LESSON PLAN

Subject: Social Studies Grade: 10 Date: Oct 27

Critical Inquiry Question: What is Historical Globalization?
Lesson: 21 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 the concept of oral histories
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?
What are Oral histories?
How are they used?
Why do historians have trouble depending on them as fact?

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. U of l library
● 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 christianity.
● Political: leaders vying for power and domination, conquistador.
● Environmental: the beaver almost extinct, industrial revolution poor working conditions.
● What is oral history? Who uses it? Oral history slide
● Play telephone
● Play oral history together
https://www.blackfootdigitallibrary.com/digital/collection/bdl/id/1156/rec/6. They are in
blackfoot so read the transcript at the bottom.
● Explore oral history u of l cite
https://www.blackfootdigitallibrary.com/digital/collection/bdl. In the classroom. Go to
audio to hear more oral histories.
● Why would historians have trouble with oral histories? Sometimes things get mixed up
historians can be skeptical since they rely on written evidence as facts. African,
Indigenous, Aztec people used oral histories
● Historical tweets assignment time.
● Sticky notes what they understand
● Watch Canada the story of us worlds collide episode 1
Oral history? Canada? Wristband activity?,
Start historical tweets assignment in the classroom.

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: