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Collaborative Learning Community Paper Presentation: Technology and Instruction

Unit Plan: Global Expansion and Encounter (1450-1770)

December 19, 2005

TEC 510

Prepared by:

Jordanne Gardner

Wickie Grant

Katie O’Brien

Sonjanita L. Moore

The sneaky lion leads a pack of hyenas in a murderous coup of the pride. A menacing gang of grasshoppers intimidates hundreds of worker ants to gather food for them at their own expense. The owner of the sports car owns most of the properties on the board and others have to pay or be sent back a few spaces. Once red reaches the other side and is kinged, it dominates black and the entire board of play. The white one hits all the colored ones and they roll across green into pockets, but the ultimate goal is to dominate the black one. What do the Lion King, A Bug’s Life, Monopoly, Checkers and pool have in common? They are all resources that can be used to teach students more about colonization, expansion and negative cultural encounters. Global Expansion and Encounter is a unit plan designed to get teachers started on this quest. It is comprised of four lessons designed to give cursory view of European expansion. The essential questions this unit will address are:

1. Why did change accelerate during this period and how did it lead to a period of (global) political and economic expansion?

2. What were the political, economic, geographic, and social implications of cultural expansion during this period?

3. Why did Europe dominate world politics and economies during this period?

4. What impacts did European domination have on various regions of the world?

This unit plan, Global Expansion and Encounter, has the potential to cover all of the areas of intelligence and various learning styles if one were to extend it beyond the 4 lessons/weeks outlined here. Surely, such a topic could be the context for a years worth of study on the world, as we know it. The year would end with discussions of current policies of the United States, Great Britain and other European countries as they seek to maintain control of the global market in the face of what is seen by many as an “Asian threat.” The four lessons within this unit address four to five of Gardner’s Seven intelligences. The findings are presented in figure 8.1.

Figure 8.1

|Essential |Verbal-Linguis|Logical-math|Visual-Spa|Bodily-Kinesthe|Musical-Rhythm|Interpersonal |Interpersonal |

|Questions |tic | |tial |tic |ic | | |

|Question # 1 |X | |X | | |X |X |

|Question # 2 |X | |X |X | |X |X |

|Question # 3 |X | |X |X | |X |X |

|Question # 4 |X | |X |X | |X |X |

Why should students learn about European expansion (European supremacy/domination)? Is it possible for a “strong” country to trade with a “weaker” country without dominating it? What are the benefits for the “strong” country if force is not used as a means of trade? What impact has European supremacy (domination) had on the world? These are probably not the kinds of problems or questions students ask themselves on a daily basis, especially if their ancestors were of a European background. The reality of the world and globalization, however, make it a vital part of our curricula. The need for equity and balanced perspective in examining these questions is even more important. It is for this reason that students should be presented with the first unit question as a serious question for personal reflection. Do they see European supremacy as an issue? Are they aware of it? How does it affect them today? How did it affect their ancestors? Situated Cognition comes into play when we ask them to make meaning of this concept. It may seem to be a one sided unit if teachers only present the traditional aspects of the history using only European voices, but expanding the lens to include various perspectives (native, Asian, middle eastern, African and perhaps, even other Europeans) will make it easier for learners to have an authentic interest in the topic – even when it may hit close to home. For example, learning about the concept of “white privilege” may make some Caucasian students as uncomfortable as studying lynching would make some African American students uncomfortable. In such instances, teachers must anticipate these reactions by leaving plenty of room for discussion, written reflection and interactions with primary sources of various backgrounds.

Constructivism is engaged when students work together to divide up tasks to accomplish the research for the group project. Decision making about which texts or images to use in the PowerPoint presentation or who will orally present which portions of the project all serve as examples of constructivist theory in practice. Although a guideline for presenting is set by teacher, there is room for individual creativity and vision in the general layout and style of the group project. When students are guided through a museum exhibition on expansion it may or may not catch their attention, but viewing a film such as, 1492 or Roots will capture not only their visual and auditory nerves but their emotional sensitivities. This is the first step towards authentic engagement – hook the student. The feelings they experience or the tears they shed will help them to remember the class or the lesson. Allowing them to present a slide show or to create a dramatic performance for a community panel will allow them to opportunity to not only do their best (be motivated) but to receive recognition for their hard work. In this way, Cognitive Information Processing and motivation go hand-in-hand. Students, as all humans, remember the good and bad experiences – the mediocre ones get lost over time.

The concepts presented in the four-sample lessons meet the NETS for students, as well as standards in reading, geography and history for Washington State. Basic operational and research skills are demonstrated when students are asked to do basic Internet searches or perform word processing tasks. Social, ethical, and human issues are inherent in the lessons in that they will need to work as groups to gain a more extensive understanding of European expansion (past and present) and as they seek to learn more about its implications on their lives today. Students can demonstrate creativity, communication skills and their abilities to produce using technology when they develop papers, power points, websites, sample articles or other visual representations of the readings, sites or films reviewed during the lessons. Ultimately, students would create products that would encourage their community members to learn more about global expansion and how to prevent it from negatively affecting their lives by creating websites, publications, exhibitions, essays, videos or other media using available technology. These products would ideally lead to larger studies or personal life choices by the students, like writing letters to brand name corporations that existed during slavery and still profit from exploitation of poor peoples or hosting a humanities fair in which they present their findings in a more formalized setting.

No matter what learning style the student uses and no matter which learning theory a teacher follows, the end result should be the same – all students should leave the class with a clear understanding of the answers to the essential and unit questions through positive and engaging educational experiences.

Unit Plan

Global Expansion and Encounter (1450-1770)

10th Grade World History Class

Four Week Unit

Essential Questions:

1. Why did change accelerate during this period and how did it lead to a period of (global) political and economic expansion?

2. What were the political, economic, geographic, and social implications of cultural expansion during this period?

3. Why did Europe dominate world politics and economies during this period?

4. What impacts did European domination have on various regions of the world?

Washington State Standards:

History 1.1.3a: Group events an individual by broadly defined historical eras and use timelines to identify and explain patterns of historical continuity and change in a succession of related events/ compare and contrast different cultural perceptions of time

1.1.3b: Compare and evaluate competing historical narratives, analyze multiple perspectives, and challenge arguments of historical inevitability.

1.3.3 Examine and analyze how the contributions of various cultural groups influence society

Geography 1.2.3a Explain why different places of the world have particular physical and human characteristics

Reading 1.2: Understand vocabulary critical to the meaning of the text.

Reading 2.3: Think critically and use reasoning to evaluate purpose.

ISTE National Educational Technology Standards

NETS 3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity.

NETS 5.1 Students use technology to locate, evaluate, and collect information from a variety of sources.

Materials Needed:

Overhead and Transparencies

Projector

TV/DVD

Computer Access

Internet Access

Set of National Geographic World History books

Unit Summary:

This unit is designed for a 10th grade world history class. The unit is based on the concept of cultural diffusion its effects throughout the world. Students will study the causes and effects of European Exploration around the world. They will understand how the European nations established colonies in the lands they explored and how the wealth of overseas colonies sparked the Commercial Revolution in Europe. Students will also analyze the reasons non-Europeans were unable to maintain sovereignty subsequent to European contact and the effects of that. Students will evaluate the process of cultural diffusion, how European culture was spread or forced upon the Asian, South American and African continents.

Teaching Objectives:

1. Students will be able to identify and use vocabulary critical to the meaning of the text.

2. Students will be able to create maps that show the major overseas explorations of Europeans and the colonies that were established.

3. Students will be able to explain the impact of Islamic expansion on European access to Asian resources and markets.

4. Students will be able to analyze the reasons non-Europeans were unable to maintain sovereignty subsequent to European contact.

5. Students will be able to create Cultural Diffusion graphic organizers using the computer.

6. Students will be able to graph the rise of nations and explain how they influenced the world.

7. Students will be able to compare and contrast the cultural centers throughout the world in their origins, development, and tendency toward aggressive expansion.

8. Students will be able to differentiate between the major motives of exploration and colonization through a presentation.

9. Students will be able to use research technology to evaluate cultural diffusion throughout the Asian, South American, and African continents.

10. Students will be able to use district web serve to download important readings on the topics.

Technology Methods and Differentiation:

1. The book, National Geographic World History comes with cd’s for each student who gets a book. The cd’s are aids with exercises and supplemental activities on them. The cd’s have interactive lessons and great graphics. They also have different levels of readings and student work. The students will work with these cd’s with the teacher’s instruction; students who work at different levels will all have readings and activities for their appropriate level, allowing them to be successful at understanding the concepts.

2. Two class lectures will be given using Power point. The teacher will present the information using a slide show with pictures and notes. All students will be expected to take notes, but low readers and ELL students may be given hard copies of the slide show to write on.

3. Students will use the publisher application on the computer to create a graphic organizer on cultural diffusion. They will take their information on the graphic organizer and use them to guide themselves in online research to create a presentation to share with the class on the major motives of European Exploration. Topics (motives) will be pre-assigned by the teacher to ensure every student is working at the appropriate level.

4. Students will also use the district web serve to download various readings to aid understanding. Each topic on the web server has three readings that discuss it. The readings are for low, intermediate, and high readers, but are not labeled as such. Students will only work with readings at their appropriate level as decided by the teacher.

Assessment:

Students will be both formatively and summatively assessed for this unit. Their knowledge of topic will be assessed through daily work and discussion first. Students will have to create comparison charts, do short answer questions, WASL prompts, create graphic organizers and answer questions. Students will take 2 quizzes that they are allowed to use their notes on. Students will create one presentation for the class. Their entire unit assessment will be a project in which they have a choice to pick from one of four options.

Lesson Plans:

Week 1: Why should students learn about European expansion and encounter?

Week 2: Do you think it’s possible for a strong country to trade with a weaker one without dominating it?

Week 3: What are some benefits for a strong country in not using force as a means of trade?

Week 4: What are the lasting impacts of European expansion?

Lesson Plan (1)

Title: Global Expansion and Encounter (1450 – 1770)

Why should students learn about European expansion and encounter?

Subject: World History

Grade Level: 10

Week One

Time / Duration – 1hr. 40min. each day Mon. - Fri.

Alignment with Standards:

International Society for Technology in Education (ISTE) Standards, (NETS)

for Students.

Aligned with standard 1, 3, and 5.

Overview:

The purpose of this lesson is to introduce to the students the multicultural aspect of global expansion, the rise of nations and how they influenced the world.

Essential question:

What were the political, economic, geographic, and social implications of

cultural expansion?

Unit question:

Why should students learn this history?

Objectives:

1. Students will be able to understand the reasons behind Columbus explorations

2. Students will be able to examine and make sense of the impact of European dominance within this are.

3. Students will be able to examine historical data and prepare to write on controversial issues for particular point

Materials / Resources

1. Classroom, class accessibility to lab computers with access to the Internet.

2. Access to library and classroom books and materials to aid in research.

3. Television / VCR / DVD unit / Projector.

Generating Interest:

Purpose: Introducing events and dates.

Method(s): DVD Presentation of the film; 1492: Conquest of Paradise (1992). Christopher Columbus setting off in three ships, Columbus sail uncharted waters

for weeks on end until his crew, exhausted and near starvation, threatens to

mutiny. But the explorer rallies the men with an impassioned speech about the

importance of the mission, and shortly thereafter they land in the New World.

From

Activities:

1. Using library, textbooks, and classroom resources, the students will select and research their group topic.

2. Using classroom or lab computers, the students will receive any instruction necessary to access the Internet, and will proceed to connect with the different search engines.

3. Each group will follow the path given to them by the teacher to reach a selected website.

4. Groups will do an oral presentation about their topic.

5. Student will create a journal on each session that can be used to re-cap the respective events.

Teaching the Content:

Purpose: To disseminate and assist the student understanding of the topic.

Method(s): Reference to the respective chapters within the recommended reading book “The European Colonial empires”. This is the first book to describe and analyze this whole process of colonization in a comprehensive and comparative manner. The unique aspect of this book is that it combines the general and long term aspects of

European expansion (demography, economy, power, conquest, administration,

culture, education) with a detailed description and analysis of all the European

colonies, and that it deals both with the period before and after 1880, thus placing European imperialism in a comparative and long term perspective. By H.L Wesseling.

from

Assessment of performance will take place through question and answers sessions in class.

Practicing with the Content:

Purpose: For students to understand

Method(s): Student will be place in respective groups and will be given a selected unit question to complete an essay. Student will research and examine two images (picture) using tools such as the Internet or clips from articles.

Assessment of performance will take place during student and teacher discussions.

Integrating the Content:

Purpose: To stimulate students through interaction via technology

Methods(s): Using computers to access the Internet / research and unit / Projector.

Assessment of performance will take place during students evaluations of participation and their essays.

Technology Activities:

Student will use the Internet to report on two website that they think has given them adequate information towards the topic.

Lesson Plan (2)

Title: Global Expansion and Encounter (1450 – 1770)

Do you think it’s possible for a strong country to trade with a weaker one without dominating it?

Subject: World History

Grade Level: 10

Week Two

Time / Duration – 1hr. 40min. each day Mon. - Fri.

Alignment with Standards

International Society for Technology in Education (ISTE) Standards, (NETS) for Students.

Aligned with standard 1, 3, 4, and 6.

Overview:

The purpose of this lesson is to assist student in differentiating between the major motives of exploration and colonization, with a introduction to Islamic expansion on European access to Asian resources and markets.

Essential question:

Why did changes accelerate during this period resulting in a period of global political and economic expansion?

Unit question: Do you think it’s possible for a strong country to trade with a weaker country without controlling it?

Objectives:

1. Students will be able to formulate a hypothesis that explains the social, political, economic and innovative significance of the revolutionary changes in the world.

2. Students will be able to uses computer software and or courseware to reinforce, extend, enrich and apply skills and concepts.

3. Students will be able to constructs parallel timelines to demonstrate parallel lives and simultaneous historical episodes.

Materials / Resources:

1. Classroom, discussions will be a key method in disseminating information among the students and the respective groups.

2. Access to library and classroom books and materials to aid in research.

3. Television / VCR / DVD unit / Projector.

Generating Interest:

Purpose: To stimulate and motivate the desire for knowledge.

Method(s): Request will be made for a class trip to two museums via train so as to have student examine the remains of historical ships and artifacts

retrieve from under-water explorations.

Activities:

1. Groups will do an oral presentation about their topic using Power point.

2. Student will create a journal on each session that can be used to re-cap the respective events.

Teaching the Content:

Purpose: To disseminate and assist the student understanding of the topic.

Method(s): Reference to the respective chapters within the reading book “National Geographic World History”.

Assessment of performance will occur during a question and answer session between students and teacher.

Practicing with the Content:

Purpose: For students to understand

Method(s): Student will be place in respective groups and will be given a selected unit question, with a follow-up debate.

Assessment of performance will occur during a teacher and student discussion during class time.

Integrating the Content:

Purpose: To stimulate students through interaction via technology

Methods(s): Train ride to museums which is expected to bring about a sense of appreciation for technology and its advantages when comparing to ancient ship rides.

Assessment of performance will occur during student evaluations od participation and their essays.

Technology Activities:

Student will use Power point to create presentation.

Lesson Plan (3)

Title: Global Expansion and Encounter (1450 – 1770)

What are some benefits for a strong country in not using force as a means of trade?

Subject: World History

Grade Level: 10

Week Three

Time / Duration – 1hr. 40min. each day Mon. - Fri.

Alignment with Standards

International Society for Technology in Education (ISTE) Standards, (NETS) for Students.

Aligned with standard 1, 2, 3, 4, and 5.

Overview:

The purpose of this lesson is to assist student in formulating and defends research findings in speech and writing, to analyze the reasons non-Europeans were unable to maintain sovereignty subsequent to European contact.

Essential question:

Why did Europe dominate world politics and economies during the period mention?

Unit question:

What are some benefits for the strong county if it does not use force to control? The economies of its weaker trading partners?

Objectives:

1. Students will be able to summarize historical developments of ancient and classical civilizations.

2. Students will be able to analyze and categorizes the early stages of human development.

3. Students will be able to Evaluates the rise of industrial economics and its link to imperialism and Colonialism.

Materials / Resources:

1. Conference room will be use by the respective groups for debate sessions.

2. Reservation of media equipment will be assign to groups, i.e. Audio system.

3. Utilize the school notice board to announce schedule debate sessions (open invitations).

Generating Interest:

Purpose: To stimulate and motivate the desire for knowledge.

Method(s): Open invitation to other grades and teachers (debates).

Activities:

1. Internet access research / facts findings.

2. Student will create a journal on each session that can be used to re-cap the respective events.

Teaching the Content:

Purpose: To disseminate and assist the student understanding of the topic.

Method(s): Student will choose literature of their choice to extract and disseminate knowledge.

Assessment of performance will occur during a question and answer session in class. The teacher will evaluate student’s answers during discussions.

Practicing with the Content:

Purpose: To retain, stimulate and motivate the desire for knowledge.

Method(s): A written paper not lest than 500 words is expected to be presented as prove of understanding of the subject, base from the essential and unit questions.

Assessment of performance will occur during students and teacher discussions.

Integrating the Content:

Purpose: To stimulate students through interaction via technology

Methods(s): Preparations for debate sessions

Assessment of performance will occur during student’s evaluations of participation and their essays.

Technology Activities:

Student can develop hypermedia – home page, utilize the local and worldwide network communication system so as to gain an advantage as prove of being creative and proficiency in using technology.

Lesson Plan (4)

Title: Global Expansion and Encounter (1450 – 1770)

What are the lasting impacts of European expansion?

Subject: World History

Grade Level: 10

Week Four

Time / Duration – 1hr. 40min.each day Mon. - Fri.

Alignment with Standards:

International Society for Technology in Education (ISTE) Standards, (NETS)

for Students.

Aligned with standard 1, 3, 4, and 6.

Overview:

The purpose of this lesson is to reinforce the student knowledge on the respective

Topics as it relate to the understanding of major globe trends from 1450 to 1770.

Essential question:

What impact did this European domination have on various regions in the world?

Objectives:

1. Students will be able to communicate findings orally, in brief analytical essays, and in a comprehensive paper.

2. Students will be able to explain how different motives, beliefs, interest, and perspectives influence interpretation of the past.

3. Students will be able to convey ideas to a variety of audiences using publishing, multimedia and communication tools.

Materials / Resources:

1. Computer lab / Internet access

2. The use of journals as references

3 . Use library systems and museums to acquire knowledge

Generating Interest:

Purpose: To stimulate and motivate the desire for knowledge.

Method(s): Discussions

Activities:

1. Internet access research / facts findings

2. Group critique

Teaching the Content:

Purpose: To disseminate and assist the student understanding of the topic.

Method(s): Reviews, reinforcement of the topics through clarification (question and answers).

Assessment of performance will take place during question and answer sessions between the students.

Practicing with the Content:

Purpose: To retain, stimulate and motivate the desire for knowledge.

Method(s): quizzes

Assessment of performance will take place during teacher and student discussions as well as evaluating students quizzes.

Integrating the Content:

Purpose: To stimulate students through interaction via technology

Assessment of performance will occur during student’s evaluation of performance and essays.

Technology Activities:

Final presentation of Power point slide shows. Student will get a chance to work with a member of staff to configure and prepare (devices) the conference room for debate sessions. The use of the LCD projector is needed for this activity.

Appendix 1 : Teacher Resources for further study on European Colonization

Books and Articles

Things Fall Apart by Chinua Achebe

Stolen Legacy by George G.M. James

The West and the Rest of Us by Chinweizu

The Destruction of Black Civilization by Chancellor Williams

Tribes by Joel Kotkin

The Isis Papers by Dr. Frances Cress Welsing

Mister Johnson by Joyce Cary

Heart of Darkness by Joseph Conrad

The World’s Great Men of Color by

The African Origin of Civilization by Cheikh Anta Diop

They Came Before Columbus by Ivan Van Sertima

How Europe Underdeveloped Africa by Walter Rodney

Nile Valley Contributions to Civilization by Anthony T. Browder

“White Privilege: Unpacking the Invisible Knapsack” by Peggy McIntosh

The Examined Life: Readings from Western Philosophers by Stanley Rosen

Facing Mt. Kenya by Jomo Kenyatta

Websites

White Privilege articles



Human Rights Watch



Human Rights Resource Center



Videos

Lumumba

500 Nations

In the White Man’s Image

Roots

Amistad

Gladiator

El Dorado

Pocahontas

A Bug’s Life

Marco Polo

1492

The Genocide Factor

Mister Johnson

References

Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria, VA: Association for

Supervision and Curriculum Development.

Tomlinson, Carol Ann. (1999). The Differentiated Classroom: Responding to the Needs

of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

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