Industrialization and Imperialism

Materials: 

Copies of primary source documents (Jefferson’s letter to Lewis, Bill S. 102 Proposing Indian Removal Act, affidavit of Pipeshire, course of study at Fort Bidwell Indian School, Cherokee Treaty 1785 ) Computers (links to “Tent of Many Voices” videos or other links), colored pencils / markers.

Standards – Nebraska Social Studies:

SS M 10.3.2 Students will examine how regions form and change over time.
SS M 10.3.2.a Analyze physical and human processes that shape places and regions (e.g., international trade, climate, migration, agriculture )

SS M 10.3.2.b Examine the importance of places and regions to individual and social identity (e.g., nationalism, national monuments, local legends, sub-cultures, nationalism, territoriality, iconography)

SS M 10.3.2.c Analyze the changes in places and regions over time (e.g., migration, urbanization, fertility and mortality, industrialization)

SS M 10.3.2.d Analyze the interdependence of places and regions. (e.g., international trade, Silk Road, NAFTA, EU)

SS M 10.3.2.e Analyze critical issues and problems of places and regions. (e.g., current events)
SS M 10.4.3 (WLD) Students will analyze and evaluate historical and current events from multiple perspectives.
SS M 10.4.3.a (WLD) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of world history (e.g., the Crusades, nationalism, imperialism, apartheid, Arab/Israeli conflicts)

SS M 10.4.3.b (WLD) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Magna Carta, Narrative of the Life of Olaudah Equiano, Lin Zexu’s letter to Queen Victoria preceding the Opium War, Nuremberg Laws)
SS M 10.4.4 (WLD) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problems.
SS M 10.4.4.a (WLD) Compare and evaluate contradictory historical narratives of Modern World History through determination of credibility, contextualization, and corroboration (e.g., Colonization, Imperialism, Cold War, Mongol Empire

SS M 10.4.4.b (WLD) Evaluate and formulate a position on alternative courses of action in world history (e.g., Operation Barbarossa, Voyages of Zheng He, Battle of Waterloo)

SS M 10.4.4.c (WLD) Evaluate how decisions affected events across the world (e.g., revolutions, alliances, treaties)

SS M 10.4.4.d (WLD) Analyze and evaluate multiple causes and effects of key events in world history (e.g., Black Death, Ming exploration, Industrial Revolution, totalitarianism, acts of terrorism)

SS M 10.4.4.e (WLD) Evaluate the relationships among historical events across the globe and the students’ lives today (i.e., current events, compare & contrast historical and modern traditions)
SS M 10.4.5 (WLD) Students will develop historical research skills.
SS M 10.4.5.a (WLD) Develop questions about World history.

SS M 10.4.5.b (WLD) Obtain, analyze, evaluate, and cite appropriate sources for research about Modern World History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format.)

SS M 10.4.5.c (WLD) Gather historical information about the world (e.g., document archives, artifacts, newspapers, interviews)

SS M 10.4.5.d (WLD) Present an evaluation of historical information about the world (e.g., pictures, posters, oral/written narratives, and electronic presentations)

 

Description of Lesson:

After having received direct instruction in previous lessons on PreColumbian America, Manifest Destiny and Imperialism in previous lessons, students will be provided guided practice on oral histories.  Then students will be placed into small groups (3-5 students in each group).  Each group will be given a copy of a primary source of a government document or action related to Native Americans.  They will be given links to the Tent of Many Voices videos and need to locate a video of corresponding times or perspectives about that document.  Each group will develop a 2-5 minute presentation over the multiple perspectives of pros and cons from each side of the events put into place by their assigned document.  Then individually students will take a copy of document outside of their group’s initial topic to create a visual representation of the consequences of their chosen document over the top of that document.  (EX:  if a student is assigned the Cherokee Treaty of 1785 for their group they may choose Jefferson’s letter to Lewis for their individual portion of the lesson.)

 

Objectives:

    • Students will read and evaluate primary sources
    • Students will analyze multiple perspectives on the same event, and discuss the perspectives of the author in an oral presentation
    • Students will interpret multiple sources to reach a conclusion about the impact of a specific government action
    • Students will create a visual representation of outcomes of an event

Bloom’s taxonomy level:  analyze – written and oral sources, evaluate – draw conclusions from those sources, create – visual representation of conclusion.

Differentiation – students will be placed in groups and given different documents with different reading lexile levels.  Depending on the makeup of class students may be placed in specific groupings to assist / scaffold information for lower ability students or allow for direct teacher assistance.  For example a group of low readers may be placed together and the teacher will read their document aloud to them.

 

Procedures:

    1. Intro – Read through Lewis’s speech to the Otoe aloud as a group. Each student will have a copy and highlight words they don’t understand.  Discuss the meaning and implications of speech and go through language difficulties.
    2. Access prior knowledge – Review previous lessons over Native culture prior to European contact and define key vocabulary terms (assimilation, imperialism, etc.)
    3. Teacher presentation – Show different videos from the Tent of Many Voices to show oral history of life prior to Lewis and Clark (I have chosen 3- many others to choose from on the Tribal Legacies Website linked later in the lesson.)

Shane Doyle – http://lc-triballegacy.org/video.php?vid=185&era=2&subcat=2B  (lifestyle – note tone of voice, how he uses his hands – overall cultural differences.)

Dwight Howe – http://lc-triballegacy.org/video.php?vid=1372&era=2&subcat=2E (cultural identity, connection to local history, perspective on warriors / protection of homeland – compare to Mongols and greeks protection vs invasion / prior knowledge.)

Linda Juneau – http://lc-triballegacy.org/video.php?vid=36&era=1&subcat=1A (oral tradition creating identity, sacred landscapes, others perspectives of you.)

    1. Group activity – Divide students up into groups.  Each group will be assigned primary source document related to U.S. Government action regarding Native Peoples.  They have to read the document then find a Tent of Many Voices video that is related to their document or theme of the document.  Discuss and create a short oral presentation of what they think the Government’s perspective of the impact and significance of that document would be and the Native perspective of the impact and significance of the document would be.  Present their arguments to the class. Documents to choose from:  Jefferson’s letter to Lewis, Bill S. 102 Proposing Indian Removal Act, Affidavit of Pipeshire, Course of Study at Fort Bidwell Indian School, Cherokee Treaty 1785 (many other documents to choose from – these are what my PLC team picked.)
    2. Independent Activity – Each student will choose a document that a different group presented on. They will have to create a visual image (picture) of the importance and impact of that document from their perspective. (See examples below.)

Formative Assessment:

Student’s visual representation will be graded based on if they incorporated elements from both perspectives and if they completed the assignment.

 

Summative Assessment: 

There will be primary documents in their unit exam to analyze and students will have to create a short paragraph response regarding the impact of that document and whose perspective it is written from.  Students may have the option of creating an oral history presentation of their families experience with industrialization or imperialism in lieu of a test.

 

Document Links:

 

Video Search: