ACP Lesson Plan Template

NAME

Zac Cokely

DATE

11/14/16

DAY OF WEEK

Monday

COURSE

U.S. History

PERIOD(S)

UNIT TOPIC
LESSON TITLE

Imperialism
Beginnings of Imperialism

LESSON OBJECTIVES
Students will be able to recognize racial discrimination and how it perpetuated
American Imperialism
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
How did American views on different ethnic groups influence the way they treated
foreign countries?
CCSSELA: with Numbers of standard and details of standard. (one of how many you use)
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging
them with other information.
INSTRUCTIONAL OBJECTIVES
Social Darwinism
White Mans Burden
Theodore Roosevelt imperialism
Annexation of Hawaii
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted 5 min
The students will respond to the following prompt: What is needed to grow capitalism?
(Hint: how could Andrew Carnegie possibly get any richer?) Students will take a few

minutes to respond to the warm-up question. They will then talk to each other to share
their thoughts. I will not have students share just yet as it will come up in the discussion.
BODY OF THE LESSON (TPE1, 4,5,6,8,9,10)
Direct Instruction: Approximate Time Noted 5 min
After the warm-up, students will participate in a discussion to figure out what imperialism
is and why it happened. I will begin by explaining imperialism to the students. After they
understand the definition, I will ask them why countries would need to imperialize at this
point in history and tell them that it is related to their warm-up. After the students
understand the motivations of imperialism, we will move into the guided practice.
Guided Practice: Approximate Time Noted 40 min
Students will get into groups of three or four and perform a gallery walk. There will be
eight groups and four different documents (2 of each document). Students will spend
time going to each part of the classroom to perform the task that is laid out for them by
the paper. Students will have 10 minutes at each station to perform the task and
complete the questions regarding the task. The tasks are reading White Mans Burden
and Hawaiian annexation, or looking up the definition of the Roosevelt corollary and Big
Stick diplomacy. They will work as a team to finish the task before time runs out.
CONCLUSION OF LESSON: (TPE 4, 5, 6, 9, 10)
Lesson Closure/Summary: Approximate Time Noted
Students will then stay in their groups to write a letter to America during this time
period. For this letter, there will be no talking. Each student must take turns writing only
one word at a time. Students must work together to make complete thoughts and set
America straight.
ADAPTATIONS (TPE 6, 7)
The graphic organizer provided will be extremely helpful to English learners and students
who need visual to keep the information organized. These same students as well as
special needs students will benefit from doing work with other students that are efficient
readers and have the ability to analyze the text and complex scenarios that arise in the
activity.
ASSESSMENT (TPE 2, 3)
The group will submit one paper with all of their names. They will at this point have
learned about a great chunk of Imperialism in America while learning how it affected the
countries it was imperializing. This concept will be extremely important going forward for
the next week.
MATERIALS NEEDED
Documents, organizer.
REFLECTIONS/EVALUATION (TPE 11,12)
What do you anticipate as a problem, concern, or stumbling block for your students? By
thinking ahead, you have eliminated classroom management problems, as much as
possible. Proper planning prevents poor performance.

A problem I can see happening is students working on their smart phones and getting
distracted with other applications on the phone. To combat this, I will only allow one
smart phone to be out at a time per group. This will limit the possibility of students
abusing this freedom.