Lesson Plan Template Brigham Young University-Hawaii School of Education

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Brigham Young University-Hawaii School of Education


Kaycee Bevans

Grade Level & Content Area:

10th grade World History

Lesson Title: The Reasons for Imperialism


PowerPoint on the reasons behind imperialism and some of the background, Imperialism Investigation Handout, Imperialism Cooperative Learning handout, World History Textbook, supplemental readings on Japanese Imperialism, Imperialism in Southeast Asia, Imperialism in China, Imperialism in Africa, and British Imperialism in India, 15 large blank World maps, colored pencils, Jeopardy PowerPoint, practice test on Imperialism, Unit test on Imperialism, Crash Course youtube video on Imperialism, Imperialism video guide, post-it notes in 4 different colors.

Common Core State Standards and/or Content Standards:
Standard 3: History: WORLD HISTORY-Understand important historical events from classical civilization through the present

Benchmark SS.11.3.9: Explain the ideological and economic interests that drove European, American, and Japanese imperialism in Africa, Asia, and the Pacific.

Lesson Outcomes:

Students will identify the motives of imperialism, factors of success, and local reactions in texts and in a test.


  • The majority of students in 3rd period struggle with reading and staying on task. The majority of students in 5th period can be challenged a bit more and need less redirection. The majority of the students in 7th period really need to be challenged and are more capable of higher order thinking. When they are not challenged they are unmotivated and just talk to each other.

  • I am teaching Imperialism because it is in the standards and focusing on the motivations because that is what is focused on in the benchmark. I am also teaching students about how to research and find information.

  • I am providing students with necessary background first in a PowerPoint so that students are able to do the rest of the assignment. I am having students work in groups so they can practice social skills and so the students who struggle can get extra help and the students who do well can learn even more by helping others. I am having students ‘investigate’ and find information so that they can learn this important skill.

Anticipatory Set:

Divide the class into four groups: the United States, Great Britain, France, and Japan. Have each group choose a representative. Give the representative two post-it notes. Tell them they have two minutes to survey the area and ‘tag’ or ‘claim’ what they want by putting their post it note on it. Talk about why certain items were claimed and what happened when someone else claimed it first.

Instructional Sequence:

Day 1:


  • I will go over a PowerPoint that introduces Imperialism and the motives behind it.

  • The PowerPoint will also cover what factors made Imperialism countries successful and those who became colonies unsuccessful.

  • We will also discuss three major types of imperialist states: colony, protectorate, and sphere of influence.

  • Students will write their own examples of the three reasons for Imperialism.

Formative Assessment: Students will do a three-question quiz on the three reasons for Imperialism. Then students will write their own examples of the three reasons. I will check that students have written an example for each of the three reasons for Imperialism.

Closure: Tell your partner the three reasons for Imperialism
Day 2:

Geography Activity:

  • Students will be divided into five groups. Each group will be assigned a particular area that was colonized.

  • Each group will receive a large blank map of the world. The groups will make a key of the Imperial Powers and color the colonies of each Imperial power all one color.

Jigsaw Part 1: Investigation

  • In the same groups students will work together to find out the reasons behind imperialism in that area, factors that made the imperialists in that area successful, the reaction of local peoples, and the impact of imperialism in the area.

Differentiation: Students have been grouped by ability level and each group will receive a supplemental reading that corresponds with their reading level. Also students will be working together in groups and can help each other and discuss the information.

Formative Assessment: I will walk around and assist the groups and see how everyone is doing. Students will have a vocabulary quiz and either get a 1 or a 5 and then have a week to come in and retake for a higher grade.

Closure: Tell your partner the most interesting thing you learned about the region you studied.
Day 3:

Jigsaw Part 2: Sharing and filling graphic organizer

  • Students will get into groups that include at least one person who studied every region. Group members will share their findings and fill in information on the graphic organizer about what the reasons behind Imperialism were and the effects it had.

Differentiation: Students will be working together in groups and there will be students with varying degrees of readiness so they will be able to help each other and learn from each other as they share what they have learned about imperialism in their assigned area.

Formative Assessment: I will walk around and assist the groups and see how everyone is doing.

Formative Assessment: Students will take a practice quiz on the motives behind imperialism.

Closure: Tell a partner how well you think you did at teaching the other students in your group and what you could do better next time.
Day 4:

Formative Assessment: students will write a summary paragraph of what they have learned about two regions they studied. We also will do practice questions for the test.

Imperialism Video

  • Students will watch the crash course video on Imperialism to tie things together. They will fill-in-the blanks on a handout as they watch.


  • Students will be on two teams that are playing against each other. Each team will have a team member choose one of the Jeopardy questions. If they get it right they get a point. If they don’t they do not get a point.

  • All students will write down all questions and answers.

Formative Assessment: I will pay attention to how well students do on the Jeopardy game and see if there are any misconceptions or confusion. Students will also take a practice test that has similar questions as the real test. We will go over answers and see where students were confused.

Summative Assessment: Students will take a test on Imperialism. The test will cover: the three reasons for Imperialism, factors that made Imperial powers successful, local resistance, vocabulary words (colony, protectorate, sphere of influence, imperialism, social Darwinism), and what countries were involved in Imperialism and what regions of the world they were involved.

Closure: Have students share what they think the main reason for Imperialism and why. Does this reason justify what went on?

IEP Accommodations:

3rd Period:

-RAC: additional time, break assignment into small pieces, check for understanding, point out spelling and grammar errors, allow time to work in small groups, clear expectations, frequent check-ins.

-RA: supplementary aids, extended time, clarification of assignments and objectives.

-ICH: supplementary aids, extended time on reading and writing, use visuals, check for understanding.

-RC: allow retakes, allow extra time, if off task direct in neutral tone, praise and positive feedback.

-JJ: break down long assignments, provide models, verbal and written directions, check planner, sequence and number tasks to remind him, provide outlines, study guides, and copies of overhead if needed, multimodal instruction, on-task/focusing prompts, extra time, verbal praise, preferential seating.

-IL: pre-filled advance organizer, have him use his planner, extended time, praise, break down assignments

-KP: preferential seating

-AY: allow 1 retake, extended time for reading and writing, reduce work by ⅓ for vocabulary or other memorization.

-LJF: have student use planner, check for understanding, seat next to teacher, call home when there is a problem.

5th Period:

-IN: preferential seating, multisensory instructions, extended time to complete tests in a period, break long assignments into smaller segments, use of planner.

-NU: allow student to copy notes or receive advance copies of notes when possible, pair with regular ed. Students in group work, monitor attendance and report, perform weekly grade checks, identify major terms while providing notes for students to copy, make sure he writes down assignments and has assignments in binder, retakes on quizzes and tests, sit in front of class, extended time but be firm when things are due, break down assignments, preferential seating, provide clear expectations and consequences, consistent praise.

7th Period:

-JI: unrestricted access to water and bathroom, he will test bleed sugar and self-administer insulin, if he needs help call health aide for assistance.

-RK: use of planner, multi-sensory strategies, chunking of assignments.

-IM: extended time on assignments, allow for retakes and redos on assignments and assessments.

-FN: encourage daily use of planner, chunk large assignments into smaller assignments, provide oral clarification of assignments and directions.

-DS: extended time, check for understanding.

-KW: encourage student to ask for assistance, chunk assignments and directions.


  • Before instruction I asked myself what will the students already know about this subject and what were the main ideas that I wanted to focus on. During instruction the main question I will need to ask myself is if the students are grasping the main ideas. After instruction I need to ask if the students understood and learned the outcomes.

  • Content is presented in PowerPoint, visuals, textbook, supplementary texts, video, maps and peers. Students are participating by reading, writing, and speaking. I am motivating students by having them investigate, having them work with peers, and having the review be a game.

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