Decolonization, Around the World: Difference between revisions
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=== Decolonization - Overview === | === Decolonization - Overview === | ||
* [http://www. | * [http://www.classroomexplorations.org | ||
/wiki/images/8/8d/Decolonizationoverviewpacket.pdf Decolonization Overview - United Nations & Decolonization] | |||
=== Gandhi - India === | === Gandhi - India === | ||
* [http://www. | * [http://www.classroomexplorations.org | ||
/wiki/images/9/9c/Gandhiafrica.pdf Gandhi in Africa] | |||
=== Mandela - South Africa === | === Mandela - South Africa === | ||
* [http://www. | * [http://www.classroomexplorations.org | ||
/wiki/images/0/0b/Mandelaafrica.pdf Mandela in Africa] | |||
=== India - Raj to Independence === | === India - Raj to Independence === | ||
====Lesson PowerPoint==== | ====Lesson PowerPoint==== | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/4/48/Indiaraj2independence.pptx India - From Raj to Independence] | ||
====Additional Documents==== | ====Additional Documents==== | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/9/98/Dbqdocumentaddendums.pdf DBQ - Document Addendum - Docs 1,2,3,4,6] | ||
====Lesson Activity==== | ====Lesson Activity==== | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/7/77/Dbqrajindependence.pdf DBQ - Raj to Independence] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/8/8e/Dbqrajsoapstonedocs.pdf DBQ - Raj to Independence - Soapstone Docs] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/9/9d/Dbqrajsoaptoneworksheet.pdf DBQ - Raj to Independence - Soapstone Worksheet] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/5/57/Dbqraj5wworksheet.pdf DBQ - Raj to Independence - 5W's Worksheet] | ||
=== Decolonization CRQ === | === Decolonization CRQ === | ||
* [http://www. | * [http://www.classroomexplorations.org | ||
/wiki/images/a/ae/DecolonizationCRQ.pdf Decolonization CRQ] | |||
Latest revision as of 18:24, 27 February 2022
| AP Psychology | Current Events | Resource Room (SETSS) |
|---|---|---|
| Period 1 | Periods 3 & 5 | Period 8 |
| Mr. Ott | Mr. Ott | Mr. Ott |
Essential Question: Using the documents, analyze the changes that occur in India in its struggle for independence. What were the short-term and long-term results of British imperialism?
Opening Move/Do Now:
- Define: Imperialism (DOK1)
- How does a Mother Country imperialize/colonize a region or area? (DOK2)
- What are two effects of imperialism on a region or area? (DOK2)
Lesson Overview:
| Item | Approx Time |
| Opening Move | 3-5 Min |
| Activity | 30 Min |
| Discussion | 10 Min |
Classwork & Homework
Decolonization - Overview
/wiki/images/8/8d/Decolonizationoverviewpacket.pdf Decolonization Overview - United Nations & Decolonization]
Gandhi - India
/wiki/images/9/9c/Gandhiafrica.pdf Gandhi in Africa]
Mandela - South Africa
/wiki/images/0/0b/Mandelaafrica.pdf Mandela in Africa]
India - Raj to Independence
Lesson PowerPoint
Additional Documents
Lesson Activity
- DBQ - Raj to Independence
- DBQ - Raj to Independence - Soapstone Docs
- DBQ - Raj to Independence - Soapstone Worksheet
- DBQ - Raj to Independence - 5W's Worksheet
Decolonization CRQ
/wiki/images/a/ae/DecolonizationCRQ.pdf Decolonization CRQ]
Homework: Courseworks Plus - Login Needed
Special Education Modifications
- Teaching Model: Co-Teaching
- Special Education Teacher will work with All students General Ed and Special Ed.
- Special Ed Students:
- Teacher will read-aloud to students when necessary.
- Teachers will break down assignments into smaller tasks.
- Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
- Teachers will group students according to learning style inventory as a homogeneous group.
- Teachers will keep students on-task by managing distractions and on-task behavior.
- Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
- Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.
- Special Ed Students: