Social Studies - 6th Grade (2024)
Lesson Plans

Strand 3: Colonization, Imperialism and Independence Movements

Students will describe how the political and economic impacts of this time period (c. 1500 C.E.–2000 C.E.) created new political ideologies and technology, providing prime conditions and motivations for colonization, imperialism, and independence that continue to be echoed in current conversations.

Compelling Questions:

• Why do nations often desire to create empires, and how do they do so?
• What conditions can lead to revolutions?
• What are the pros and cons of global interconnectedness?
• In what ways does immigration impact the conditions and motivations of exploration, colonization, or independence movements?
• In what ways do the ideals of Industrial Imperialism and 19th century Enlightenment lead to desires for independence, self-rule, and rights?

Standard 6.3.3

Use primary and secondary sources to draw conclusions about the positive and negative economic impacts of expansion and major global conflicts (for example, Colombian Exchange, economic depressions, rise of factories, effects of famine, slave trade).

• How Did Sugar Feed Slavery?
  C3. Inquiry based lesson plan. Students explore the connection between the consumption of sugar and the reliance of slave labor to cultivate sugar plantations. Includes multiple opportunities to explore the supporting questions and develop an argument with claims, including charts, graphs, illustrations, reading excerpts, and background information.
• Revolution Synectics Lesson Plan
  This lesson leads students through the creative process of developing analogies to help define a revolution. After they finish, students write a paragraph or page describing revolution using their analogy.
• The Middle Passage
  This is SHEG activity. They are really good at find Pimarary sources. Frequently the task they ask students to do is a bit above their grade level but with some modification here is a great activity to teach students about the atrocities of the slave trade.
• Was American Expansion Abroad Justified?
  C3 Inquiry based lesson plan offers supporting questions for students to investigate the arguments for and against imperialism as it relates to the United States' involvement in the Spanish-American War. Includes background information, newspaper clippings, newspaper illustrations, campaign speeches, political cartoons, for students to analyze as they develop their evidence-based argument as to whether or not American expansion abroad was (is) justified.
• Was It Destiny to Move West?
  C3. Inquiry based lesson plan. Students investigate the conflicts, conditions, and factors of the western expansion in the U.S. prior to the Civil War. Includes supporting questions and a summative performance task. Also includes a song, maps, charts, excerpts from articles, posters/artwork from the time period, and more for students to analyze as a means of preparing their arguments.
• Wax Museum
  Students will pick a famous person from a revolution and research about that person from several different sources. The student will then need to complete a worksheet that examines the essential questions for this standard. The student will then create a 2 to 3 minute script about the history of this person. The student will then create a background, dress up in time period clothing and present the information to the class.
• Were Suburbs Good for America?
  C3. Inquiry based lesson plan. Using supporting questions and formative performance assessments, students formulate an argument about whether or not the development suburbs was good for America. Focuses on the rapid urbanization following WWII from 1945-1950, students learn about the social and economic conditions of the U.S. during this time as well as the role of government.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Robert  Austin and see the Social Studies website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

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