UCLA CENTER X TEP

SECONDARY UNIT PLAN ELEMENTS

by Lauren Daus
Social Justice Goals: How will this unit address important social justice themes?
Students will be exposed to the marginalized stories of people of color, through learning about the effects of
colonization and colonialism. The goal is for students to recognize the importance of counter narratives and
decolonization.
Standard(s) Addressed: What common core and content standards will be used as the basis for the content
presented in this unit?
10.4 - Students analyze patterns of global cange in te era of !e" #$perialis$ in at least t"o of te
follo"ing regions or countries: Africa% Souteast Asia% &ina% #ndia% 'atin A$erica% and te (ilippines.
10.4.1 - escribe the rise of industrial economies and their lin! to imperialism and colonialism "e.g., the role
pla#ed b# national securit# and strategic advantage$ moral issues raised b# the search for national
hegemon#, Social arwinism, and the missionar# impulse$ material issues such as land, resources, and
technolog#%.
10.4.& - iscuss the locations of the colonial rule of such nations as 'ngland, (rance, )erman#, *tal#,
+apan, the ,etherlands, -ussia, Spain, .ortugal, and the /nited States.
10.4.0 - 'xplain imperialism from the perspective of the colonizers and the colonized and the varied
immediate and long-term responses b# the people under colonial rule.
10.4.4 - escribe the independence struggles of the colonized regions of the world, including the roles of
leaders, such as Sun 1at-sen in 2hina, and the roles of ideolog# and religion.
&oncepts)*e$atic Goals)+ssential ,uestions: What are the Enduring Understandings and Essential
Questions for this unit?
'ssential 3uestion4 5hat influences people to thin! the# are superior or inferior to others6
'nduring /nderstandings4 2olonizers use hegemon# "coercion and consent% in order to colonize those who are
seen as inferior to them. The role of imperialism and colonialism influence the colonized to thin! that the# are
being helped b# 7more civilized8 forces. 9owever, it is important for people to go through the process of
decolonization and humanization in order to live through their own identities and !eep their histories alive.
Student 'earning -b.ecti/es (include literacy% +''% acade$ic language and tecnology): What do you
want students to know and be able to do? How will you incorporate literacy and technology, as well as the
needs of English Language Learners and students with special needs into this unit?
Students will anal#ze primar# and secondar# sources.
Students will be able to practice public spea!ing.
Students will be able to write about historical events and anal#ze how the# relate to their own lives
Students will thin! criticall# about whose histories are in the forefront and whose histories are left out.
Students will be able to rearticulate their own histories through a form of art.
Students will be able to collaborate with their peers for assignments.
Students will be challenged to research effectivel# and consciousl# in textboo!s and on the *nternet
Assess$ent(s): What formatie and summatie assessments will students engage in during the unit? What
will the indiidual student produce or do to demonstrate achieement of the standard!s", concept, and learning
objecties? How will you know what your students understand?
.erforming -esistance .ro:ect ".-.%
Students will be assessed on what the# learned through a class performance;showcase.
Students will choose which form of art "spo!en word, song, drawing, etc.% the# want to use to express their
own narratives, in regards to 7resisting8 to the status <uo and metanarratives.
Students must include important concepts "decolonization, hegemon#, race, class, gender, etc.% in their
form of art.
*i$eline and se0uence of unit: What are the major steps of the unit? What is the range and se#uence of
topics to be addressed in the unit?
1nit 2esign
'earning Seg$ent
Standards
Addressed
*i$e
(ri$ary)Secondary
Sources
-ter 3esources !eeded
The -ise of *mperialism
5estern expansion
-esources in Southeast
=sia
Social arwinism
(re/ie" Assign$ent: Steal
the >acon "represents fight
for resources%
+4periential +4ercise: The
-eS?/-2'rer@s Stone -
Student groups will represent
5estern countries tr#ing to
gain resources from
Southeast =sian countries
(rocessing Assign$ent:
5riting reflection$ *ntroduce
culminating pro:ect
10.4.1
10.4.&
10.4.0
& da#s
Aap of imperialism in
Southeast =sia
3uotes b# imperialists
*tem for Steal the >acon
'xperiential instructions
and materials
.ro:ector, .ower.oints
Student noteboo!s
2olonial Ta!eovers and
-egimes
The /.S. in the
.hilippines
Scramble for =frica A
Aexican -evolution 5
(re/ie" Assign$ent:
=nal#ze a political cartoon
that represents /.S.
colonialism in the .hilippines
5isual 2isco/ery: Students
will anal#ze pictures through
a galler# wal! and ta!e notes.
=fter, the# will participate in a
critical dialogue together.
(rocessing Assign$ent:
2reate a political cartoon.
10.4.&
10.4.0
4 da#s
Aaps of colonial
locations
Timelines of colonial rule
Aexican 2onstitution of
1B1C
.ictures or depictions of
resources and
relationships of
colonizers and colonized
3uotes b# colonizers
and imperialists
.ro:ector, .ower.oints
.olitical cartoon
examples
Aar!ers, cra#ons,
colored pencils,
construction paper
.ictures, artwor!, or
depictions for galler#
wal!$ tape
Student noteboo!s
'earning Seg$ent
Standards
Addressed
*i$e
(ri$ary)Secondary
Sources
-ter 3esources !eeded
-esponses to 2olonial -ule
-evolutionar# leaders
+apanese 'xpansion
9egemon# T
(re/ie" Assign$ent: 5hat
are some forms of colonialism
or imperialism that exist
toda#6 5hat about in #our
personal life6
6riting for 1nderstanding:
Students will write a letter or
speech as a colonizer or a
colonized person.
(rocessing Assign$ent:
Students will write an acrostic
poem for hegemon#.
10.4.4
0 da#s
*mages of leaders
Aap and timeline of
+apanese expansion
.ictures of 5estern
influences on +apan
"compare and contrast%
.ro:ector, .ower.oints
=crostic poem example
'xamples of
contemporar# forms of
colonialism and
imperialism
Aar!ers, cra#ons,
colored pencils
The .rocess of
ecolonization D 2ulminating
.ro:ect
Three *@s of oppression
2ounter narratives
10.4.0
10.4.4
E da#s
$ecoloni%ing &edagogy
b# Fen# Strobel
&edagogy of the
'ppressed b# .aulo
(reire
'xcerpts from =ntonio
)ramsci@s &rison
(otebooks
.ro:ector, .ower.oints
Aar!ers, cra#ons,
colored pencils
2omputer lab
2anvases, poster
boards;paper,
construction paper,
scissors, paintbrushes
Gideos or forms of art
that represent
transformational
resistance
*eory: What theories support your unit?
Sociocultural learning theor#
3ationale: Why hae you chosen these goals, concepts, assessments, and topics for your unit?
The purpose of this unit is to 1% challenge students to thin! criticall# about wh# colonization and colonialism
existed and still exist toda# &% ma!e connections between different cultures and their dominant influences 0%
help students anal#ze the ma:or causes and effects of colonialism and how it represents oppression 4% help
students to rearticulate their own histories and understand the importance and process of decolonization and
humanization
7ibliograpy: What sources will you use in this unit? )e specific !i*e* list page numbers if appropriate"
World History + ,eography- .odern /imes b# +ac!son Spielvogel and +a# AcTighe
/eaching What 0eally Happened b# +ames 5. Fowen
$ecoloni%ing &edagogy b# Fen# Strobel
&edagogy of the 'ppressed b# .aulo (reire
/he &rison (otebooks b# =ntonio )ramsci
)ring Learning 1lie2
Aexican 2onstitution of 1B1C
1ouTube
3eflections (to be "ritten after instruction): What elements of this unit allowed students to achiee the
goals? What elements need to be reconsidered or reised? Why?