Lesson Plan 7

Subject: Social Studies Grade: ​10 Date: ​March 15, 2018

Critical Inquiry Question: ​To what extent should contemporary society respond to the legacies
of historical globalization?
Lesson: ​What are some legacies of historical globalization that can be seen in Africa? Time:
71 minutes
SLOs: ​From the Program of Studies
● 10. 2.7: Explore the foundations of historical globalization
● 10.2.3: Accept social responsibilities associated with global citizenship
● 10.2.6: Examine ​impacts of cultural contact between Indigenous and non-Indigenous
peoples (exchange of goods and technologies, depopulation, influences on government
and social institutions​)
● 10.2.1: ​2.1: Recognize and appreciate historical and contemporary consequences of
European contact, historical globalization and imperialism on Aboriginal societies
● 10. 2. 5: Recognize and appreciate various perspectives regarding the prevalence and
impacts of Eurocentrism
● 10.2.8: Explore the relationship between historical globalization and imperialism
● 10. 2.9 - examine multiple perspectives on the political, economic and social impacts of
historical globalization and imperialism

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​:
● Some examples of legacies of historical globalization
● What the Scramble for Africa was

Skill​:
● Historical thinking
● Understanding of different perspectives

Key Questions:
● What was the Scramble for Africa?
● How is related to historical globalization

Materials:
● Pencils/pens
● Fill in the blank worksheets to go with powerpoint
Preparation:
 ● Prepare worksheet and powerpoint

Adaptations
● Students with difficulty writing can work with a partner to fill out the worksheets. For the
fill-in-the-blanks, give a word bank at the top of the sheet.

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.)
Lesson plan (71 minutes) Observation (class one) Observation (class
two)

1. Attendance! Announcements before first Make them stop talking so

class. Watch CNN 10 video. (15 minutes). that everyone can hear the
announcements. Hard to
hear you in the back of the
class.

2. Review: what historical globalization is, what Good timeline.. Do you I wish you would have
the 3 waves of globalization are, what have dates that are done the timeline
advances in technology made globalization associated with them? thing again. That was
possible, what mercantilism is, what good. A nice visual for
You missed the euro and them.
imperialism is,who Bartolome de Las Casas
ethnocentrism questions.
was, who William Wilberforce was and what
But i really liked the review.
abolitionist means, what is the grand Might not be a bad idea to
exchange, what 3 main objects were traded, have the kids write that out.
what 3 kinds of labour were used during
historical globalization, when the Industrial
Revolution happened and in what country it
began, what some of the results were, what
urbanization is, and what Eurocentrism and
ethnocentrism are. (5 minutes)

3. Go over notes on the empires built by European Slow down a tiny bit.
countries between 1876 and 1914.Show them the Explain the information in a
video of the world slowly becoming colonized. (5 different way than is on the
minutes) board after the initial
reading. Explain that
imperialism is the euro and
ethnocentric IDEA of
power, colonies are what
Good, you expanded
a bit more, you are
seeming more
comfortable with the
kids and joking.
 they actually create. Also in
the video it may be a good
idea to ask them if they
noticed any one continent
changing drastically a lot?

4. Show students the graph of colonial expansion Questions are a little two Good explanation.
between 1876-1914. What trends do they notice? broad on the board. Maybe Make sure you are
What event occured in 1914 that may have interfered narrow them down to listening to everyone
with colonial expansion? What do they think the specifics. and what they had to
say.
world would look like today if colonial expansion had
continued? (5 minutes).

5. Activity: Ask students to get into groups of 2 and If you have brave people
give one person from each group an everyday next class- get them to do
activity which they must explain to their partner. The it infront of class. For
partner will act like they do not understand. Discuss instance- get one person to
how students felt when they were doing this activity get the other to go to
and tell them that when colonizers were faced with sleep- without using words.
this, they may have decided it was easier to get rid of Explain the situation, the
the Indigenous peoples all together than try to skit. You moved on from
interact with them. (5 minutes) the activity a little to
quickly. Go over examples-
aka “you don’t speak the
language, you are trying to
understand food, clothing,
where to sleep, how to get
money” so instead- you
just get rid of them so you
can do what you want.
If you are going to do
a debate.. Set
parameters. One
person at a time
speaks, everyone
listens, points,
rebuttal, so forth.
They were just kind of
yelling at each other..
But the conversation
was good.

6. Explain that this was one tactic taken in Africa, Good cartoons! Use the Make sure they are
and go over the notes on King Leopold and the cartoons to explain not talking. Jibran is
Congo, as well as the Scramble for Africa. Read the mercantilism again! Also- talking too much and
oral history of what it was like for Africans when good question with the distracting others.
diamonds. That is an That whole group
Europeans arrived. Discuss the Great Star of Africa.
interesting chance for a really should be
Should this diamond be returned to the Indigenous
debate. Literally splitting threatened with a
peoples who live in this area of South Africa? Should the class, getting them to move.
they receive monetary compensation for the loss in each create 5 arguments
resources?(10 minutes) and argue against the
other side. With head
speakers.

7. Watch video on the Scramble for Africa and I like that video. It’s good. Again, good video.
the Berlin Conference. (5 minutes). You could pause and ask Pointed questions.
them why certain countries
 are getting colonized first.

8. Continue going over notes on King Leopold

and the Congo. (5 minutes).

9. Watch video on King Leopold and the Congo. Good video Told you, the sadder it
(10 minutes) is, the better.

10. Closure: Which leader/country caused the

Scramble for Africa? Which countries were
involved? (5 minutes)

First class- overall, good class, allow for conversation when the kids are interested in it. I
don’t know if you were planning on getting to it later but it’s important to ask what are
some LEGACIES of colonization? Looking for language, racism, trauma, nationalism.

Second class. ​This whole class was very good, the lesson was good. Now it’s just
behaviour management that needs work.

Assessment:
Review of previous classes at the beginning
Review of class at the end

Lesson Reflection:
I think that this lesson went really well. I think that the questions I asked helped engage students
in topic and offered them more meaningful learning. I think that switching it up for the first class
and drawing the timeline for review was a good way of switching it up and worked better for
some students than just asking them the questions would have. I think it would have been better
to do this for both classes. I think that I am getting better at developing relationships with the
students in my classes and I am getting better at formatively assessing whether student learning
has taken place. In the future, I would like to continue to work on managing behaviour. There
are a couple students who are consistently talking and being distracting to other students. I think
that in the future, I would like to be more outspoken when students are doing something they
are not supposed to be doing.