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 6.3.4

Explain the causes and effects of at least three events that created political, social, economic, industrial, and/or scientific revolution during the 18th–20th century (for example, the French Revolution, Vietnam, Latin American revolutions, the Enlightenment, independence movements of India and African nations).

• 6th Grade Lesson Ideas: Dash Robots
  This is a list of potential ideas based off a specific technology. None of these ideas are fully developed lessons. Please make changes and adaptations as necessary for the students in your class.
• French Revolution
  This lesson begins with a simulation that will let students feel what it was like to be a part of different estates in France prior to the French Revolution.
• Industrial Revolution
  In this lesson, students will come to understand how the Industrial Revolution impacted individuals. They will examine how the change from shop or cottage industry to the factory affected people, how the railroad affected individuals, and how some of the inventions of the Industrial Revolution changed individual lives.
• Newspaper Lesson Plan
  This lesson helps students create a newspaper that will demonstrate their understanding of the processes of revolution, representative people in a revolution, winners and losers in a revolution, and the impact on the future. This lesson plan integrates social studies, language arts, art, and technology. Teachers can determine how expansive this task will be. What is essential to the assignment is that students demonstrate an understanding of the standard.
• Revolution Jigsaw Lesson
  In small groups, students will research various revolutions, and will then teach other groups about their selected revolution.
• Revolutionary Characteristics
  Students will use quotes from revolutionaries of various revolutions to come up with a general list of adjectives/descriptors for revolutionaries.
• The French Revolution
  The French Revolution was instigated by the unfairness of the tax system in France, the example of the American Revolution, and the bankruptcy of the French monarchy.
• The Reformation
  The Religious Reformation in Europe allowed for the spread of new ideas in both science and religion.
• The Scientific Revolution
  During the Renaissance, many astute thinkers began to question long-held beliefs. This questioning led to the Scientific Revolution, which in turn led to the establishment of many scientific fields in use today.
• 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.
• 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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