Imperialism Simulation Lesson Plan

Instructor: Laura McNeice

Laura has a masters in Curriculum and Instruction in Social Studies Education and has been teaching for 7 years in North Carolina.

This lesson is designed to be an introduction to the topic of imperialism through the use of primary and secondary source analysis as well as a hands-on simulation to illustrate this process. This lesson is best used with high school students.

Learning Objective

  • The learner will be introduced to the system of imperialism through primary and secondary source analysis.
  • The learner will examine the basic process of imperialism through a simulation activity.

Length

90 minute class period

Curriculum Standards

CCSS.ELA-LITERACY.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.9

Compare and contrast treatments of the same topic in several primary and secondary sources.

Lesson Instruction

  • Introduce the topic of imperialism by asking the class if they can think of examples of imperialism. If they cannot come up with anything give some examples. There are many throughout history, such as:
    • Assyrians
    • Persians
    • Greece
    • Great Britain
    • Portugal
    • Germany
  • Have the class create a definition of imperialism and discuss the types of imperialism including:
    • Direct rule
    • Indirect rule
    • Protectorate
    • Sphere of influence
  • Create a DBQ worksheet which contains short primary and secondary sources including readings and images which are designed to introduce the topic of imperialism. (You can search some of the examples of imperialism already given to find sources.)
  • Students should complete sourcing questions for each document:
    • Who wrote or created this?
    • What is the author's point of view?
    • Why was it written?
    • Was it written a long time after the event? Or, was is written during or a short time after the event?
    • Is this source believable? Why or Why not?
  • Review each document as a class to ensure complete student understanding.

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