The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: Imperialism in the 19th Century
Grade

Grade Level: 10

Subject/Topic Areas: World History from the Enlightenment to the

Present
Key Words: Imperialism, Colonialism, Africa, Asia, North America
Designed By: Brandon Cutrer

Length of Unit: 5 days

School District: Lafayette County School District School:

Lafayette High School
Brief Summary of Unit:

Through this unit of study students will develop an understanding of

Colonialism, Imperialism, and the effects of colonialism and imperialism in
Africa and Asia. Students will explore topics including population,
geography, causes and effects of natives and Europeans, and the lasting
effects of Imperialism. They will explore these topics through reading
informational text, completing thinking maps, viewing maps, watching
interactive videos, research, and collaborating in groups. To conclude the
unit students will participate in a review and give an oral presentation on
their completed unit project to apply what they know and connect all
information.
List and attach Print Materials/Resources
List and attach Internet Resources/Links
Day 1:
KWL
Video http://education-portal.com/academy/lesson/american-imperialism-in-latin-americathe-caribbean.html#lesson
Day 2:
Kipling, Rudyard. The White Mans Burden. http://historymatters.gmu.edu/d/5478/
Morel, Edward. The Black Mans Burden.
http://history.hanover.edu/courses/excerpts/111mor.html
Detroit Journal. White Mans Burden Cartoon. 1898.

http://www.paddletrips.net/wmb/ed_cartoon_kipling.jpg
Colonial Claims of 1898.
http:images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_mwh2005_0
618377115_p337_f01.jpg
Extent of Colonialism. https://www.mtholyoke.edu/acad/intrel/pol116/colonies.htm
Imperial Control Jigsaw Activity. http://robertwnukowski.wmwikis
Primary Source Analysis
Day 3:
What I Have Learned Newspaper
Day 4:
Cartoon Rubric
Cartoon Self Check
Quiz-http://www.quia.com/quiz/926523.html
Check out mac cart for quiz above
Day 5:
KWL
Test

Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students.
Age-Range, Gender, Total number of students
In my clinical instructors classroom there are a total of 104 students that he teaches
throughout the day. The ages of these students range from 15 to 18 depending on the subject
he is teaching that period. There are 67 boys in the classroom 37 girls in the classroom.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
The achievement levels of the students in my clinical instructors class vary greatly in each
period. There is one student who is handicapped and has to use a wheel chair but has no learning
disabilities. Twenty-four of the students are on tier 2 and receiving interventions for reading
difficulty. There are 8 students on tier 3 and are in danger of failing this year. According to
grades thus far over 75% of the class seems to be performing on or above grade level. The other
25% is in danger of failing the semester and possibly the state test. In class, several practice tests
were given to assess how well the students may perform on the state test and over half of the
students scored proficient/minimal and the other half scored basic/minimal.
Socio-Economic Description
The students in this class have varying socio-economic levels. For the most part the
students are low socio-economic level to middle socio-economic level. Several of the
students parents did not complete high school, thus limiting the possibilities for higher
paying jobs as adults. More than half of this class receives free/reduced lunch. The class that
goes to lunch with me has four students who bring their lunch while the others eat in the
cafeteria. All students are adequately clothed when they come to school; they each have their

backpack, and most have their homework. It appears that six students from all the classes
seem to come from a low socio-economic level due to the fact that their clothes and shoes are
worn repeatedly, no matter the condition of their cleanliness. The majority of parents are
involved in homework help and school activities; this is evident through homework
completion, email and note communication, and signed test papers.
Typical Demeanor of Students
In the classroom the students are very well behaved. They come in quietly and look for their
work on the board and begin. They will usually greet the teacher and have casual conversation
about sports or what they did the past weekend and then get to work. The students are very well
mannered. They always raise their hands to answer questions, say yes sir, and are not
disrespectful. The students are not only polite to the teacher but they also respect their
classmates also. When a student has a question that has already been answered or seems to be
struggling the class does not get frustrated; they are very patient and try to assist the teacher in
helping the student comprehend what the class is learning about. The students tend to hit a
slump after lunch and seem to get tired but they never fall asleep. Their energy level seems to
drop and they seem less interested in the material being covered but they are always attentive and
try to stay focused on the topic at hand.
Typical Interest and Involvement of Students
According to the interest inventories and observations I have made in my classroom
many of my students are involved with activities outside of school. Most of the students in
this class take part in football, soccer, and baseball. Several boys in this classroom are on
teams where they play one of the above sports with the city league or school. Many of the
girls in this class said they enjoyed gymnastics, swimming, tennis, and ballet. Many students
in the class expressed interest in playing Xbox and interactive games. All of my students,
with the exception of four, seem to have families who are very involved in their lives. Most
students attend some type of church service on Sundays and Wednesdays.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
According to the interest inventory my students have many approaches to learning. The
most numerous groups were the kinesthetic learners and visual learners. For this unit I used
group activity to meet the needs of the kinesthetic learners as well as using power point slides
and handouts for the visual learners. In addition, I issued notes through lecture suiting those
whose preference was for auditory learning.
3. Knowledge of students skills and prior learning
World history builds on what the students have learned in previous classes and scaffolds
students for U.S. History. Students should already have a basic knowledge of world history from
pre-historic time until the enlightenment which is covered in the eighth grade. In addition,
students should have a basic background in global geography which was taught to them in ninth
grade. This class covers the history of the world from the Enlightenment Era to the Present day.

The curriculum focuses heavily on the Enlightenment, the Age of Revolution, Imperialism, and
the World Wars.

4. Knowledge of community and school district (Include a description of the community

and school district)
Lafayette High School is a part of the Lafayette County School District. This district is
made up four schools and serve Lafayette County excluding the city of Oxford. The high school
is comprised of 753 students. These students come from a mixture of homes including rural and
suburban.

Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or Common Core Standards.
Understand causes and consequences of contact, cooperation, and conflict (e.g., diplomatic,
economic, political, cultural/ethnic, military, biological) between various societies, nations, and
groups of people
Understand that increased interactions among people have resulted from: technological and
communication innovation, political and economic change, and demographic and climate change
What understandings are desired?
Develop an understanding of what imperialism is and how it shaped the 19th
century.
Understand that imperialism did not happen in a centralized location but that
it took place all over the world.
Daily objectives: What key knowledge and skills will students
acquire as a result of this unit? What should learners be able to do
as a result of such knowledge? Include integrated content areas
from the Mississippi Curriculum Frameworks. Label objectives with
the DOK level of learning.
The students will:
Day 1: Define key terms for unit (DOK 1)
Day 2: Read and analyze primary source documents (DOK 2)

Day 3: Collect and display knowledge gained thus far on a newspaper (DOK
2)
Day 4: Construct a political cartoon and develop a logical argument
defending its message (DOK 3)
Day 5: Apply concepts taught to complete test (DOK 4)

Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
Day 4: Political Cartoon
-Self Check Form
-Rubric
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Day 4: Political Cartoon
Day 5: Test
Informal Check(s): List ways you will check for understanding throughout your unit.
Day 1: KWL
Day 2: Primary Source Analysis
Day 3: What I Have Learned Newspaper
Day 4: Cartoon/Quiz
Day 5: KWL completion
Academic Prompt(s): List higher level thinking questions used throughout
the unit.
Day 1: Did the United States role in South America reflect the democratic

ideals of the country?

Why or why not?
Day 2: Did Imperialism only affect the European colonists? If not, how do
you know?
Day 3: What are the lasting effects of Imperialism?
Day 4: Do you notice a trend in Imperialism throughout time? When?
Day 5: Is there a difference between imperialism and colonialism? Why or
why not? Explain your reasoning.

Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.

Monday
Define key
terms
KWL on
Imperialism
Video on
imperialism
Slide Show
Think-pair-share

Tuesday
Bell Ringer

STAGE 3: Daily Plans

Wednesday
Thursday
Bell Ringer
Bell ringer

Friday
Review for test

Slide Show

Paired Reading

Slideshow

Test

Primary Source
Handout

Shared Notes

Notes

Finish KWL

Class Review of
notes

Quiz

Finish
presenting
political
cartoons

Jigsaw Group
work Activity
Compare/Contra
st Imperialism

Create/present
political cartoons

Daily Lesson Plan

Day: (Day 1)
Objectives:
3. Understand causes and consequences of contact, cooperation, and conflict (e.g., diplomatic,
economic, political, cultural/ethnic, military, biological) between various societies, nations, and
groups of people.
a.Analyze the role of imperialism and industrialism as factors in the rise of global conflict since
the Age of Enlightenment.
(DOK 3)
Materials:
KWL chart
Book
Video
Slide show
Opening (Set):
Distribute candy and money to the class then go around and explain that you
need the candy and money and are going to take it. Also tell the class that
you are not only going to take their things but you are going to show them
what they are doing wrong and how they need to do better. Explain to the
class that this is how imperialism works.
Learning Tasks (Procedures):

1.
2.
3.
4.

Students will define key terms as stated in the book.

Students will complete a KWL on imperialism
Teacher will review each key term with the students
Teacher will show a short video to students then present a slide show

Closure:
Students will complete a think, pair, and share activity to show what they
learned that day.
Differentiated Instruction:
Enrichment: Students will be asked and challenged to not only copy
the key terms but then create their own definition of the key terms and
illustrate the key terms
Intervention: Students will be asked to illustrate their key terms and
another student can assist in writing the definition to the key term
Accommodation: Students will be provided a set of key terms and
definitions. They will have to match the correct term to the definition

Daily Lesson Plan

Day 2: Imperialism in Africa
Mississippi Framework for Social Studies
4. Understand that increased interactions among people have resulted from:
Technological and communication innovation, political and economic change, and
Demographic and climate change.
b. Identify the various locations of colonial rule of nations such as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States
And analyze the colonial relationships of each. (DOK 3)
3. Understand causes and consequences of contact, cooperation, and conflict (e.g.
Diplomatic, economic, political, cultural/ethnic, military, biological) between various
Societies, nations, and groups of people.
a. Analyze the role of imperialism and industrialism as factors in the rise of global conflict
Since the Age of Enlightenment. (DOK 3)
C3 Curriculum
D2. HIS 6.9-12
Analyze the ways in which the perspective of those writing history shaped the history that they
produced

Materials:
Pencil
Paper
Dry erase marker
Eraser for board
Power Point
Power Point Handout
White Mans Burden Image
White Mans Burden Text
Black Mans Burden Text
Imperialism Map
Colonial Statistics
Opening (Set):
1 Students will complete their bell ringer for the day: Examine the image
on the PowerPoint, The White Mans Burden. They will take five
minutes to write down what they think the white mans burden is.
Students will analyze the picture and discuss what it means in their
group, and then share with the class.
2 Teacher will review the bell ringer and ask students for their input.
3 Teacher will remind students that bell ringers are graded and to put
them away in their binders.
We have been studying through the nineteenth century. One of the central
events that happened during the latter half of the century was the
explosion of colonialism and the great powers rush to gain colonies.
Today, we will look at the growth of colonialism and the different types
and forms of it. Also, we will talk about the effects that it had then and the
lasting effects of imperialism.
Learning Tasks (Procedures):
1 Teacher will begin slide show.
2 Teacher will pass out the handouts that include the primary sources
3 Teacher will present the brief slide show to the class detailing
imperialism in Africa
4 During lecture, the teacher will use the map and the population
statistics as examples of how colonialism affected the Africa
5 Teacher will ask and take questions from the students during lecture
time
6 At the conclusion of lecture the teacher will hand out the primary
sources White Mans Burden and Black Mans Burden.
7 The students will take a few minutes to read over these documents
8 Students will then be broken off into four groups and the teacher will
continue with the group activity Imperial Control Jigsaw

9 Each group will be given a different type of imperialist style as each

great power had their own method of governing: Direct Rule, Indirect
Rule, Protectorate or Sphere of Influence.
10 Each group will study their assigned method and find examples of
each.
11 After 15 minutes, these groups will be broken off into new groups
12 The students will then use the knowledge gained from their previous
group to teach the new group about that form of imperialism.
Closure:
1 Teacher ask some students to describe what they learned in their
group activity, being sure to have at least one student from each group
speak.
2 Teacher will invite discussion by asking the students to compare and
contrast the positive and negative effects of imperialism
3 The Teacher will allow ample time for discussion and guide it if
necessary.
Differentiated Instruction:
Enrichment: Ask students to analyze each country that took part in
imperialism. Have students use the textbook and maps to discover
which powers had the most and least influence.
Intervention: The teacher will allow the students ample time to finish
all the work. The teacher will also discuss with struggling students the
primary documents in addition to them reading them alone, being sure
to cover each document thoroughly.
Accommodation: Students will have material presented visually on
the board as well as copies of the notes being given. Students will be
paired by the teacher during group activity to be sure that struggling
students are paired with high preforming students who can act as peer
tutors.
Daily Lesson Plan
Day 3: Imperialism in China, India and Japan
Objectives:
Objectives state what you want the students to accomplish. List selected
objectives from Stage One that will be met with this lesson. Label DOK
level of learning
Materials:
Pencil
Paper
Dry erase marker
Eraser for board
Textbook

Opening (Set):
Show students pictures of China, India, and Japan and ask if they know what
may have happened during the age of Imperialism and did it spread?
Learning Tasks (Procedures):
Explain that Imperialism did spread and it took place in the parts of the world
stated earlier.
Pair students up-higher learners with lower learners and assign each pair a
passage in the text to read and outline
Have each pair present to the class what they learned about and the class
will compile notes
Closure:
Students will ask any questions they may have to other groups and finish
copying notes
Differentiated Instruction:
Enrichment: Will be placed with lower learners to help students read
Intervention: Will be placed with higher learners to help with reading
passage and note taking
Accommodation: Will be provided a copy of notes taken in class
* Enrichments and interventions should be some change in the
content taught, the process in which the material is taught, or the product
produced by the student.

Daily Lesson Plan

Day 4: Imperialism in Southeast Asia
3.1 Understand causes and consequences of contact, cooperation, and
conflict (e.g.
Diplomatic, economic, political, cultural/ethnic, military, biological) between
various
Societies, nations, and groups of people.
4. b. Identify the various locations of colonial rule of nations such as England,
France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the
United States
And analyze the colonial relationships of each. (DOK 3)
Materials:
Pencil
Paper
Dry erase marker
Eraser for board
Power Point
Text Book
Material for Quiz

Opening (Set):
Students will complete their bell ringer for the day. Discuss the rise of
Indian Nationalism during the late 19th and early 20th Century.
Teacher will review the bell ringer and ask students for their input.
Teacher will remind students that bell ringers are graded and to put them
away in their binders.
We have been studying imperialism throughout the last few days. Yesterday
we talked some about India, China, and Japan. Who can kind of recap for us
what we learned about each?
So today were going to focus on Southeast Asia which was a very important
area. It was here that the United States first really entered into the fray of
colonial powers. Lets open our books to page 618 and begin.

Learning Tasks (Procedures):

1. Teacher will have a student pass out notes.
2. Teacher will begin slide show.
3. Teacher will have students get out notebook to take notes
Teacher will present slide show to the class
4. Students will take notes
5. Teacher will ask and take questions from the students during lecture
time
6. Teacher will wrap up slide show and answer any final questions
7. Teacher will have a student pass out the quiz
8. Teacher will instruct the students on procedures for the quiz
9. Students will create a political cartoon of their choice based off the
rubric the teacher gave each student. When students are finished
taking the quiz they will make their cartoon and present it to the class.
Closure:
1. Teacher will briefly go over the quiz with the students.
1. Teacher will bring remind students that the quiz, which they have the
correct answers for will serve as their study guide for their test on Day
5.
2. Students will present their cartoons-students who do not get a chance
to present today will present after the test tomorrow.
Differentiated Instruction:
Enrichment: Ask students to answer higher level questions such as,
How did colonialism affect the people who lived there?
Intervention: Students who are struggling may be paired up with
another student during discussion.
Accommodation: Move around the classroom to students who may
be struggling. Also, the quiz will be open notes.

Daily Lesson Plan

Day 5: Review/Test
3.1 Understand causes and consequences of contact, cooperation, and
conflict (e.g.
Diplomatic, economic, political, cultural/ethnic, military, biological) between
various
Societies, nations, and groups of people.
4. b. Identify the various locations of colonial rule of nations such as England,
France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the
United States
And analyze the colonial relationships of each. (DOK 3)
4. Understand that increased interactions among people have resulted from:
Technological and communication innovation, political and economic change, and
Demographic and climate change.
b. Identify the various locations of colonial rule of nations such as England, France,

Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States
And analyze the colonial relationships of each. (DOK 3)
3. Understand causes and consequences of contact, cooperation, and conflict (e.g.
Diplomatic, economic, political, cultural/ethnic, military, biological) between various
Societies, nations, and groups of people.
a. Analyze the role of imperialism and industrialism as factors in the rise of global conflict
Since the Age of Enlightenment. (DOK 3)
Materials:
Pencil
Paper
Test
KWL
Cartoon if not finished
Opening (Set):
Students will be asked a series of questions to jog their mind of the chapters
material. The teacher will throw a ball to each student and ask them a
question. If the student does not know the answer the student can phone a
friend.
Learning Tasks (Procedures):
After reviewing for the test the teacher will explain the directions to the test
The students will complete the test
The students will turn in the test, complete their KWL and turn it in
The students will present their remaining political cartoons if not finished
yesterday
Closure:
Students will share their KWL with the class and tell what they liked most
about this chapter
Differentiated Instruction:
Enrichment: Students will be challenged to create a political cartoon
from various points of view and explain why they feel their cartoon is
politically accurate
Intervention: Students may draw their cartoon and explain verbally
what their cartoon means and how it is conveyed
Accommodation: Answer choices will be modified on the test to
accommodate all students IEPs. Multiple choice questions will be
reduced to 3 instead of 4 choices, short answer can be verbal if
needed, and fill in the blank answers must have a word bank if on the
test.

Imperialism Unit Test

Multiple Choice: 5 Points Each
1 Which European power did the United States fight in 1898 to gain
control of the Philippines?
A Spain
B) Great Britain

C) France

D) Germany

2 Which European Power was not a major player in the Scramble for
Africa?
A) Germany

B) Great Britain

C) France

D) Russia

3. Who is was the leader of the Indian National Movement?

A) Buddha
Liliuokalani

B) Mohandas Gandhi

C) Queen

D) Ruhk Kahn

4. Who was the last leader of the independent country of Hawaii?

A) Queen Elizabeth B) Theodore Roosevelt C) Queen Liliuokalani
D) King Henry VII
5. Which is an accurate statement about the partitioning of Africa by
European nations during the 1800s?
A) New Nations were based on old tribal boundaries
B) The cultural and ethnic diversity of the African people was disregarded
C) The continent was divided equally among the colonial powers
D) African Unity was encouraged
6. The nineteenth century term White Mans Burden reflects the
European idea that:
A) Asians and Africans were equal to Europeans
B) Asians and Africans would be grateful for European help
C) Imperialism was opposed by most Europeans
D) Europeans had a duty to improve the lives of the native peoples

7. The Sepoy Mutiny in India and the Boxer Rebellion in China were similar
in that they:
A) Restored power to hereditary monarchies

B) Attempted to reject traditional culture

C) Resisted foreign influence in these countries
D) Reestablish the power of religious leaders

8. Which continent does the country above the door belong to?
A Europe

B) Asia

C) Africa

D) North America

9. Who does the figure standing at the door represent?

A Mr. Krepps B) Rudyard Kipling

C) Uncle Sam

D) Kaiser

Wilhelm II

10. Which statement best expresses the motive for 19th century imperialism?
A) Living space was needed for the excess population

B) European leaders believed imperialism would effectively reduce the

number of wars
C) Imperialism would benefit the economies of the colonial powers
D) European nations would benefit from learning native culture
True or False 1 point each
______ Rudyard Kipling wrote the poem The White Mans Burden
______ China was colonized by France
______ The country of Siam remained independent
______ The United State did not take an active role in Imperialism
______ The sun never sets on the British Empire
Define the Term: 5 points each
SepoyNationalismSpanish-American WarEssay: 20 points each
Explain the Open Door Policy that the United States issued to China in the
late 19th Century. What were its traits and how did it influence China.

Map Activity: 10 Points Total, 1 Point per item

Label the map with the following names
Pacific Ocean:
Cuba:

Atlantic Ocean:
Puerto Rico:

Hawaii: Philippines:

China:

Caribbean Sea:
India
United States:

Self-Evaluation

Name: ________________________________

My Political Cartoon is: (circle one)

My Political Cartoon clearly expresses my opinion of imperialism: (circle one)

Strongly Agree

Neither

Anti-Imperialism

Disagree

Strongly Disagree

I feel that I have followed directions and requirements of creating a political cartoon: (circle one)
Strongly Agree

Agree

Pro-Imperialism

Agree

Neither

Disagree

Strongly Disagree

I believe that my political cartoon could be easily interpreted by a classmate: (circle one)
Strongly Agree

Agree

Neither

Disagree

Strongly Disagree

My favorite detail of my political cartoon is... _________________________________________________

_____________________________________________________________________________________.

I believe that I should receive ____/50 points for my political cartoon because

------------------------------------------------------------------------------------------------------------------------------------------------------Peer-Evaluation
Name: ________________________________
Classmates Name: ____________________________ (illustrator of the cartoon that you are evaluating)
1 My classmates Political Cartoon is: (circle one)
Pro-Imperialism
Anti-Imperialism
2

My classmates Political Cartoon clearly expresses their opinion of imperialism: (circle one)
Strongly Agree

Agree

Neither

Disagree

Strongly Disagree

I feel that my classmate followed directions and requirements: (circle one)

Strongly Agree

Agree

Neither

Disagree

Strongly Disagree

My favorite detail of my classmates political cartoon is...

________________________________________
______________________________________________________________________________________
.

I believe that my classmate should receive ____/50 points for their political cartoon because