Unit Plan - Revised
Grade Level:
Unit #:
Unit Name:
7th
4
Imperialism
Big Idea/Theme:
In the late nineteenth and early twentieth centuries, imperialism spread
throughout the world.
Culminating Assessment:
Create a newspaper article for one of the following:
The Boxer Rebellion
The Sepoy Rebellion
The Zulu War
See rubric below for more specific details.
Unit Understanding(s)
Students will understand that…
The need for raw materials and new
markets led to the expansion of
territories.
Economics affected the spread of
Imperialism spread throughout
various regions in the world.
The United States gained vast
expanses of territory due to the
Spanish-American War.
Differing viewpoints towards
imperialism led to revolts by natives
throughout the world.
Japan’s imperial expansion led to
the rise of Japan as a world power.
Unit Essential Question(s):
7-4.1 How did the Industrial
Revolution lead to the spread of
imperialism throughout the world?
7-4.2 Why did European nations
choose the areas they imperialized?
(think, politically, socially, and
economically)
7-4.3 How did the United States
benefit from the Spanish-American
War?
7-4.4 How did various areas react
to European colonial rule?
7-4.5 How did Japan become a
world power?
7-4.5 Why was Japan the only
Asian nation to withstand pressures
from European imperialist powers?
1
Students will know… / Students will be able to…
Explain why Europeans competed for raw materials and new materials.
Africa possessed many raw materials that were needed or desired by
Europeans.
England set up the first trading company outside of Europe called the British
East India Company.
Summarize the goal of the Berlin Conference.
Summarize the Scramble for Africa.
Create a timeline highlighting key conflicts of the Age of Imperialism
Essential Vocabulary…
Imperialism
Indirect rule
Direct rule
Assimilate
Sepoy
Meiji Restoration
Open Door Policy
Guerrilla Warfare
Yellow Journalism
Spheres of Influence
Monroe Doctrine
Roosevelt Corollary
Manchuria
Protectorate
Isolationist
South Carolina Academic Standards:
7-4.1 Summarize the economic origins of European imperialism, including the
conflicts among European nations as they competed for raw materials and
markets and for the establishment of colonies in Africa, Asia, and
Oceania. (H, E, G)
7-4.2 Use a map to illustrate the geographic extent of European imperialism in
various regions, including Africa, Asia, the Middle East, South America,
Australia, New Zealand, Siberia, and Canada. (G, H)
7-4.3 Explain the causes and effects of the Spanish-American War and its
reflection of the United States’ interest in imperial expansion, including this
nation’s acquisition of the Philippines, Puerto Rico, and Guam; its
temporary occupation of Cuba; and its rise as a world power. (G, H)
7-4.4 Compare differing views with regard to colonization and the reactions of
people under colonial rule in the late nineteenth and early twentieth
centuries, including the Zulu War, the Sepoy Rebellion, and the Boxer
Rebellion. (H)
7-4.5 Summarize the significant features and explain the causes of Japan’s
imperial expansion in East Asia, including the defeat of the Russians in
the Russo-Japanese War, the reasons for the expansion in Korea and
Manchuria, and the rise of Japan as a world power. (H, G, E)
2
Interim Assessment (formative)
Tests/Quizzes
Discussion/Questioning
Journals
Class participation
Partner/group work
Exit/Entry slips
Debates
KWL Activities
Graphic Organizers
Thinking Maps
3
STANDARDS-BASED
DAILY LESSON PLAN
Subject Area: Social Studies Level: 7th grade
Unit: Imperialism
Unit Theme: Imperialism 7-4
Duration of lesson:
Applicable Unit Understandings
In the late nineteenth and early twentieth centuries, imperialism spread throughout
the world.
Applicable Unit Essential Questions
Why was there a need to search for raw materials?
Why did imperialism spread throughout the world?
SC Academic Standards
7-4.1 – Summarize the economic origins of European imperialism, including the
conflicts among European nations as they competed for raw materials and markets and
for the establishment of colonies in Africa, Asia, and Ocenia. (H, E, G)
Focus Question: What led to the need of raw materials? Where did Industrial
countries go to search for raw materials?
Lesson
Instructional
Segment
Strategies
1
Activating Prior
Knowledge
2
Brainstorming/Revising
Teacher Activities
Word Sort
Flow Map
Student Tasks
Students are to put a
group of random words
in 3 categories (they
have to decide on the
categories according to
the last unit) see ex.
Students will work in
small groups no more
than 3 (according to
ability level) and
create their own flow
map of explaining how
Industrial Revolution
4
4
Sharing
Go Over Flow Map
5
Closure
Exit Slip
led to Imperialism
(tiered to each level)
Level 1 students will
create one from
scratch just using
notes, Level 2 students
will have a Flow Map
given to them with
some helpful hints
along the way, Level 3
students will have a
Flow Map given and
blanks to fill in
(see examples)
Students will come up
to the active board and
fill in a class flow map
Students are to fill out
their exit slip answering
the question: Give 3
reasons why
imperialistic countries
expanded
Materials and Resources
Word Sort
Flow Chart
Exit Slips
5
Word Sort Example:
Great Britian
Power
Factories
Raw Materials
United States
Africa
Asia
New Markets
Colonize
France
Explorer
Territory
Industrial Countries
Colonized Areas
Industrial Revolution
Great Britain
United States
France
Power
Territory
Explorer
Africa
Asia
Factories
Colonize
Raw Materials
New Markets
6
Key Criteria (to meet the standard/rubric)
NEWSPAPER ARTICLE
CATEGORY
4
3
2
1
Who, What,
When, Where
& How
The article
adequately
address the 5
W's (who, what,
when, where
and how).
At least 90% of
the article
adequately
address the 5
W's (who, what,
when, where
and how).
75-89% of the
article
adequately
address the 5
W's (who, what,
when, where
and how).
Less than 75%
of the article
adequately
address the 5
W's (who, what,
when, where,
and how).
Articles Purpose
90-100% of the
article
establishes a
clear purpose
in the lead
paragraph and
shows a clear
understanding
of the topic.
85-89% of the
article
establishes a
clear purpose
in the lead
paragraph and
shows a clear
understanding
of the topic.
75-84% of the
article
establishes a
clear purpose
in the lead
paragraph &
shows a clear
understanding
of the topic.
Less than 75%
of the article
establishes a
clear purpose
in the lead
paragraph and
shows a clear
understanding
of the topic.
Articles Supporting
Details
The details in
the articles are
clear, effective,
and vivid 90100% of the
time.
The details in
the articles are
clear, effective,
and vivid 8090% of the
time.
The details in
the articles are
clear, effective,
and vivid 7080% of the
time.
The details in
the articles are
unclear and
ineffective.
Layout Headlines
The article has
a headline that
captures the
reader's
attention and
accurately
describes the
content. The
article has a
byline.
The article has
a headline that
captures the
reader's
attention, but
only somewhat
accurately
describes the
content. The
article has a
byline.
The article has Headline and
a headline, but byline are
fails to capture missing.
the reader's
attention and
inaccurately
describes the
content. The
article has a
byline.
Graphics &
Caption
Graphic is in
focus, wellcropped, and
clearly relates
to the article it
accompanies.
Graphic has
creative,
Graphic is in
focus, wellcropped, and
clearly relates
to the article it
accompanies.
Graphic has
caption, but
Graphic, nor
Graphic and
caption relates caption are
appropriately to missing.
article.
7
appropriate
caption.
lacks creativity
and/or is
ineffective.
No spelling or
grammar errors
remain after
one or more
people (in
addition to the
typist) read and
correct the
newspaper.
No more than a
couple of
spelling or
grammar errors
remain after
one or more
people (in
addition to the
typist) read and
corrects the
newspaper.
No more than 3
spelling or
grammar errors
remain after
one or more
people (in
addition to the
typist) read and
correct the
newspaper.
Several spelling
or grammar
errors remain in
the final copy of
the newspaper.
Use of Primary Reading of
Sources
primary source
material was
thorough.
Reading of
primary source
material was
fairly thorough.
Reading of
primary source
material was
incomplete.
Reading of
primary source
material was
not done.
Spelling and
Proofreading
8