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 6.3.5

Cite evidence to identify the causes and effects of World War I, the Great Depression, and World War II.

• Japanese American Incarceration: Through Primary Sources: The Diary of Stanley Hayami
  Also from a Smithsonian museum, this resource provides students with a primary resource (an excerpt written by an incarcerated Japanese American boy) and opportunities to analyze this resource as a means to understand the conditions of the Japanese American concentration camps in the U.S. during WW2. Standards based and includes questions, activities, videos, and more.
• Teaching Japanese American Incarceration Through Comics & Graphic Novels
  Smithsonian resource. Students learn about the experiences of incarcerated Japanese Americans during WW2 through reading a series of comics developed for this purpose. Can be used as an introduction to this topic. Blank comic template is also included for assessment opportunities.
• 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.
• World War I: Lessons and Legacies (Educator's Guide)
  This resource offers kids a chance to see how the Great War accelerated changes already occurring in the United States and how those impacts have lasted throughout time. Students critically analyze posters from WW1, engage in discussions, and critical thinking questions.

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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.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.