LESSON PLAN

Subject: Social Studies Grade: 10 Date: Oct 28

Critical Inquiry Question: What is Historical Globalization?
Lesson: 22 Time: -10:04- 11:28
SLOs: From the Program of Studies
2.1
2.2
2.3
2.4 recognize and appreciate the validity of oral histories
2.5
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
2.13 examine legacies of historical globalization and imperialism that continue to influence
globalization

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
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?

Materials: Smart boards, textbooks, Chromebook, booklets.

Preparation:
Pre load the videos, Print booklets.
Adaptations:
Lots of review and check ins
Help Susie and Izaak 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

● Read a chapter in the education of Augie Merasty. Chapter 1 U of l library (10 mins)
● Review: of 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 almost extinct, industrial revolution poor working conditions.
● Colonization wristband activity- (20 mins) divided into 3 groups the goal is to produce
chains of paper links. One group is the Indigenous- they have lots of land (paper) and
people(classmates to make the link) but few resources (classroom supplies) They have
glue sticks and no scissors. One group is the French. They have few people and land but
they have lots of manufacturing resources (staples, scissors tape),The British are also the
same. As time goes on they trade and gain access to different resources. The British
capture an indgenous person as a slave, The french kill an indgenous memeber by diease
(those two indegnouos members now join the french and briths groups). The French and
British also keep taking more and more land (they don't think it is being used
productively: Eurocentrism) . (take away some of the indigenous groups' papers.)
continue taking it away until they have very little left of the paper(represents their
traditional way of life).
● Groups: Indigenous people- Susie, Max, Jack, Isaak, Ryan
● British - Gabe, John
● French- Klass, Eva
● Historical tweets assignment time (30 mins).
● Brain break?
● Booklet work Hand out new booklet
● Sticky notes what they understand (5 mins)
● If finished, watch the story of our worlds collide.
● Debate: should sir john A macdonald statute be taken down ? why
● How did Canada get here? Indian horse movie: residential school diary entry using
scavenger hunt, indian act, Treaties. Intergenerational trauma sheet
Assessment:
Sticky notes: what's one thing you have mastered and what's one thing you need help with.
Also submit to me: one thing you learned about the grand exchange.
Verbal check ins.

Lesson Reflection:
Ask questions on the board
Formal exit split at the end to check understanding.
Super engaging activity- the kids loved it and got lots out of it.