Unit 2 Intro
Should people in Canada respond to the legacies of historical globalization?
Teacher: Sara Kohandel
School: Crescent Heights High School
Subject: Social 10-4, 10-2
Duration/Date: 90 minutes, Oct. 15th
OUTCOMES FROM ALBERTA SOCIAL STUDIES PROGRAM OF STUDIES
General Learning Outcomes for 10-2:
Students will understand the effects of historical globalization on Indigenous and non-Indigenous peoples.
General Learning Outcomes for 10-4:
Students will explore the effects of historical globalization on Indigenous and non-Indigenous peoples.
Specific Learning Outcomes for 10-2:
Students will…
2.1 recognize and appreciate historical and contemporary consequences of European contact, historical globalization
and imperialism on Aboriginal societies
2.6 identify the effects of cultural contact between Europeans and Indigenous peoples in Canada and one other
location
Specific Learning Outcomes for 10-4:
Students will…
10-4.2a recognize and appreciate the historical and contemporary consequences of European contact, historical
globalization and imperialism on Aboriginal societies
10-4.2f identify the effects of cultural contact between Europeans and indigenous peoples in Canada
LEARNING OBJECTIVES
At the end of the lesson, students will be able to understand some of the overarching themes of unit 2 (trade,
imperialism, eurocentrism, and the industrial revolution).
MATERIALS AND SOURCES
Scientific resources:
- 10-2 textbook
- Program of Studies
- A history of Canada in Ten Maps, Adam Shoalts
- Canadian History in 50 Events: From Early Settlement to the Present Day, James Weber
- Globalization 101, http://www.globalization101.org
- Globalization 101: Pop culture, http://www.globalization101.org/pop-culture/
- IMF, Globalization: Threat or Opportunity?, https://www.imf.org/external/np/exr/ib/2000/041200to.htm
- Globalization of culture through media, https://repository.upenn.edu/cgi/viewcontent.cgi?
article=1333&context=asc_papers
- Inuit and the Land as One, http://www.nunavut.com/nunavut99/english/inuit_land.html
Teaching Resources:
- Williams social video, Intro to imperialism: https://www.youtube.com/watch?
v=GrcYg6PKyTg&feature=youtu.be
- Unit 2: Intro to imperialism questions
- Chapter 7 Review Booklet
- Chapter 7 Review Questions
ACTIVITIES
Lesson
Both classes will start off by watching the William’s social video while answering the accompanying
questions. Typically—due to the speed of the video—the introduction to imperialism would be watched 20 mins..
twice: the first time students simply listen and the second time the students and the teacher answer the
questions together, pausing throughout the video to ensure that all students are on the same page.
However, in the interest of time, both classes will only watch the video once but the teacher will ensure
that there are pauses when each question is being addressed.
1. How does the Silk Road relate to explorers like Columbus? The Silk Road was a well-
established trading route that brought goods from Asia to Europe – but Europeans
wanted to find a new route to avoid paying tolls all along the way, thus people like
Columbus who were tasked with finding ocean-routs to the East that would allow them to
bypass the tolls. 1:19
2. What is imperialism? One country’s domination over another country’s economic,
political and cultural institutions 2:10
3. What is the Columbian Exchange? The transfer of goods (especially food) from one
continent to another (Europe and Americas). Goods like oranges, bananas, and coffee
beans came from Europe, Africa and Asia and were introduced to the Americas.
Alternatively, food like pumpkins, tomatoes, and corn were transported from the
Americas to Europe, Africa, and Asia. 2:44
4. What were the initial goals of European imperialism AND how do they relate to
Eurocentrism? Old imperialism:
Gold – leaders supported exploration and takeover of new territories because it meant
that they could find valuable resources like gold that would contribute to their empire’s
wealth
Glory – winning battles, concurring lands all made these European nations feel powerful
and look powerful in the eyes of other European neighbours who were also competing for
land and resources.
God – religious leaders supported imperialism because it allowed them to convert people
all around the world to Christianity because they assumed it was the correct religion. It
relates to Eurocentrism because Europeans felt it was their right to take from others and
to impose their values on others because they saw themselves as superior 3:25
5. How did the Industrial Revolution change the motives of imperialism? There was a
greater focus on capitalism and economic trade. The economy became less focused on the
elite and more on ordinary people being given a chance to participate in the economy.
government had less control over the economy, which led to an industrial boom = need
more resources and people to buy the products you are creating 3:56
6. How did British Imperialism benefit the countries they colonized? Bringing technology
like railways and improved medicine, more opportunities for entrepreneur, better
education system, the conception of countries! We wouldn’t have Canada if it wasn’t for
British imperialism. 7:19
30 mins.
The 10-4 class will play a Kahoot that assesses their understanding of the last half of unit 1, as well as
topics brought up in the intro to imperialism video.
The 10-2 group will be given the Chapter 7 Review questions and put into groups to research and work
on the assignment together. This will allow students to learn socially while also allowing them to divide
up the work and lessen the amount that they must do individually. Students will be encouraged to split
up the questions then share their findings with the rest of the group. Students will be given 30 minutes to
work on this task. This is not homework, students will work on this during class time and they are
welcome to write everything in point form so that it does not add too much extra work to their load.
In the 10-4 class, students will be introduced to the Chapter 7 booklet as their final activity. Students get 30 mins.
a booklet for each chapter with time to work on it in every class. To begin with, the students will do the
chapter 7 vocabulary at the start of the booklet. As students move through the booklet, the class will
work together on certain parts—specifically, the source analysis. This booklet ensures that students are
reading the textbook and taking in the necessary information which then frees up some class time for
other assignments and activities that will consolidate the students’ knowledge.
In the 10-2 class, students will be given the last 30 minutes of class as their allotted daily work time.
Students are finishing their FlipGrid responses, their expressing my identity, and their brochure
assignment.
Closure
As per usual, this lesson will conclude with students cleaning their desks. Students will be updated on
any homework all overdue assignments must be handed in by Thursday, after that date, there will be 5 mins.
a 10% reduction every day. Students will be reminded that their brochure assignment is due Thursday at
the start of class.
Assessment
This lesson will be assessed formatively by watching students and making notes about working habits during the
first 45 minutes of class. The teacher will conduct a binder check to ensure that all students have completed their
William’s video questions (completion marks). The chapter 7 booklet and worksheet will be an ongoing assignment
with no set due date. Students will be updated on the timeline of these two assignments as the class progresses
through the chapter.
