CLIL DIDACTIC UNIT IMPERIALISM
1. Session 1.What was Imperialism? As a warming up activity in order to introduce the topic, the teacher will give the students two types of cards: ones will contain word related to Imperialism and other ones containing images. The students will have to ask their partners in order to match the pictures with the corresponding words. Before that, the teacher will give them some scaffolding on vocabulary and expressions they will be able to use while playing the matching game. Once the students have finished this activity, the teacher will check if they have matched the images and words (expressions) properly. The next step will be the explanation of Imperialism (definition, factors for imperialism expansion and forms of domination) through a Prezi presentation containing more images than letters. In this way, the teacher will make the students reflect on the vocabulary they have worked with before while telling them the historical facts. Once the teacher has finished with this presentation, we will move into a very interesting activity in which students will put into practice reading and writing skills. The teacher will divide the class into 4-5 groups of 4-5 students each one, and will give each group an historical text (speech before the Chamber of Deputies by J. Ferry). They will have to read the texts and write the answers to different questions. Finally, they will have to carry out a debate (sharing) of the ideas and answers they have given to the questions. To end with this first lesson, as a sort of follow-up activity, students will have to make a brief composition with the things they have learnt during the lesson, what they think about Imperialismâ€Śetc. In this way, they will be carrying out a feedback activity which will lead them to the following task (session). Here there are the Prezi presentation on Imperialism and the text the students will read in class.
I repeat, that the superior races have a right because they have a duty. They have the duty to civilize the inferior races... In the history of earlier centuries these duties, gentlemen, have often been misunderstood; and certainly when the Spanish soldiers and explorers introduced slavery into Central America, they did not fulfill their duty as men of a higher race ... But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty. I say that French colonial policy, the policy of colonial expansion, the policy that has taken us under the Empire [the Second Empire, of Napoleon 1111, to Saigon, to Indochina [Vietnam], that has led us to Tunisia, to Madagascar-I say that this policy of colonial expansion was inspired by... the fact that a navy such as ours cannot do without safe harbors, defenses, supply centers on the high seas .... Are you unaware of this? Look at a map of the world. Jules Franรงois Camille Ferry, Speech Before the French Chamber of Deputies, 1885. 2. Session 2. What were the main empires? Before starting with the main content of this session, students will be asked to make a brief summary of the previous lesson, by asking them questions such as what was imperialism?, what was a colony? What were the factors for imperialist expansion? After that, the teacher will ask the students to think about the main empires in 1914 (obviously without telling them the names of the empires). After this small introduction, the teacher will show the students a short and illustrative video describing the scramble for Africa and the Berlin Conference, two topics closely related to the one of this second
task. Once the students have watched the video, the teacher will have to try to guess what the main empires were by telling the names to the teacher. Thus, the teacher will check what they have answered and will give them a brief explanation of the main empires while showing them a map containing the main empires in 1914. Once the students know the names and extension of the main empires in 1914, we will divide the class into five groups, each of one will be given an empty map. Each group will be assigned one of the main empires so that nobody repeats an empire. They will have not only to paint the geographical area of the empire, but also to write the name of the country in the map. Once they have finished, with the aid of this information in the map and a short card containing some facts of the different empires which will be given to each group of students, they will have to make an oral presentation on the empire before the rest of their classmates. In order to finish this session, students will be ask to write individually a question regarding the contents they have seen so far which they think it could be an exam question. Finally, the teacher will pick up all the questions, which may be included in an interesting activity they will carry out at the end of the didactic unit.
Map of the existing empires in 1914.
3. Session 3.What were the consequences of Imperialism? In order to start with this task (session), the teacher will show the students the Prezi slides they have previously seen on the consequences of Imperialism. The teacher will ask the students to try to guess by writing the consequences of Imperialism after watching the slides (which will only contain images). After checking what the students have written down, the teacher will show them a short video on characteristics, motives and effects of Imperialism. Once the students have seen the video, they will have to work in groups. Each group will have to write down what they think they are the main consequences of Imperialism but through a diagram or a mapping with arrows. After finishing this writing activity, each group will explain briefly the consequences they have written down, by showing them to their classmates. Then, the teacher will explain the consequences by using the blackboard and he will choose the group which has best done the activity. To end this lesson, the teacher will ask the students to do the same as they had been ordered to do in the previous lesson: to think about one or two questions and write them individually. They will bring them to the class in the following lesson. As I have stated above, these questions will be included in an activity they will carry out at the end of the didactic unit.
The remaining sessions (4 and 5) are summarized as follows: 4. Session 4.
https://www.youtube.com/watch?v=YXqppJ-L88U Worksheet on the First World War: 1. Complete the sentences with the words below. •
World War, I also known as the First World War, was a _________ centered in Europe that began on 28th July 1914 and lasted until 11th November 1918.
It involved two opposing alliances – _____________________________.
World War 1 was triggered on 28 June 1914 by the ___________ of the Archduke Franz Ferdinand of Austria and his pregnant wife Sophie.
One of the causes of the war was that the countries wanted to regain lost territories from previous conflicts and build ________.
8 million ____________ died in WW1 and 21 million were injured.
In 1919, ________________ officially ended the WW1.
_________________ helped Europe rebuild and fifty-three nations joined by 1923.
The Treaty of Versailles- the Allies and the Central Powers- The League of Nations - assassinationsoldiers- empires- global war
Match the words in the box to the pictures below.
2. In groups, put the following First World War events in order and make a
timeline. -Germany declared war on Russia. -Francis Ferdinand was assassinated at Sarajevo. -Austria declared war on Serbia. -Britain declared war on Germany. -Germany declared war on France and invaded Belgium. -Battle of the Marne started. -Italy declared war on Germany and Austria. -Start of the Battle of Verdun. -Start of the Battle of the Somme. -USA declared war on Germany. -Armistice between Germany and Russia signed. -The Treaty of Brest-Litovsk was signed between Russia and Germany. -Germany signed an armistice with the Allies â€“ the official date of the end of World War One.
First World War timeline elaborated which can be found in the following link: http://cdn.knightlab.com/libs/timeline/latest/embed/index.html? source=0AvvNS_rgIsRGdEJvS0xVU0VOdVF4MDhkWWliUEg0blE&font=BevanPotanoSans&maptype=toner&lang=en&hash_bookmark=true&height=650#4 5. Session 5.
Map with territorial changes (before and after the WW1).
Millions of victims.
Peace treaties. This will be the final task of the didactic unit, which consists in an online quiz game, during which the students, gathered in groups, will have to answer online to this multiple choice questions. Kahoo questions: 1. When was a new form of Imperialism born? •
2. Complete the following sentence with the correct words: Imperialism was based
on the exchange of manufacture products for raw materials of the ________ •
3. What was the main economic factor of Imperialism? •
sense of superiority
4. What were the two main empires? •
French and Spanish empires
German and Italian empires
British and French empires
American and British empires
5. Which countries composed the Triple Entente? •
Germany, the Austro-Hungarian Empire and Italy
Germany, Italy and France
France, Italy and Great Britain
Great Britain, France and Russia
6. Which two alliances were involved in the First World War? •
The Allies and the Central Powers
The Triple Alliance and the Allies
The League of Nations and the Ottoman Empire
The Allies and the Triple Entente
7. When was the Archduke Franz Ferdinand of Austria murdered? •
On 28th July 1914
On 28th Juny 1914
On 28th August 1914
On 28th May 1914
8. When did the Paris Conference take place? •
9. A war in the sea is called… •
10. Which peace treaties change the configuration of Europe after the First World
Versailles, Saint-François, Trianon and Sèvres.
Versailles, Saint-Germain, Trianon and Sèvres.
Versailles, Saint-Germain and Trianon.
Versailles, Saint-Germain, Trianon and Brest-Litovsk.
Here you have a CLIL didactic unit on Imperialism for 4th year of Secondary Education.