Designer:         Peter W. Marhenke

Publication Date:  November 7, 2005

Standard:        

• 10.4   “Students analyze patterns of global change in the era of New Imperialism in at least two of the following countries or regions:  Africa, Southeast Asia, China, India, Latin America, and the Philippines”

Learning Outcome/”Big Idea” (Objective):         Students to understand the urgent competition of European nations to grab territory in Africa through an “Experiential Exercise”.

TCI Strategies:  Experiential Exercise; Mixed-ability pairs; problem-solving follow-up questions.

EL/Inclusion Strategies:         Mixed ability groups of five allowed for multiple intelligences and a shared common experience.

Materials:         TCI Unit opener on Imperialism (10^th grade Modern World History)  “Sticky Notes”

Opportunities to Learn/Perform (Procedure):          Students were told they were going to help design a new classroom arrangement.  Teams of five were given four-part written instructions.  Each group had to (a) decide on a name for the group (b) design a flag for the group (c) plan a classroom arrangement, and the (d) claim furniture around the room using “sticky” notes with their flag on it.  One group was given slightly different instructions to get them up and “claiming” furniture before the other groups.    After nearly every bit of furniture is claimed, the students are asked four debriefing questions.  The questions ask how they felt during the activity, why they felt the urgency to compete, whether this was a fair way to divide the furniture, and what should be done with any unclaimed furniture.

Technology Component:        Transparencies and Overhead Projector

Assessment:  Students were given a participation grade for the activity.  Most, (90%+) were engaged in the activity, especially once the furniture grabbing began.  The post-activity writing was also graded, and the consensus shared with the class.

Reflection:         The student sample, based upon their post-activity writing, revealed:

         Some were reluctant to participate until they saw other groups take the initiative and appear to have an advantage

         Many did not want to get up and claim furniture, but would sit and draw flags

         Many had fairness concerns – even allegations pf “claim-jumping”

         Most respondents wanted the unclaimed furniture to go to the team with the least amount of furniture.

         Many remarked that lesson was “fun”, asked to do it again.