Jorge Lopez Course: World History (10th grade) Lesson Title: From Colonialism to Globalization UbD Template 2.

Stage 1 Desired Results

ESTABLISHED GOALS

Act, personally or collaboratively, in creative and ethical ways to contribute to improvement locally, regionally, or globally and assess the impact of the actions taken Reflect on their capacity to advocate for and contribute to improvement locally, regionally, or globally Understand students own concentric spheres of actionfamily, community, nation, globe. Educating for Global Competence: Preparing our youth to engage with the world., 2011

CA State Standards:

Transfer Students will be able to independently use their learning to Better know their identity of self, to the world, the here/there and now/later dynamics of Dr. Gaudelli. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand 1. The history of colonialism and imperialism. 1. What are the consequences of greed in a 2. The motives of colonialism/imperialism. globalized world? 3. The geography of imperialism/colonialism. 4. The lasting effects and consequences of 2. How are workers dehumanized? imperialism/colonialism 5. Their connection to imperialism/colonialism 3. What are the consequences to our 6. The role of industrialization in environment/planet? colonialism/imperialism 7. The role of economic systems in 4. How did we get from then to now? colonialism/imperialism 8. The role of economic systems in 5. How do we create and shape our desired globalization future? 9. What it means to live in a global community 6. How can the descendants of colonized 10. How to create international/global indigenous people decolonize from the effects relationships of colonialism/imperialism? Acquisition

10.3 The Industrial Revolution 1. Understand why England was the first country to be industrialized** 2. Examine how technology brought about change (inventors: Watt, Whitney, Bessemer, Pasteur, Edison) 3. Describe the growth of population, rural to urban, and growth of cities: Manchester 4. Evolution of work, the end of slave trade, effects on immigration, division of labor, unions 5. Understand the connections of natural resources, labor, and managers 6. Analyze the emergence of capitalism, utopianism, social democracy, socialism, and communism** 7. Describe the emergence of Romanticism in art (Blake, Wordsworth, Dickens) 10.4 Imperialism two regions: India, Africa, Latin American, SE Asia 1. Describe the rise of the industrial economies and their link to imperialism (economic, social Darwism/racism, missionaries, nationalism)** 2. Discuss the locations of the colonial rule, countries involved 3. Explain imperialism from the perspective of the colonized and

Students will know 1. Their historical cultural identities before colonialism, and understand how identities, systems, environments, and cultures have been shaped. 2. How to envision, describe, and present their desired future 3. That their existence is connected to the globe and its people 4. How to describe the type of world they do not want 5. Current global politics, problems, issues, and solutions

Students will be skilled at 1. Analyzing maps and graphs 2. Analyzing relevant documents 3. Reading secondary sources 4. Expressing their identity through art and poetry 5. Constructing a plan to shape their desired future for the globe 6. Making connections to global issues

colonizers** 4. Describe the independence movements from the colonized and the role of the leaders

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence TRANSFER TASK(S): 1. 7 Pillars of Colonialism: Become familiar with the assigned pillar of colonialism in your small group. You will share to the class, while taking notes in the provided chart of the remaining 6 pillars. 2. Illustration & presentation: You will create 1-2 illustrations using elements of art to demonstrate one of the steps in the process colonization. This will be presented in a class gallery walk. 3. Community Art Walk: You will be taken on an art walk of murals in the community surrounding the school to understand the process and consequences of colonization in Latin America. Students will be responsible to document a section of one of the murals and explain which of the 7 Pillars of Colonialism it represents and why. 4. Analyzing Imperial Motives: Students will become familiar with the 5 motives for the new imperialism through placards of primary sources. (Economic, Political, Religious, Exploratory, Ideological) 5. The Scramble for Africa: Students will become familiar with the historical geography of Africa, & engage in an experiential activity of the scramble for Africa that represents the search for natural resources and labor of Africa and its indigenous people. 6. End of Poverty? Film analysis using film guide handout. Students will look for connections from the colonial era to the new imperialism era to understand the levels of poverty in Latin America and Africa today. Students become familiar to economic policies, such as neo-liberalism and hear testimonies from poor people and historians. 7. I Am Poem/Art on Identity: Who Am I? Who was I? What was valuable? What is valuable? What are my connections to my family (history), community, and globe? What do I want for my future? What do I want for my future family, community, and globe? 8. Global Village or Global Pillage? Analyzing the role of multinational corporations through media, art, and articles. Students will be assigned various countries to research and become familiar with the role of multinational corporation and relationships with the

1. Distinguish, interpret, describe, assess, compare, identify, give examples, evaluate, critique. 2. Illustrate, identify, present, express 3. Present, develop, organize, compose, create, process, document, analyze, critique

4. Analyze, critique, examine, point out, express, compare, look for, apply 5. Engage, recite, apply, find, explore, infer, judge, consider 6. Analyze, compare, infer, assess, listen, document, consider, differentiate

7. Analyze, apply, express, recognize, identify, illustrate, prepare, describe, defend 8. Analyze, compare, assess, apply, present, give examples, connect, point out, show, demonstrate

people they employ. Students will present their findings and as a class, map out the countries of study, while making personal connections. <type here> OTHER EVIDENCE: <type here>

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction 1. Political Cartoon- begin by projecting a political cartoon(s) that reflect the negative consequences behind colonialism. Consequences can point towards humanity or to the earth/environmental. You can find great examples in the teacher resource book Rethinking Globalization. 2. Pillars of Colonialism- again, this resource can be found in the same book Rethinking Globalization Hand out a copy for every student to have, and have students make sense of the different pillars, while having a small group focus on one particular pillar. Students should become very familiar with their assigned step to colonialism, a begin to prepare an illustration that represents it. It can be very helpful for the teacher to create one to provide students examples, this will help with the learning and understanding. 3. Gallery Walk- Instruct students to set up their colonialism illustrations around the classroom and prepare them to explain the why it reflects one of the 7 pillars of colonialism, encourage students to ask questions, to point to details of illustrations and why it reflects colonialism. This event will build on student visual skills, artistic representation, and presentation of visual imagery. 4. Community Art Walk- Here students will make use of technology, either their own mobile device, camera, or iPad. Students must document through taking pictures, the different sections of a large mural that reflect various themes in the history of colonization of Mexico and Meso-America. Students must be able to analyze various sections, extract the themes through visual analysis, and connect them to the 7 Pillars of Colonialism, and then express them through writing. 5. Imperial Motives- are found in Teachers Curriculum Institute, this lesson is designed to present students to the motivations behind imperialist European countries. This is done through a set of primary document images where students analyze the pictures, sketches, and text, while determining which of the 5 motives they might represent. A chart is provided to students, where they write the motive, a symbol that represents motive to each of the 15 images. This activity builds student analysis skills, and helps them think critically about motivated imperialist countries to invade global countries. 6. Scramble for Africa experiential- students take on a role of an assigned imperialist European country during the era of Imperialism, each country has particular needs in terms of natural resources. Each student group is given a map of Africa with a legend that describes populations and natural resources, students must determine which are their countries most desired territories in Africa. This activity requires student teams to get on the feet, in a race to tag their countries flag on a large map of Africa posted on the classroom wall. Many territories are claimed more than once, which leads into arguments on who claimed it first. After long classroom debates, students are asked to reflect on the needs of African people, the future impacts on the land and environment. This activity allows students to get into the role of the imperialists, while later most realizing that they did not take into regard the needs of the people of Africa. Through critical questioning, students learn to be empathetic to the people of Africa, and other people who are victims of

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imperialist greed. This activity is engaging and builds on students analytical skills, geography, and debate. Poetry and Art- In this lesson, students are asked to think about and respond to a set of questions about identity, followed by group and class discussion on them. Students are then presented with poem examples on identity, and then are challenged to write their own, after looking at the format and process of writing poetry. The poetry piece should be surrounded by imagery and art that connects to the poem using the students medium choice. This lesson taps into student creativity while building on expression through art and poetry. Global Village- is the final event of this unit, here students research their assigned country and prepare a presentation that exposes the levels of exploitation of people and the environment using data, graphs, charts, images, quotes, testimonies, and names of Transnational Corporations involved in modern day economic imperialism. Students must also find solutions to the global market and point to socially just approaches and relationship building approaches between wealthy and poor countries. Through the inquiry process and real life approach to learning, while making it culturally and globally relevant to the lives of young people, students become engaged in the learning, while taking a stand and find solutions and actions that can be taken to create a more just world. Global Economies- Students will learn terminology such as Third World, First World, Developing Economy, etc., after making sense of the terms students will be given description sheets of countries in the world and determine the type of economies and levels of wealth and poverty of the various countries and explore some of the biggest challenges the countries are undergoing as a result of their economies. Global Case Studies- student will be grouped and assigned a specific country to engage in a case study to develop an in-depth understanding of the given country, students will explore the countrys economy, school system, social classes, political system, culture, customs, traditions, language, and history (before setting up these case studies, assure that you can have access to teachers and classrooms in these various countries through websites bridge students across the world, **see International Project-Based Learning tab for supporting sites). Using the case study guide, students will prepare a presentation, either on poster or using technology, and share with the class. Class members will be given a handout to take notes and develop questions about the country for the presenters. Connecting with the Village- the objective of this lesson is to have students reflect on what they would want to know and learn from young people who reside in a country whose economy is struggling or developing. Students will be handed a template with various categories and aspects of a country and in groups, students will develop questions to ask students, such as Popular-culture: What type(s) of music do you listen to and enjoy? Why? Before submitting this assignment, students must be able test out the questions that they develop by answering them one by one in their own group. This task will strength the team relationship and also help students decide if the questions are good or if they need to be modified. This lesson ends with a reflection on relationship building, what it means, and allow students to think about how their own relationships changed, if at all, by engaging in a simple question/answer activity. Youth to Youth Across the Globe- This lesson will give students the opportunity to connect with another student across the globe using online sites such as Epals, Global Nomads Groups, or Voices of Youth (see the International Project-Based Learning tab for sites descriptions and links). These sites will allow student groups to engage in video conferencing, blogging, or social networking. With the support of the teacher, student groups will create an account and initiate to contact a classroom on their studied country. The goal is for students to get in contact with other young people and have them interact around the generated questions from the prior lesson. Once

the questions have been answered and young people have engaged in conversation, they will reflect on their experience and specifically re-examine the question around what it means to build relationships and community build across the globe? Students can reflect on some of the essential questions listed above or on newly generated questions that begin to rise through this process. 13. International Project- this can be a transition into a new unit that can be internationally and collaboratively developed between teachers throughout the globe. I develop an international project with educators from Ukraine around community cultural treasures that involved filmmaking, and developing cultural understandings.