The Impact of Imperialism Through Primary Sources and Debate

This video tutorial guides students through understanding the impact of worldwide imperialism by analyzing primary and secondary sources. It includes activities like document analysis using a mentor text, group work with primary sources, and a debate carousel. The module aligns with World History Standard 16 and can be adapted to fit additional standards. Students will explore essential questions about imperialism, engage in discussions, and develop arguments supported by textual evidence.

What is the primary focus of this module?

• To develop opinions on worldwide imperialism through primary sources

• To explore the cultural aspects of imperialism

• To learn about the geography of imperialist countries

• To study the economic impact of imperialism

Which World History Standard does this module align with?

• Standard 12

• Standard 10

• Standard 18

• Standard 16

What is one of the essential questions addressed in this module?

• What caused imperialism in the late 1800s?

• How did imperialism affect global trade?

• What were the technological advancements during imperialism?

• Who were the leaders of imperialist countries?

What is the purpose of using Jules-Francois Camille Ferry's speech in the activity?

• To analyze the economic benefits of imperialism

• To model document analysis and identify bias

• To learn about French history

• To practice public speaking skills

What should students do if they find a statement biased in Ferry's speech?

• Discuss it with the teacher only

• Ignore it

• Highlight it and explain their reasoning

• Rewrite the statement

How are students divided for the group activity?

• Into four groups, each with a different primary source

• Randomly

• By their grades

• By their favorite subject

What is the purpose of using sticky notes in the group activity?

• To write down questions for the teacher

• To create a timeline

• To jot down key ideas and exchange thoughts

• To decorate the classroom

What is the main goal of the debate carousel activity?

• To memorize historical dates

• To respond to prompts with evidence and write counter-arguments

• To write a research paper

• To create a presentation

What should students do in box number one of the debate carousel?

• Summarize the entire module

• Draw a diagram

• Create a claim and support it with evidence

• Write a counter-argument

What resources should teachers utilize to support their work with students?

• Social media platforms

• Online blogs

• Georgia Department of Education curriculum resources

• Local library books