In this unit, Social Studies students examine imperialism and develop graphs to illustrate the problem that exploitation created. The English/Language Arts learning activity will introduce students to a method to analytically explore issues (structured academic controversy).
A series of open-ended pre-reading questions designed to engage students, assess prior knowledge, and expose any pre-conceived ideas about the person or culture explored in the Reflection. Previewing the Reflection questions are intended to be non-threatening and accessible to a range of students. Students are encouraged to answer honestly, and to discuss their answers with their classmates.Previewing the Reflection
In his One World Reflection, David writes about his trip to Bolivia and his travels around the country with his host family. He discusses its unfortunate past of colonization and resource exploitation and the strength and optimism of people who continue to hope for a better economic future.
This resource is to be used during and after students read the Reflection. Included in it are a series of reading comprehension questions designed to check for student understanding of the Reflection. These questions formats include multiple-choice, fill-in-the-blank, true/false, short response, or other effective questioning strategies.
English/Language Arts / 9th, 10th, 11th, 12th / 4-6 class periods (180-300 min)
Through David’s Reflection on the controversial topic of economic development aid in Bolivia, students will be introduced to a method to analytically explore issues. Students will read, analyze, and annotate brief editorials on a controversial topic and use this as the basis to develop both pro and con discussion on the topic. Students will think about a place they are familiar with from the perspective of an economic development officer: what needs to be done to improve the lives of the people living here?English/ Language Arts-Development Aid: Switching Sides!
Social Studies / 9th, 10th, 11th, 12th / 4-6 class periods (180-300 min)
Today’s developing nations struggle to create industries that will provide for their citizens and improve conditions on a long term basis. Many of these developing nations once had viable resources, however past empires came and removed resources and left nations broke. Students will examine imperialism and develop graphs to illustrate the problem exploitation created.Social Studies-Righting Past Wrongs?
This resource is to be used after students read the Reflection. It includes a series of post-reading questions designed to encourage student reflection and assess changes in students' perception and understanding of the cultural issues addressed in the unit through some deliberately repeated questions in the "Previewing the Reflection" activity.
This resource should be used after the students read the Reflection. Students are presented with a list of questions intended to elicit a more personal response about the Reflection they have just read. After considering those questions, students compose a letter to the author of the Reflection with their thoughts, observations, questions and comments. Teachers should feel free to contact Rachel@oneworldeducation.org if they would like to have their students' finished letters delivered to the One World Ambassador.