MaryamStage1

=Stage 1 Identify Desired Results= Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.
 * **Establish Goals:** **(G)** ||
 * ** Content Area: ** E. History
 * Standard: ** E1 Historical Knowledge, Concepts, Themes, and Patterns
 * Grade Level Span: ** Grades 9 - Diploma

(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
 * Common Core State Standards **
 * Content Area: ** Reading
 * Grade Level: ** Grade 11-12
 * Domain: ** Social Studies
 * Cluster: ** Integration of Knowledge and Ideas
 * Standard: **7. Integrate and evaluate multiple sources of information presented in diverse formats and media


 * Common Core State Standards **
 * Content Area: ** Writing
 * Grade Level: ** Grade 11-12
 * Domain: ** Social Studies
 * Cluster: ** Research to Build and Present Knowledge
 * Standard: **9. Draw evidence from literary or informational texts to support analysis, reflection, and research. ||

//What understandings are desired?//

 * //Students will understand that:// **(U)** ||
 * * Western Europe, Africa and India did not participate equally in the global evolution of the late 18th and early 19th centuries
 * tribal societies and massive old civilizations alike began to come apart reacting to the pressures of modern economic and social changes
 * Scientific ideas changed ways of thinking everywhere,
 * Western European faith in modern civilization saw the new imperialism as a crusade and promoted this ideal of superiority with Social Darwinism, popular anthropology, linguistics, idealism, humanitarianism as well as an economic policy of neo-mercantilism with self interest as its main goal
 * imperialism led to movements of self-determination and industrialization by the colonized
 * the imperialist rivalries of European powers while representing European world supremacy also contributed to the disaster of WWI and to the collapse of such supremacy
 * Europeans, Africans, and Indians continue to contest the legacies of the New Imperialism of the late 18th and early 19th centuries.
 * these legacies continue to shape the world ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * * How does literature reflect, as well as shape culture?
 * Can fiction reveal truth?
 * Whose (hi)story is it?
 * To what extent is European History a history of progress? ||

//What key knowledge and skills will students acquire as a result of this unit?//

 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * * the attributes of political and economic modernity in the late 18 th  early 19 th  c (e.g., modern science, modern weapons, machine industry, fast communications, industrial organization, efficient taxation and law enforcement and modern public health, sanitation and medicine transportation)
 * the Scientific ideas that changed ways of thinking (e.g., Natural Selection, popular anthropology)
 * the rise of new ideologies that changed ways of thinking (e.g., Marxism, Social Darwinism)
 * white man’s burden, neomercantilism, the imperialist rivalries, new weapons
 * method of rule: (e.g., Macaulay’s minute)
 * indigenous reactions: mimicry, passive resistance,active resistance (e.g., the Sepoy Mutiny, nationalist movements, civil disobedience Ghandi) || * design a poster that reveals the impact of modernity on Western Europe, the tribal societies of Africa and the civilization of India
 * critique the impact of the new ideologies, science and technology
 * imagine indigenous reactions & the controversial legacies of imperialism in the 21 st  c. AND
 *  be aware of your own biases and socialization
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">argue for own position AND
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">synthesize understandings to write a persuasive essay supporting your position on the impact and legacies of imperialism and what the transplanted heart of darkness looks like today. ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe**