Rationale:
· I will be teaching vocabulary terms that the students will encounter throughout the course of the unit by combining a mini-lecture and utilizing a Tea-Party style activity, which has proven to not only be an effective activity for teaching vocabulary terms to my students, but one which they enjoy and gets them out of their routine staying fixed in their seats for the entire period. I will also have the students complete a writing activity as part of this lesson that incorporates their new vocabulary terms.
· I will be teaching vocabulary terms that the students will encounter throughout the course of the unit by combining a mini-lecture and utilizing a Tea-Party style activity, which has proven to not only be an effective activity for teaching vocabulary terms to my students, but one which they enjoy and gets them out of their routine staying fixed in their seats for the entire period. I will also have the students complete a writing activity as part of this lesson that incorporates their new vocabulary terms.
· SWBAT articulate and define the vocabulary associated with the age of imperialism by participating in a Tea-Party activity.
· SWBAT utilize the vocabulary they learned in class to complete a creative historical writing activity.
· Literacy Objective- SWBAT define the following terms: Imperialism, Isolationism, Intervene, Social Darwinism, Reformer, Anglo-Saxon Civilization, White Man’s Burden, Realism, Idealism, National Interest, Open Door Policy, Monroe Doctrine, Jingoism.
· Literacy Objective- SWBAT correctly utilize at least five of the new vocabulary words in their creative historical writing assignment.
· SWBAT utilize the vocabulary they learned in class to complete a creative historical writing activity.
· Literacy Objective- SWBAT define the following terms: Imperialism, Isolationism, Intervene, Social Darwinism, Reformer, Anglo-Saxon Civilization, White Man’s Burden, Realism, Idealism, National Interest, Open Door Policy, Monroe Doctrine, Jingoism.
· Literacy Objective- SWBAT correctly utilize at least five of the new vocabulary words in their creative historical writing assignment.
· Students will be assessed formatively through observation of their participation in the Tea-Party activity.
· The students will also be assessed in a summative fashion through their correctly defining the new vocabulary terms on their handout as well as through their writing activity where they utilize the vocabulary terms in a creative historical writing assignment.
· The students will also be assessed in a summative fashion through their correctly defining the new vocabulary terms on their handout as well as through their writing activity where they utilize the vocabulary terms in a creative historical writing assignment.
· HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries.
· HS.63. Engage in informed and respectful deliberation and discussion of issues, events, and ideas.
· HS.63. Engage in informed and respectful deliberation and discussion of issues, events, and ideas.
· Tea Party Vocabulary Definitions/Roles
· Writing Activity Handout
· Age of Imperialism Vocabulary Handout
· Aftermath of the Spanish/American War Video
· Writing Activity Handout
· Age of Imperialism Vocabulary Handout
· Aftermath of the Spanish/American War Video
Time: This lesson should last for 1-2 standard fifty minute class periods.
· My anticipatory set for the lesson will be to play for the students a video entitled “Aftermath of the Spanish-American War” that I have downloaded onto my hard drive to negate any internet connectivity concerns. This video will outline the economic and social factors that were driving the United States towards becoming an imperial power on par with other world leaders. I will instruct the students to take notes about the benefits to the United States would receive from establishing an empire. I will tell the students that they will be using these notes to help them complete a writing assignment at the end of the lesson, so the more detailed notes they take, the easier time they will have completing their writing activity.
· At the beginning of the lesson I will be making the students aware of our agenda and purpose for the day’s lesson. I will be writing the agenda and the goal for the day on the board so I and the students can refer back to it throughout the lesson. I will tell the students that we will be doing another Tea-Party activity to learn new vocabulary terms that we will be frequently encountering in our new unit. I will also explain to the students that we will be using the information we learned in the previous lesson, our notes from watching the video earlier and the new vocabulary definitions we learned to complete a creative writing activity at the end of the lesson.
· I will also give a mini-lecture about why Americans of this era felt like they needed to expand for commercial as well as nationalistic reasons. This will hopefully spark a class discussion on the morality of empire building. Also I will ask the students if they can imagine anything like this taking place in modern times. If so, where and when?
· At the beginning of the lesson I will be making the students aware of our agenda and purpose for the day’s lesson. I will be writing the agenda and the goal for the day on the board so I and the students can refer back to it throughout the lesson. I will tell the students that we will be doing another Tea-Party activity to learn new vocabulary terms that we will be frequently encountering in our new unit. I will also explain to the students that we will be using the information we learned in the previous lesson, our notes from watching the video earlier and the new vocabulary definitions we learned to complete a creative writing activity at the end of the lesson.
· I will also give a mini-lecture about why Americans of this era felt like they needed to expand for commercial as well as nationalistic reasons. This will hopefully spark a class discussion on the morality of empire building. Also I will ask the students if they can imagine anything like this taking place in modern times. If so, where and when?
· As I hand out to the students their character/vocabulary definition slips and vocabulary graphic organizers, I will briefly remind the students of the protocols of a Tea-Party activity and ask if anyone has any questions. I will also make a point of complementing the students on how well they did last they took part in a Tea-Party and I am expecting them to surpass their previously stellar performance.
· I will also be acting as one of the definition/characters to show the students that I am willing to step outside of my “teacher” role to participate in the activity.
· As I move throughout the room interacting with the students, I will be also be formatively assessing their comprehension of their term through the ease with which they define and explain it to their peers.
· Once the students have finished meeting all of the definitions in the room, we will see anyone is still missing any terms and we can go through them as a group to ensure that everyone has all of the terms defined. If there were not enough students to fill out all of the roles, I will project the missing definitions on the board utilizing the mast list I created for this lesson.
· Once all of the students have completed their vocabulary graphic organizers I will tell the students to hold on to their vocabulary handouts for now while I pass out their writing activity handout along with lined paper for them to complete this activity on. I will read the scenario and assignment aloud to the students as they silently read through the handout at their seats. After answering questions, will leave the students to do their work, but I will continue to circulate through the classroom helping students if they get stuck.
· I will also be acting as one of the definition/characters to show the students that I am willing to step outside of my “teacher” role to participate in the activity.
· As I move throughout the room interacting with the students, I will be also be formatively assessing their comprehension of their term through the ease with which they define and explain it to their peers.
· Once the students have finished meeting all of the definitions in the room, we will see anyone is still missing any terms and we can go through them as a group to ensure that everyone has all of the terms defined. If there were not enough students to fill out all of the roles, I will project the missing definitions on the board utilizing the mast list I created for this lesson.
· Once all of the students have completed their vocabulary graphic organizers I will tell the students to hold on to their vocabulary handouts for now while I pass out their writing activity handout along with lined paper for them to complete this activity on. I will read the scenario and assignment aloud to the students as they silently read through the handout at their seats. After answering questions, will leave the students to do their work, but I will continue to circulate through the classroom helping students if they get stuck.
· Once the students have finished their writing activity I will ask them if anyone is willing to share their writing aloud with the class. I will also offer as an incentive to encourage the students to share with the group an extra ten points added on to their writing assignment. This should entice at least one or two of the students since most of these students will be reluctant to share their work with peers, let alone have their work read aloud to the entire class.
· I consider this sharing activity adjacent to my learning goals of the unit to have the students become more comfortable participating in content driven discussions. My goal is to make the students more comfortable and confident about expressing their opinions during class discussions. Two of my focal students are painfully shy and articulate that they are afraid to speak during class discussions out of fear of sounding stupid and being laughed at.
· After the students have shared their work I will thank those students for being brave enough to share with the group. I will then collect not only their writing assignments but their vocabulary handouts as well.
· I will direct the students to the Jeopardy table I have made prior to class beginning on the white board. I will then quiz the students the on the vocabulary terms. However, as they have just handed in their notes they are going to have to only utilize their memories to play. The winner will get a large piece of candy, while the rest of the students get a fun size piece of candy for participating.
· After Jeopardy is done I will thank the students for their efforts, have them clean up their areas, and then dismiss them.
· I consider this sharing activity adjacent to my learning goals of the unit to have the students become more comfortable participating in content driven discussions. My goal is to make the students more comfortable and confident about expressing their opinions during class discussions. Two of my focal students are painfully shy and articulate that they are afraid to speak during class discussions out of fear of sounding stupid and being laughed at.
· After the students have shared their work I will thank those students for being brave enough to share with the group. I will then collect not only their writing assignments but their vocabulary handouts as well.
· I will direct the students to the Jeopardy table I have made prior to class beginning on the white board. I will then quiz the students the on the vocabulary terms. However, as they have just handed in their notes they are going to have to only utilize their memories to play. The winner will get a large piece of candy, while the rest of the students get a fun size piece of candy for participating.
· After Jeopardy is done I will thank the students for their efforts, have them clean up their areas, and then dismiss them.
Lesson Two Materials Are Located Below