LESSON PLAN

Subject: Social Studies Grade: 10 Date: October 3, 2018

Critical Inquiry Question: Should people in Canada respond to the legacies of historical
globalization?
Lesson: Scramble for Africa Time: 8:35-9:45 (70 min)
SLOs: Students will…
2.1 recognize and appreciate historical and contemporary consequences of European contact,
historical globalization and imperialism on Aboriginal societies
2.5 recognize and appreciate various perspectives regarding the prevalence and impacts of
Eurocentrism
2.6 examine impacts of cultural contact between Indigenous and non-Indigenous peoples
2.7 explore the foundations of historical globalization
S.1 develop skills of critical thinking and creative thinking
S.4 demonstrate skills of decision making and problem solving
S.5 demonstrate skills of cooperation, conflict resolution and consensus building

Learning Objectives:
Students will consider multiple factors when participating in the Scramble for Africa activity in
order to get as much land as possible.

Students will apply and connect their experience of the activity and their knowledge of
imperialism by completing a written reflection.

Key Questions:
-What is imperialism?
-What is the Scramble for Africa?

Materials:
-Map of Africa
-Coloured Pencil Crayons
-Slides for ‘Scramble for Africa’
-Reflection for Scramble for Africa
-Cards for rulers

Preparation:
-Maps
-Coloured pencil crayons
-‘Rulers’
-Slides
-Reflection

Lesson Procedure:

Introduction:
  Spectrum exercise: The government should be able to regulate our use of technology
(internet, phone, etc.)
 Review imperialism
 Today we will be discussing how imperialism influenced Africa by completing an
activity “The Scramble for Africa”
Body:
 Explain what the Scramble for Africa means
 Have students divide into groups of 4 or 5
 Have students labels themselves as number 1, 2, 3, 4 or 5
 Explain the rules of the game
 Hand out a map of Africa for each group as well as pencil crayons
 Write down which country each student will be representing during the scramble for
Africa
 Have students follow along with the slides on the screen which explain the directions
students must follow along with rules they must follow when claiming territory
 Have students hand in their map and pencil crayons and return to their seats

Closure:
 Hand out the Scramble for Africa reflection sheet and have students fill this out
 Group discussion:
o How is the Scramble for Africa a direct example of Imperialism?
o How did imperialism influence Africa?
o Can the effects of imperialism still be felt in Africa?
 Video on King Leopold II

Sponge Activity:
 Continue work with definitions
Assessment:
Discussion/Observation (F): Instructor will look for students who are engaged and using critical
thinking skills during the Scramble for Africa activity
Reflection (F): Instructor will look for students who include factors they considered when
acquiring new territory as well as applying critical thinking skills when answering the question:
How did imperialism influence Africa.

Lesson Reflection: