The Roman Empire in the First Century Lesson Plans



Queen Victoria's Empire Lesson Plans

by Lisa Prososki

Plan 4: Great Leaders of the Victorian Empire

Subject Areas: Middle School Social Studies and Communication Arts

Objective: Students will study several famous people who worked with

Queen Victoria during her reign. They will then create a

project that compares one of these leaders with a modern

day counterpart.

Materials: Students should view selected portions of "Queen Victoria's Empire".

They should also have access to the companion website and other

internet/research materials. Students will need to have a variety of

art supplies for completion of their projects. Below is a list of websites

that could be useful in the completion of projects.

Queen Victoria: Images of Her World



A collection of over 200 photos related to Victoria and people associated with her reign

Women's History: Queen Victoria



Site contains several different sections about people who were associated with Victoria. Pay special attention to "Victoria's Advisors.2", "Victoria's Industrial Revolution", "Victoria, Princess and Queen", and "Victorian Imperialism"

Procedures:

1. Place the following quote on the board. Ask students to read it silently and think

about its meaning.

"Together everyone achieves more."

2. The teacher should facilitate a discussion about the quote and what it means to various

students in the class. Ask students to provide examples of situations where the

quote would be appropriately applied.

3. To end the discussion, explain to students that the quote could apply to Queen Victoria

and the success of the British Empire. If not for the help of many, it may not have

become a world power. Tell students that besides Queen Victoria, there were

many others who made contributions to the British Empire. Students will be

learning about these people as they view segments of the series "Queen Victoria's

Empire".

4. Before beginning tapes, distribute the Student Viewing Guide. Students should write

notes about each person listed on the guide. After the segment about each person

on the list, the teacher should stop to facilitate discussion and give students time

to complete note taking.

5. Students should view the following portions of each tape.

Episode 1:

5:09 to 7:15 (describes George Stephenson's steam engines)

14:46 to 23:47 (description of Albert, his duties, and his dreams for Britain)

23:58 to 26:37 (describes Brunel's steamships)

43:41 to 53:24 (describes Alberts ideas on Free Trade, design of Crystal Palace

by Joseph Paxton, the Great Exhibition)

Episode 3:

5:08 to 15:51 (Livingstone's first mission to Africa, discovery of Victoria Falls)

16:40 to 19:30 (background information about Disraeli and Gladstone and their

opposing views to one another)

20:03 to 21:38 (role of John Brown in Victoria's life)

21:42 to 27:59 (information about Disraeli and Gladstone as Prime Ministers)

28:07 to 31:55 (Livingstone's second African mission and its disastrous results)

33:26 to 49:13 (political differences between Disraeli and Gladstone, particularly

over Suez Canal and the turks)

49:31 to 53:08 (Livingstone's final African mission)

6. When viewing is complete, distribute the Project Guidelines Sheet to students. Go

over the project requirements carefully. Give students 3-4 days to complete their

research and construct their projects. Before the project deadline, be sure to

distribute the Project Evaluation Form so students know the criteria for grading.

7. After projects have been completed, have students share their work with their

classmates.

Assessment Suggestions:

1. Use the Project Evaluation Form to assign grades to individual student work.

2. Ask students to explain what they learned from doing the project by making a

presentation to the class. Give participation points for the project and

presentation.

Extension Activities:

1. Put students into groups of 4 or 5. Be sure no one in the group chose the same

person for his/her project. Ask students to "teach" each other about the

people they profiled in their projects. To test their effectiveness as teachers,

each student could prepare a short "quiz" for the other members of his/her

group. After "teaching" the group about the person, the student could

administer the "quiz" to test for clarity and understanding. Students could

then receive credit for their project, presentation, and participation in the

small group activity.

National Standards:

This lesson addresses the following national content standards found in the McRel Standards Database at

Historical Understanding

Standard 2: Understands the historical perspective

Level 3 (Grade 7-8)

1. Understands that specific individuals and the values those individuals

held had an impact on history.

2. Analyzes the influence specific ideas and beliefs had on a period of history.

World History

Standard 33: Understands the causes and consequences of the agricultural and industrial

revolutions from 1700 to 1850

Level 3 (Grade 7-8)

1. Understands why industrialization flourished in Britain.

5. Understands the impact of new technology that emerged during the

industrial revolution.

Standard 36: Understands patterns of global change in the era of Western military and

economic dominance from 1800 to 1914.

Level 3 (Grade 7-8)

3. Understands European motives and ideology that justified extending imperial

power into African and Asian countries.

5. Understands the extent of British rule in India, and British reaction to Indian

nationalism.

Language Arts

Writing

Standard 4: Gathers and uses information for research purposes.

Level 3 (Grade 6-8)

4. Uses a variety of resource materials to gather information for research topics.

6. Organizes information and ideas from multiple sources in systematic ways.

Viewing

Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

Level 3 (Grade 6-8)

1. Understands a variety of messages conveyed by visual media.

2. Uses a variety of criteria to evaluate and form viewpoints of visual media.

Project Guidelines Sheet

Name:____________________________________ Date:___________________

Directions: You have learned about a number of people who were important during the

reign of Queen Victoria. Choose one person from the list below and a modern day leader who shares common ideas, goals, or traits with that person. Create a project that can be used to teach others about the

commonalities between the two people you are profiling and why they are

both important to government, leadership, or history. Be sure to list the modern day person you plan to compare to on the line provided. A list of project ideas follows. If you have an idea for a different person or project idea, see the teacher before beginning.

People People I Could Compare To Are:

Prince Albert _______________________________

Benjamin Disraeli _______________________________

William Ewart Gladstone _______________________________

Joseph Paxton _______________________________

David Livingstone _______________________________

Isambard Kingdom Brunel _______________________________

John Brown _______________________________

George Stephenson _______________________________

Other:_________________________ _______________________________

Project Ideas

1. Using a program such as Microsoft Publisher, create a website that compares the

people you are profiling. Include as much information as you can about

their roles in government, leadership, or history. Be sure your site includes biographical information and pictures of the people as well. Include links to related sites if possible.

2. Make a visual representation of the people you are profiling. This could be done in

the form of a map, a collage, a drawing or painting, or a 3-D diorama. Show

an important event, idea, philosophy, or cause associated with each person. In addition, provide written information that explains each person's role in history,

government, or leadership, biographical information, a description of what the two people have in common and why you chose to compare them, and why you chose this type of project to represent them.

3. Write a song or poem about the people you are profiling. Include their significance

in government, leadership, or history, biographical information, and what

common traits or qualities the two people share. Find or create a large picture of the people you are profiling and display it as you share your song or poem.

4. Make a videotaped interview with the people you are profiling. Create a script as

if you were a modern day reporter interviewing these people for a television

report. Be sure to include questions and answers in your script. You will need

to get the help of other students to create your video. You need to be either the

reporter or one of the people you are profiling—you must appear on tape. Your

interview questions and answers should discuss each person's role in government,

leadership, or history, biographical information, and what the two people have in common in terms of causes and beliefs. Another twist on this project might be to

show the two people as members of a panel discussion answering questions about

a topic or issue both of them would have had similar opinions about.

5. Other:

Queen Victoria's Empire: Student Viewing Guide

Name:_______________________________________ Date:___________________

Directions: As you view episodes 1 and 3 of "Queen Victoria's Empire", take notes about each person listed below. Provide as many details as you can about the person. This will assist you as you decide who will be the subject of your project and begin the research.

Name of Person Why person was important to Victoria Accomplishments/Recognition

George Stephenson

Prince Albert

Isambard Kingdom

Brunel

Joseph Paxton

David Livingstone

Benjamin Disraeli

William Ewart

Gladstone

John Brown

Project Evaluation Sheet

Name:_________________________________ Date:___________________

Project Criteria Possible Points Points Earned

One person who is basis for project was:

- an important historical figure during the

Victorian Era. 5 _____

-a modern day leader who has similar

beliefs, ideas, or traits 5 _____

Information presented in project is

historically accurate and includes:

-biographical information 15 _____

-why each person was

important in government,

history, or leadership 15 _____

-each person's accomplishments

or reason for recognition 15 _____

Project is high quality:

-neat 10 _____

-well organized 10 _____

-free from errors is grammar,

usage, spelling, mechanics,

and punctuation 10 _____

-meets the goals specified by

the project guidelines sheet 15 _____

TOTAL 100

Teacher Comments:

Student Comments:

Parent Comments:

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