Patrice Lumumba Artifact

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Artifact 3: Creating Community (Lesson)
A piece of work that demonstrates your strength in creating an inquiry-based, democratic classroom community where you address the academic, linguistic, kinesthetic, social, and/or emotional needs of all learners.

Teaching history may sometimes be a challenge for teachers because many students experience difficulty engaging with the content. Many students may feel that history is boring and question the reasons why they need to take these classes. As a history teacher, making history fun is my top priority. My emphasis on African Diaspora has been a topic I have needed to extend in instructing for quite a while. While I started to create my own unit, I choose to concentrate on the Collapse of European …show more content…

The reasons of monetary, social and political motivations behind Imperialism towards particular nations in Africa will arise. As the unit advances understudies will break down pictures that were taken amid this day and age and think fundamentally on the impact Imperialism had on the general population of Africa while taking a gander at appalling pictures of Imperialism. Towards the end of the unit students will find out the brutality that occurred in particular nations in Africa and concentrate on Patrice Lumumba's Independence Day Speech. While investigating Patrice Lumumba's speech; take a look at the video of his speech to comprehend the tone and message that Patrice Lumumba was attempting to provide for his fellow …show more content…

Students know and appreciate that no two students are alike. I have a range of students in my class and I know they all learn differently in terms of their reading level, their pace and how long it takes for them to retain information.When I was creating this lesson I thought about the learn styles of many of the students. Some students preferred to read while others prefer to watch the video. I knew that many of my students couldn't read on a high school level to comprehend the text so I provided them with the video as support. Some students used both the text and the video while others choose one. Other students depending on their IEP accommodations I had to read the text to

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