Final Grade 45/60
Before I sum up my thoughts about this unit, I want to quickly address the fact that I have no student work for this unit. In my explanation for my TCH rubric I said that every unit will have student and teacher work. I did not include student work in this unit because the work students did for the Greed Unit did not have an relation to my inquiry. Students made political cartoons about imperialism and took an oral test for WWI. That being said, I did want to mention the discussion I had with students in response to the article (see previous page) about modern imperialism. Students worked very hard to understand the article that was extremely complex. Most of our discussion in class revolved around making sure students understood all the different parts of the article. |
This discussion gets me to the first thing I would change about this unit. I would either completely remove the article from my unit or cut it down even more and have it accompany a more accessible article. My goal in this unit was to get students to see that Western imperialism is still having effects on the world today. Instead of looking at specific examples, I choose a very intellectual article that wasted the students and my time as we struggled through the article.
The other thing I would have changed about this unit is to give students real tools to make social change. Because the effects of imperialism are more evident in other countries, students struggled to connect. I believe that if I had given students articles or assignments that asked students to get involved this unit would have gone a lot better.
The other thing I would have changed about this unit is to give students real tools to make social change. Because the effects of imperialism are more evident in other countries, students struggled to connect. I believe that if I had given students articles or assignments that asked students to get involved this unit would have gone a lot better.