LESSON PLAN

Subject: Social Studies Grade: 10 Date: Nov 23

Critical Inquiry Question: What are the legacies of historical globalization?
Lesson: 35 Time: -10:04- 11:28
SLOs: From the Program of Studies
2.6 examine impacts of cultural contact between Indigenous and non-Indigenous peoples
(exchange of goods and technologies, depopulation, influences on government and social
institutions)
2.9 examine multiple perspectives on the political, economic and social impacts of historical
globalization and imperialism
2.10 examine imperialist policies and practices that affected Indigenous peoples (British rule in
India, British and French rule in Canada, post-colonial governments in Canada)
2.11 analyze contemporary global issues that have origins in policies and practices of post-
colonial governments in Canada and other locations (consequences of residential schools, social
impact on Indigenous peoples, loss of Indigenous languages, civil strife)
2.12 evaluate various attempts to address consequences of imperialist policies and practices on
Indigenous peoples in Canada and other locations
Instructional Objectives:
Knowledge:
The students should understand how imperialist policies have impacted Indigenous peoples in
Canada.
Students analyze how imperialism and historical globalization are connected and continue to
impact others today.

Skill:
Analyze and interpret information and sources.

Key Questions:
What is the focus question for this lesson? What are some related questions?
How has historical globalization affected Indigenous people in Canada? What are the legacies?
What attempts have been made to address the consequences of imperialism?

Materials: Smart boards, textbooks, Chromebook, booklets.

Preparation:
Pre load the videos, discussion prompts posted, pre make groups for review.
Adaptations:
Lots of review and check ins
Help Susie and Isaak with reading comprehension. Double check understanding with them.
Formative assessment at the end to double check understanding.

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to
clarify the flow of the lesson. Write it with enough detail that a substitute teacher could teach the
lesson.)
 ● Bell work - (10 mins) Work on weekly source analysis in google classroom.
● Catch up: for those who missed yesterday: on classroom: oral history on Treaty 7 (7
mins) https://www.historymuseum.ca/history-hall/negotiating-treaty-7/
● https://www.albertaschoolcouncils.ca/public/download/documents/57314 Complete
assimilation matching activity for those who missed it. Finish essay outline (10 mins to
edit) fix Mrs. Douglas’s comments. Students need at least 3 relevant sources to get full
marks.
● Treaty 7 Walking together resource. For those who are caught up.
● Review activity JigSaw: Assign groups a case study. Work in these groups to connect
the case study to the dimensions and forces of globalization and imperialism. (trade,
transport, communication, media, social, political, economic, environmental. (India,
Rwanda, South Africa, Canada, Kasmir) Make sure everyone in the group has each force
and dimensions connected to the case. Jig saw: split the groups up so each group has a
representative from each case study. Everyone presents their case study to the new group
and takes notes. At the end everyone should have notes about every case study and how
they connect to globalization, imperialism and each other.
● Question: What are some Central themes that connect these events?
● Add Canada to our ongoing mind maps
● Work time: Write a reflection on the film, prompts are on the powerpoint. (15 mins)
● Watch: First contact episode 2 35 mins again for those who missed it. Personal account
of residential schools.
● Write hate mail or social media posts to Don and Ross from First Contact episode 2 with
2 facts proving their opinions wrong.
● Watch: Aptn First contact episode 3. Discuss misconception of the film (30 mins)
● Closure: Sticky notes: What is something they understand? What they need help with.
(5 mins)
● Example of case study connection: globalization dimensions: Historical globalization and
imperialism has changed economic relations among countries: one country is conquering
and taking resources they will have more money.
● Cultural and social: religion: spread of missionaries and Chrisanity.
● Political: leaders vying for power and domination, conquistadors.
● Environmental: the beaver was almost extinct due to the fur trade. Also industrial
revolution and poor working conditions.
● Trade: increased during the building of Canada with the motive of making money for
Europeans through beaver pelts.
● Transportation: ships to travel to new worlds. Canoes to ship pelts. Railway in Canada
allowed the expansion of the west to make travel faster and the world more connected.

Assessment:
● Sticky notes: what's one thing you have mastered and what's one thing you need help
with.
● Also submit to me: reflection of imperialism in Canada. Hate mail formative assessment
to check understanding.
● Verbal check ins.