Download Concept Formation Lesson Plan

Concept Formation Lesson Plan
Imperialism (n.)
Overview
Concept Label: Imperialism
Critical Attributes:
A relationship between two entities in which:
(1) power or authority is extended by one entity over a less powerful entity
(2) intent of one entity to dominate another politically, economically, militarily or
culturally through use of force
(3) always provides some form of benefit to the stronger entity
(4) accompanied by a sense of superiority
[entity is used as a “catch all” for the terms: country, territory, nation, government, etc.]
Course: World History
Grade: 10th
Length: (2) 55min Periods
Materials:
-overhead transparencies of world maps for the hook (attached)
-blackboard and chalk, or whiteboard and pens – for recording student responses
-copies of the data retrieval chart (attached)
-copies of information for type 1 classifying and overhead transparency (attached)
-copies for type 2 and 4 classifying exercise (attached)
Multiple Objectives
Content Objectives:
-SW be able to give a working definition and list the critical attributes of imperialism.
-SW be able to classify examples and non-examples of the concept of imperialism.
Component 3.1: Understands the physical characteristics, cultural characteristics,
and location of places, regions, and spatial patterns on the Earth’s surface.
HOTS Objectives:
-SW complete a data retrieval chart of examples of imperialism.
Component 1.3: Understands the purposes and organization of international
relationships and United States foreign policy.
-SW critically analyze the historical effects of imperialism through changes in political,
economic, and cultural dynamics.
Component 4.2: Understands and analyzes causal factors that have shaped major
events in history.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
-SW apply knowledge of imperialism through researching and writing an example from
history with evidence.
Component 4.3: Understands that there are multiple perspectives and
interpretations of historical events.
Process of Concept Formation
Opening Hook/Engagement:
-Display the map of the world highlighting the United States (Appendix 1) and ask
students to identify the highlighted green areas as the territory of the United States.
-Next, ask students if this is all of the territory controlled and occupied by the United
States. Have students hold up one finger for “yes,” two fingers for “no,” or a closed fist if
unsure. Randomly call on students to justify their response.
-Display map of territories formally controlled by the United States (Appendix 2). Note:
Tell students this map does not include military installations and bases or less formally
recognized and temporarily occupied territories.
-Introduction to lesson: (If students lack prior experience working with concepts, provide
working definition by eliciting responses from students on a concept and write them on
the board. Clarify the definition by highlighting the most important attributes
distinguishing the concept.) Tell students that we are going to be working on forming an
understanding of a concept that may be represented by the initial example of territory
controlled by the United States. We will return to analyzing the United States’
relationship with these territories after we have formulated a solid understanding of the
concept. A thorough understanding of concepts is extremely important for insight into
historical events and relationships. We will determine similarities and differences of the
concept through analyzing examples provided in a data retrieval chart. After you have
formulated a working definition along with the critical attributes, we will put your
knowledge to the test by working with and distinguishing examples from non-examples.
You will then research your own historical example of imperialism with evidence based
on the critical attributes.
Data Gathering:
-Begin this step by dividing the students into groups of 3-5 depending on class size. This
will be their team for completing the data retrieval chart.
-Hand out the data retrieval chart to each student and explain that you will go through the
first example together. Guide students through the first example by eliciting responses
from the students and engage them in analyzing the examples for answers to the focus
questions.
-The data retrieval chart is completed by answering the focus questions across the top of
the chart for each corresponding example.
-Let students know they have about 20 minutes to complete the other three examples on
the chart. Walk around the room as the groups are working on the chart to make sure they
understand the process completely.
Data Organization:
-After students have completed the data retrieval charts, place a blank copy on the
overhead or projector and work through the rest of the examples together. Elicit
responses from students to fill out the chart together. (Ask follow up questions, elaborate,
and ensure participation from multiple students) This is crucial to verify that everyone
has the same data.
Identifying Differences:
-Ask the students to begin thinking about differences amongst the examples on the data
retrieval chart. How do the examples vary in terms of historical context, geographic
location, countries/territories involved, time, etc.? Have students share their responses out
loud.
Identifying Similarities:
-At this point, shift discussion to similarities amongst examples on the data retrieval
chart.
-Tell students to keep thinking critically about the examples and note similarities between
all of them. Prompt them to use the focus questions as a guide if they are having
difficulties.
-Record all the similarities on the board in a place everyone can see.
-While recording similarities, ask students which are the most important (use a straw poll
or similar method) and underline the key ideas for forming the concept of imperialism
(the critical attributes). Guide students if they are having difficulties identifying most
important characteristics.
Summarize: Focusing on Critical Attributes
-Now that similarities have been recorded, ask students to use the similarities to
formulate a concise definition of the concept. Let students know they will have a few
minutes to write down a “definition” and you will ask some of them to read their
definitions out loud. Provide a stem such as, “These are relationships between countries
in which…”
-Provide feedback for students after they have read their definitions.
Labeling the Concept:
-Ask students to think of a name or label for this type of relationship. Prompt -“Think
about a name for the concept that the definition defines.” Record all answers/ ideas on the
board. Time dependent: Use a straw poll to see which label has the most support.
-Identify the conventional label for the concept. Legitimize the labels students gave (if
appropriate) and let them know the conventional label if not identified by a student. “The
conventional name for the concept we just defined is referred to as imperialism.”
Assessment / Guided Practice: Classifying Type 1
-Explain, now that we have a solid understanding of the concept imperialism, let’s return
to the example of the United States. Pass out background information sheet (Appendix 3)
– give students a few minutes to read through the information.
-Pose the question: “Is the United States relationship with these territories an example of
imperialism?” Conduct a straw poll. One finger for “yes” or two fingers for “no.” Then
ask students to provide support for their position. Again, highlight the critical attributes
and pay close attention to students’ support to assess the extent to which they have
grasped the concept.
Concept Extension/ Assessment/ Practice:
-After completing the classifying type 1 example, hand out the worksheet of examples
and non-examples for the students to distinguish [type 2 classifying]. Explain the
directions (written at the top of the worksheet) to the entire class and divide them into
pairs to complete the worksheet. Explicitly tell students that when they complete the front
side of the worksheet, including reasons, to flip the page over and re-write a non-example
into an example of imperialism [type 4 classifying]-make sure students provide their
reasoning as to why the new example is an example of imperialism.
Summarize: After students have completed the worksheet, review the concept of
imperialism and its critical attributes. Clarify any last lingering questions and
misconceptions. Explain that imperialism is a contested term and there are many
interpretations, but all of them involve the critical attributes we have distinguished in
class. Explain that understanding imperialism is a key concept in world history events.
Homework: Classifying Type 3
For homework, students will research an example of imperialism from history on their
own. Provide a couple of starting point websites (e.g. www.wikipedia.org) for the
students. The students will write a paragraph of the historical event including all
important data for assessing whether it is an example of imperialism (cite sources).
Below the example, students will provide reasons why it is imperialism by addressing the
critical attributes.
Appendix 1
Appendix 2
Appendix 3
Some Basic Background Information on United States Territories
United States territory is any extent of region under the jurisdiction of the federal
government of the United States, including all waters (around islands or continental
tracts). The United States has traditionally proclaimed the sovereign rights for exploring,
exploiting, conserving, and managing its territory. This extent of territory is all the area
belonging to, and under the dominion of, the United States federal government (which
includes tracts lying at a distance from the country) for administrative and other purposes.
As a result of some Supreme Court cases after the Spanish-American War, in which the
U.S. had to determine how to deal with newly acquired territories such as the Philippines,
Puerto Rico, Guam, Wake Island and other areas that were not part of the North
American continent and which were not necessarily intended to become a part of the
Union of States. As a consequence of the Supreme Court decisions, the United States has
since made a distinction between incorporated and unincorporated territory. Incorporated
territory in essence is land that has been irrevocably incorporated within the sovereignty
of the United States and to which the full corpus of the U.S. Constitution applies.
Unincorporated territory is land held by the United States, and to which U.S. Congress
applies selected parts of the constitution. Currently the only incorporated territory held by
the U.S. is the unorganized (and unpopulated) Palmyra Atoll.
After WWII, the U.S. allowed many of its overseas territories or occupations to gain
independence. The Philippines (1946), the Federated States of Micronesia (1986),
Marshall Islands (1986), and Palau (1994) are examples. Some, such as Guam, and
Puerto Rico, remain under U.S. control without all the rights and benefits of statehood.
However, of those former possessions granted independence, most continue to have U.S.
bases inside their territories, sometimes despite local popular opinion, as in the case of
Okinawa.
Some 2300 miles off the coast of Hawaii, deep within the Pacific Ocean, lies the
American Samoa Islands. The territory consists of seven islands with a total population of
approximately 56,000 people. The Islands are currently under the administration of the
US Department of the Interior. They are considered unincorporated islands which means
that most, but not all, of the US Constitution applies to the Samoans and their land. The
natives of these islands are considered to be the last remaining true Polynesians.
Northwest of the Samoa Islands, the Northern Mariana Islands lie on the edge of the
Philippine Sea. Totaling fourteen islands, the Northern Marianas cover 183 square miles
and are home to 50,000 people. Unlike the Samoa Islands, the Northern Marianas have a
burgeoning tourist industry. Rota Island has a new golf course, and Tinian Island has a
number of casinos. The garment industry has also relocated many factories to the islands
given the absence of custom duties when exporting from the Marianas to the US.
Just south of the Mariana Islands is Guam. This one island is 212 square miles and is
home to about 150,000 people, many of which are US Navy personnel working on the
island's naval base. The Guam National Wildlife Refuge preserves 22, 873 acres of the
island, however 22,000 is said to be under the jurisdiction of the Department of Defense.
The US Department of the Interior administers Guam.
To the east of Guam are the Marshall Islands and to Guam's west is Palau Island. Both
these islands were originally under US control but have recently been granted
independent status. Both are now considered republics and control their own foreign
policy. They do maintain a special working relationship with the United States. The
Marshall Islands are perhaps best known for Bikini Island -- the famous atoll used to test
the atomic bomb. Both still have a strong US Naval presence. Wake Island, situated
directly north of the Marshall Islands, is also a US military stronghold. The tiny island is
currently under the full control of the US Army.
Closer to the coast of Hawaii lies Midway Island, Johnston Island and the Line Islands.
Midway Island is famous for the Battle of Midway during World War II. After attacking
Pearl Harbor, the Japanese tried to capture Midway Island. Against all odds, the US
military stationed at Midway held off the Japanese, keeping the island in American
control. Under Navy control since 1908, Midway is currently under the purview of the
US Fish and Wildlife Service. The Navy has plans to evacuate its large military base,
which for nearly a century had been the sole activity on the island. Johnston Island, lying
southwest of Midway Island, and the Line Islands even further south on the equator are
mostly US Naval posts. The Line Islands total 260 square miles. Some of the Line Islands
belong to the nation of Kiribati. Those belonging to the US are Kingman Reef, Palmyra
Atoll and Jarvis Island.
A good number of the United States' island territories serve the purposes of the US Navy.
Some serve as fuel stops for Navy ships on long voyages. Others serve a strategic
purpose and proved useful after World War II when Japanese motives were suspect.
Resources:
http://en.wikipedia.org/wiki/United_States_Imperialism
http://en.wikipedia.org/wiki/United_States_territory
http://www.essortment.com/all/americanterrito_rian.htm