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LP 8 Planning.docx
Sample Lesson Plans. These may require adjustments and modifications to suit the needs of specific classroom environments
and time constraints.
Keywords
Links*
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CDE Standards Implementation Toolkit (1410L)
(http://www.cde.state.co.us/sitoolkit/index.htm)
This page includes the Discipline Concept Maps, the Vertical Progressions, and the Elementary Concept Connections.
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Academic Language (1290L)
(http://www.wida.us/aboutUs/AcademicLanguage/)
Document that features Academic Language to be used in your module
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Colorado Academic Standards (N/A)
(http://www.cde.state.co.us/cdeassess/UAS/CoAcademicStandards.html)
This link includes a printable version of the standards as well as an online searchable version.
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Academic Language Standards (1210L)
(http://www.wida.us/standards/elp.aspx)
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"A Very Short History of Rwanda" (1450L)
(http://www.rwandanstories.org/origins/real_differences.html)
A short film that gives a brief history of Rwanda through an animation. Very engaging.
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Rwanda-Global Issues (1390L)
(http://www.globalissues.org/article/429/rwanda)
Online editorial that links Belgian colonization in Rwanda to the 1994 genocide.
* These Lexile measures were computed automatically and did not undergo human review. They are not certified measures
and should not be published or recorded in any way.
Other Resources

A Tale Of Tribes
Rotberg, Robert I., and Andy Koopmans. "Chapter 2: A Tale Of Tribes." Rwanda (2005): N.PAG. History Reference Center.
Web. 31 Oct. 2011. This source was retrieved from a library database and outlines the basic facts and timeline of Rwandan
history.
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Rwanda
Shah, Anup. “Rwanda.” Global Issues. 25 Oct. 2006. Web. 14 Nov. 2011. . This is an editorial source that is quite dense but
includes a very insightful analogy of the connection between Belgian colonization and the 1994 genocide.
Section 4: What Results?
Classroom Assessment Rubric
Not Yet
Focus
Attempts to address prompt but lacks focus or is off-task.
Reading/Research Attempts to present information relevant to prompt.
Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question.
Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop
Development
topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered
question.
Organization
Applies an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are
Conventions
inappropriate to audience and purpose.
Meets Expectations
Focus
Addresses prompt with a focused response.
Reading/Research Presents and applies relevant information with general accuracy.
Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the
Controlling Idea
credibility of sources.
Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems;
Development
identifies salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant
implications to topic. L3 Identifies a gap or unanswered question.
Organization
Applies a generally effective structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to
Conventions
audience and purpose.