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LESSON 7: Impact of Imperial Borders

SUPPORTING QUESTION

How did imperial borders change control over African culture and artifacts?

FOCUS SKILL(S)

Contextualization

Evaluating Arguments

MATERIALS

TEACHER

Do Firsts + Exemplars

Impact of Imperial Borders Student Worksheet + Exemplars

Exit Tickets + Exemplars

STUDENT

Do First Options

Printed Student Handouts

DO FIRST

Option 1- Frayer: “Restitution”

Option 2- Scenario Response

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1- LAUNCH

Students will watch a video about how imperial control contributed to the removal and theft of cultural artifacts. As they watch, they will answer guided questions to build understanding about the Benin Bronzes and debates over ownership and museums. Be sure to note that the Smithsonian’s National Museum of African Art also owns 29 of these objects.

TEACHER ACTIONS

1. Hand out and direct students to page 1 of the student worksheet
2. Play the video and instruct students to follow along with the transcript and answer the question
3. Facilitate class discussion of questions

STUDENT ACTIONS

1. Listen to video and follow along with transcript
2. Answer the question
3. Participate in class discussion

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LESSON 7: Impact of Imperial Borders - Continued

ACTIVITY 2 - PRACTICE

Next, explicitly introduce students to the historical thinking skill of Evaluating Arguments. They will watch an introductory video, as well as complete an introductory guide of the skill.

TEACHER ACTIONS

• Direct students to page 2 of the student worksheet
• Play video and discuss questions
• Lead students through the guide (page 3)

STUDENT ACTIONS

• Follow along the video with the transcript
• Answer the two video-based questions
• Complete the What is Evaluating Arguments Guide

ACTIVITY 3 - EXHIBIT

Students will practice evaluating arguments with the document analysis on the restitution debate over the Benin Bronzes (pages 4-5 of student worksheet). Students will need to identify the claim of the article and then evaluate it using the C.L.A.I.M. protocol introduced in the previous activity. Students will complete the Evaluating Arguments Graphic Organizer.

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†This can also be done on the Thinking Nation platform.

TEACHER ACTIONS

1. Direct students to pages 4-5 of printed handouts
2. Read the source aloud with class
3. Ensure student understanding by asking Check for Understanding (CFU) questions
4. Model annotation of the text
5. Guide students through the Evaluating Arguments Graphic Organizer

STUDENT ACTIONS

1. Follow along with source, reading as teacher directs
2. Copy model annotations from teacher
3. Answer CFU questions
4. Complete graphic organizer

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LESSON 7: Impact of Imperial Borders - Continued

CONCLUSION

Students will conclude the lesson with a Quickwrite “Exit Ticket.” In this quickwrite, students will answer the supporting question. Within their sentences, they will need to include five specific terms.

TEACHER ACTIONS

1. Hand out exit ticket
2. Provide instructions and expectations
3. Support students as needed

STUDENT ACTIONS

1. Complete the exit ticket

STANDARDS

6.4 Describe the purpose, creation, evolution and role of international borders, and evaluate the impact of the creation of a specific border.

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6.16 Analyze at least one cultural element of a country located in Africa (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.

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6.63 Evaluate the positive and negative effects of globalization and the differing impact of globalization on at least three regions of the world.

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6.68 Analyze the characteristics and causes of at least one contemporary issue facing the global community, compare proposals for addressing the issue, and propose a course of action for making change.