Exploring Historical Globalization

Unit Plan for Related Issue 2 - Grade 10 Social Studies

Carleigh Jackson

Professional Semester II

April 2nd, 2023

 SOCIAL STUDIES 10 - RELATED ISSUE TWO
UNIT RATIONALE

Purpose:
Globalization, especially in the historic sense has left lasting consequences and legacies that remain relevant to contemporary society. By investigating the
origins of historical globalization as well as the processes and values that drove its emergence, it becomes increasingly easier to understand the ways in
which globalization in the contemporary sense comes with potential positive and negative effects. Examining imperialism, colonialism and the practices and
policies that followed allows students a unique opportunity to deepen their understanding with regard to historical events that more often than not, continue
to influence them in the present.

Scope and Sequence:

This unit is taught following unit one which is tied to globalization and identity. Unit one educates students on what globalization is in a broad sense, while
acknowledging the political, social, and economic aspects of globalization. At the same time, unit one is also intended to teach students about their own
identities, world views, and languages which all connect to the biggest picture of globalization and the notion of a global village. It is imperative that students
have an understanding of the concepts addressed in unit one before they are able to comprehend how globalization in the historic sense had an impact not
only on the people who directly experienced it, but also for contemporary society as well.

Citizenship and Identity:

This unit addresses the concepts of citizenship and identity as it aims to encourage students to develop a sense of empathy or global consciousness with
respect to the human condition. In other words, this unit is designed to inform students about the ways in which globalization came to be, while also deeply
analyzing the lasting consequences and often dark realities that imperialism, exploration, first contact, and ultimately colonialism had on both Indigenous and
non-Indigenous peoples. In attempting to understand these concepts, students will also be forced to acknowledge the ways in which the impacts of
globalization and imperialism continue to affect both Indigenous and non-Indigenous peoples in the present.

Multiple Perspectives:
The unit incorporates multiple perspectives by examining the beliefs and values that ultimately led to European imperialism, while also hearing from
Indigenous and non-Indigenous peoples whose lives were drastically impacted by colonial systems like residential schools, Jim Crow laws, and the Acadian
Expulsion. Additionally, the unit provides students with an opportunity to answer the overarching inquiry question from related issue two about the extent in
which contemporary society should continue responding to the legacies of historical globalization. This value-judgment will be presented in the modality of an
informed opinion, as students will have the chance to learn the reasons why some perspectives support continual compensation, while others do not.

Skill Development:
Critical and Creative Thinking
● Students will have numerous opportunities throughout the unit to develop their critical and creative thinking skills by assessing historical events
and questioning the moral validity of them. In addition, students will also investigate contemporary issues, such as the historical monuments
controversy, to assess the historical origins that contribute to these present day debates. Throughout the entirety of the unit questions are
problematized to encourage deeper and more critical thinking, while ensuring that students are still taking away the main points of each lesson.
Historical Thinking
● Students will investigate different historical events and processes influenced by Eurocentric ideals, ultimately leading to numerous assimilation
attempts. With this in mind, students will be encouraged to use historical thinking, such as continuity and change, to address the question: Does
change always mean progress. This is intended to help students comprehend the fact that although change can mean progress, it does not always
result in positive legacies for all groups involved.
Geographical Thinking
● Students will be required to assess maps that explicitly refer to trade routes such as the Silk Road and the Transatlantic Trade Triangle. In addition,
students will investigate the ways in which the abundance and availability of resources increased and influenced imperialism in areas such as
Africa, Canada, and India.
Decision Making/Problem Solving:
● Students are required to make numerous decisions throughout the duration of this unit, as well as use and foster their problem solving skills.
Students will be asked to think creatively, critically, historically, or geographically while completing assignments and deciding how to approach
their position paper and persuasive essay. Students will be encouraged at multiple times throughout the unit to consider the overall inquiry
question with respect to the different concepts covered so they are better informed to answer the question at the end of the unit.
Social Participation
● In this unit, students will gain a deeper sense of global consciousness as they attempt to understand and process the realities of historical
globalization, ultimately encouraging them to take social responsibility and do their part with respect to addressing these legacies in the
contemporary world around them.
Communication
● Throughout the unit, students will engage in a variety of collaborative discussions aimed at addressing difficult and controversial issues that need
answering. In doing so, students will gain valuable insight into the ways in which discussions can be framed respectfully and openly to encourage
both participation and understanding from all parties involved. At the same time, many of the concepts and events discussed throughout the
duration of this unit are difficult in terms of the often tragic and detrimental outcomes that followed. While special considerations may need to be
taken to account for this, students will learn essential skills with respect to talking about these types of events and processes.

Cross-Curricular Integration:
❖ ELA 10-1 and 10-2
➢ Creating a variety of responses - Particularly critical/analytical responses to text and contexts.
➢ GLO 1: Students will listen, speak, write, view, and represent to explore thoughts, ideas, feelings, and experiences
➢ GLO 2: Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and
multimedia forms, and respond personally, critically and creatively.
➢ GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and information.
➢ Aside from the obvious connections to writing and interpreting text (sources), ELA 10 connects to this social studies unit through critically
assessing information to synthesize opinions. By investigating a variety of sources, including those that incorporate multiple perspectives,
students will need to organize informed opinions on a variety of topics - similar to the outcomes addressed in ELA.
➢ Note - if I was to teach this unit again (and with more time available), I think it would be interesting to use a wider variety of printed texts
and literary texts to examine the impacts experienced during historical globalization and imperialism.

Incorporation of Current Events:

Like most social studies units, this unit provided insurmountable opportunities to incorporate current and contemporary events by relating student
understanding of historical globalization to issues that are still impacted by these legacies in the present. In particular, this unit provides students the
opportunity to examine multiple case studies in regard to the validity, reliability, and importance of Indigenous oral histories, land claim disputes, and
unceded land disputes. Furthermore, students will examine case studies of current or contemporary events with historical origins and legacies, such as the
historical monuments controversy, the Russian invasion of Ukraine, the sports mascots/team names controversy, and the repatriation of artifacts kept in
museums from the colonial era.
 SOCIAL STUDIES 10 - RELATED ISSUE TWO
UNIT OVERVIEW

TOPIC:

Legacies of Historical Imperialism

Related Issue 2: To what extent should contemporary society respond to the legacies of historical globalization?

PROGRAM OF STUDY OUTCOMES:

General Outcome 2
Students will assess the impacts of globalization on Indigenous and non-Indigenous peoples.

Specific Outcomes

Values and Attitudes

Students will:
➔ 2.1 recognize and appreciate historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal
societies.
➔ 2.2 exhibit a global consciousness with respect to the human condition.
➔ 2.3 accept social responsibilities associated with global citizenship.
➔ 2.4 recognize and appreciate the validity of oral histories.
➔ 2.5 recognize and appreciate various perspectives regarding the prevalence and impacts of Eurocentrism.

Knowledge and Understanding

Students will:
➔ 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).
➔ 2.7 explore the foundations of historical globalization (rise of capitalism, industrialization, imperialism, Eurocentrism).
➔ 2.8 explore the relationship between historical globalization and imperialism.
➔ 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 contribute to influence globalization

OVERARCHING INQUIRY QUESTION:

To what extent should contemporary society respond to the legacies of historical globalization?

FOCUSING QUESTIONS FOR THE UNIT:

➔ What is imperialism?
➔ What were the goals and motives of European imperialism? (Old imperialism vs. New Imperialism)
➔ What were the significant values that drove European imperialism? (Eurocentrism, Paternalism, Assimilation, White Man’s Burden)
➔ What are some examples of global imperialism?
➔ What are some examples of North American imperialism?
➔ What were the political, economic, and social impacts of historical imperialist policies and procedures for Indigenous and non-Indigenous peoples?
Who did these most significantly benefit?
➔ What are the current legacies of historical globalization and imperialism?
➔ To what extent has society already responded to the legacies of historical globalization? Is it enough?
➔ To what extent should contemporary society continue to respond to the legacies of historical globalization?
KEY CONCEPTS FOR THE UNIT:

Imperialism White Man’s Burden Legacies International Trade

Assimilation Eurocentrism Motives Paternalism

SOCIAL STUDIES 10 - RELATED ISSUE TWO

LESSON OVERVIEWS

Lesson 1 Lesson 2
Introduction to Imperialism (Pre-taught) Impacts of Global Imperialism

Lesson Pre-Taught Outcomes:

➔ 2.1 recognize and appreciate historical and contemporary
1. How does the Silk Road relate to explorers like Columbus? consequences of European contact, historical globalization and
2. What is imperialism? imperialism on Aboriginal societies.
3. What is the Columbian Exchange? ➔ 2.6 examine impacts of cultural contact between Indigenous and
4. What were the initial goals of European imperialism AND how do non-Indigenous peoples (exchange of goods and technologies,
they relate to Eurocentrism? depopulation, influences on government and social institutions)
5. How did the rise of capitalism and the Industrial Revolution change
➔ 2.7 explore the foundations of historical globalization (rise of
the motives of imperialism?
6. How did British Imperialism benefit the countries they colonized? capitalism, industrialization, imperialism, Eurocentrism)

Objectives:
Students will be able to…
➔ Define imperialism and explain the values and motives that
contributed to it.
➔ Define and describe the white man’s burden and its ironic use for
colonial justification.
➔ Describe the Scramble for Africa, its impacts, and the ways in which
it contributed to legacies of discrimination and segregation in the
United States.
➔ Identify how historical attempts to displace Ukrainian peoples
contributed to the contemporary invasion of Ukraine.

Guiding Questions:
➔ What were the global impacts of imperialism?
◆ How is Eurocentrism related to these impacts?
➔ What are some examples of global imperialism?
◆ What was the Scramble for Africa?
➔ What are the lasting effects / legacies of imperialism?

Lesson 2A

Content:
➔ Review of the motives of old imperialism and new imperialism
➔ Defining imperialism
➔ Values that contributed to European imperialism
◆ Eurocentrism, the Doctrine of Discovery, Terra Nullius, and
the White Man’s Burden (analyzing a political cartoon)
➔ The Scramble for Africa
◆ Berlin Conference
◆ Transatlantic Slave Trade
 ◆ Transatlantic Trade Triangle
➔ Legacies of the Slave Trade
◆ Systemic Racism
◆ Jim Crow Laws
◆ ⅗ Constitutional Compromise
◆ The American Civil War
➔ Russian and Ukrainian Conflict
◆ Holodomor → AKA The Great Famine
◆ Contemporary Invasion of Ukraine (2022)
Materials & Resources:
➔ Google slides
➔ ScreenCastify - screen recording with audio
➔ Political Cartoons
➔ Images
➔ Maps

Lesson 2B

Content:
➔ Open with problematizing a question for inquiry - what was the most
significant thing you learned or wish you learned more about from
the video lesson posted prior to today’s class?
◆ Have students share their responses.
➔ Political cartoon analysis x2 - White Man’s Burden
➔ Discussion questions → Class discussion on the questions students
were provided with prior to interacting with the flipped classroom
materials
◆ What is Eurocentrism?
◆ How did Eurocentrism and the White Man’s Burden
contribute to imperialism and colonization?
◆ What was the Scramble for Africa? What were the
motives that contributed to the Scramble for Africa?
◆ What was Holodomor? How does it relate to the
contemporary Russian invasion of Ukraine? What were
and are the motives of new imperialism that led to various
attempts at displacing Ukrainian peoples?
➔ Kahoot - for concept attainment and review
◆ 10 questions (M/C & T/F)
◆ Explanations provided to students after each question to
solidify understanding.
Materials & Resources:
➔ Political cartoons
➔ Kahoot questions
Assessment:
➔ Formative assessment:
◆ Opening brainstorm (participation & understanding)
◆ Class Discussion (participation & understanding)
◆ Kahoot (no raw data, but general inferences to what
concepts students are understanding well and the ones
that are commonly misunderstood).
 Lesson 3
Impacts of Imperialism in North America
Outcomes:
➔ 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 (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)
Objectives:
Students will be able to…
➔ Describe paternalism and explain its relation to Eurocentrism
➔ Identify the numerous imperialist policies and practices used by
the Canadian government (Residential Schools, the Pass System,
the Sixties Scoop, the Acadian Expulsion)
➔ Identify and describe the political, social, and economic impacts of
imperialism on Indigenous peoples and communities
➔ Identify and explain the lasting legacies/consequences of
imperialism and colonialism present in contemporary Canadian
society
Guiding Questions:
➔ What is paternalism AND how does it relate to Eurocentrism?
➔ What is a political, social, and economic impact of imperialism on
Indigenous peoples?
➔ How is it that different views and perspectives can exist on the
same event?
Lesson 3A
Content:
➔ Canadian Imperialism for Indigenous peoples
◆ Paternalism and Paternalistic Legislation in Canadian
History
◆ Treaties - Indigenous vs. European perspectives
➔ Assimilation Attempts in the Canadian Context
◆ Residential Schools
◆ The Pass System
◆ The 60’s Scoop
➔ Lasting Impacts of Historical Globalization for Indigenous peoples
and communities
➔ Canadian Imperialism for Francophones
◆ The Acadian Expulsion
➔ Imperialism in the United States
◆ Westward Expansion
Lesson 4
Contemporary Issues with Imperialistic Origins
Outcomes:
➔ 2.1 recognize and appreciate historical and contemporary
consequences of European contact, historical globalization and
imperialism on Aboriginal societies.
➔ 2.2 exhibit a global consciousness with respect to the human
condition.
➔ ​2.9 examine multiple perspectives on the political, economic and
social impacts of historical globalization and imperialism
➔ 2.11 analyze contemporary global issues that have origins in
policies and practices of post-colonial governments in Canada and
other locations
➔ 2.13 examine legacies of historical globalization and imperialism
that continue to influence globalization
Objectives:
➔ Describe what a legacy is
➔ Explain the positive and negative aspects of historical legacies
➔ Identify and explain contemporary aspects of imperialism and
colonialism from historical legacies
Guiding Questions:
➔ To what extent have historical legacies contributed to
contemporary circumstances?
◆ What are the negative legacies of historical
globalization?
◆ What are the positive legacies of historical globalization?
Lesson 4A
Content:
➔ What is a legacy?
◆ Criteria
◆ Good vs Bad vs Perspectivism
➔ Legacies of Historical Globalization in Africa
◆ Rwandan Genocide
◆ Somalia, Sudan, Sierra Leone
● Video: What led to the genocide in Rwanda?
➔ Legacies of Historical Globalization in Canada
◆ Indigenous Land Claims - Oka Crisis
◆ Unceded Land Protests - Wet’suwet’en
● Video: Remembering the Oka Crisis, 30 years
later
● Video: What is the Wet’suwet’en Nation
Protesting?
 ◆ The Trail of Tears ◆ Francophone marginalization and resistance
◆ Manifest Destiny ● Quiet Revolution & Sovereignty Referendums
Materials & Resources ➔ Legacies of Historical Globalization in the United States
➔ Google Slides ◆ Emancipation Proclamation
➔ ScreenCastify - screen recording with audio ◆ The Civil Rights Movement
➔ Quotations ● Video: The Civil Rights Movement
◆ The Civil Rights Act
◆ Lasting Systemic Racism (BLM)
● Video: Black America since MLK: AND STILL I
RISE
➔ Positive Legacies of Globalization
◆ Cultural contact (accepting vs. assimilative)
◆ Transportation, infrastructure, technology
◆ Developed military forces
◆ Advancements in healthcare (medical) and education
Materials & Resources:
➔ Google Slides
➔ Videos:
◆ https://youtu.be/RphYwV91MN4
◆ https://youtu.be/t3BO4gIQXVU
◆ https://youtu.be/znyBU-7uOh0
◆ https://youtu.be/9ppTiyxFSs0
◆ https://youtu.be/mS4EMueI5nc

Lesson 3B Lesson 4B

Content:
➔ Open by problematizing an inquiry question for students to
respond to - what was the most significant thing you learned or
wish you learned more about from the lesson video posted prior to
today’s class?
➔ Historical Thinking Activity - Continuity and Change
◆ Resource from the Historical Thinking Project that
shows an image of Thomas Moore before and after
attending residential schools
◆ Inquiry question - does change always mean progress?
◆ How does continuity occur even beyond the notion of
change or progress?
◆ Challenge the notion of “progress” and who “progress
benefits”
➔ Elaborate more on the role of imperialism in the United States
◆ Westward expansion
◆ Removal and displacement
◆ Trail of Tears - with a map
➔ Elaborate on the political and economic impacts of imperialism
◆ Political : Loss of self-governance and consensus
building decision making
◆ Economic : The desecration of the plains and wood bison
➔ Discussion questions → Class discussion on the questions
students were provided with prior to interacting with the flipped
classroom materials
➔ Bingo - Read students phrases or definitions, where they need to
identify the word or concept and check their bingo cards to see if
they have it.
Materials & Resources:
➔ Historical thinking poster - Continuity and change
➔ Image identifying the traditional uses of the buffalo
Content:
➔ Open by problematizing an inquiry question for students to respond
to - what was the most significant thing you learned or wish you
learned more about from the google slides and video resources
posted prior to today’s class?
➔ Word Cloud Activity
◆ Poll Everywhere
◆ Word Cloud on anything that comes to mind when
thinking of the lasting legacies of historical globalization
◆ Complete it once, review it and then complete it again
adding more responses to get a more comprehensive
overview and understanding (save a copy to send to
students)
➔ Discussion questions → Class discussion on the questions students
were provided with prior to interacting with the flipped classroom
materials
➔ Assignment Introduction - Colonization Research Project
➔ Interactive Polls from Poll Everywhere
◆ Progress Poll, Colonization Project Poll, Competition
(Review) Poll
Materials & Resources:
➔ Assignment Outline
➔ Poll Everywhere Word Cloud
➔ Interactive Polls
Assessment:
➔ Formative Assessment
◆ Class Discussions
◆ Polls
● Provide data similar to that of an exit slip that
can be “assessed” FOR student comprehension
 ➔ Trail of Tears Map
➔ Bingo Cards / Call sheet
Assessment:
➔ Formative assessment
◆ Class Discussions
◆ Bingo - good indicator of how well students are
understanding the concepts we have covered.
Lesson 5
Existing Attempts of Addressing Imperial Legacies
Outcomes:
➔ 2.1 recognize and appreciate historical and contemporary
consequences of European contact, historical globalization, and
imperialism on Aboriginal societies
➔ 2.2 exhibit a global consciousness with respect to the human
condition
➔ 2.12 evaluate various attempts to address the consequences of
imperialist policies and practices on Indigenous peoples in Canada
and other locations
Objectives:
Students will be able to…
➔ Define the Truth and Reconciliation commission and the 94 calls to
action and describe the ways in which they attempted to address
the legacies of historical globalization.
➔ Define and describe the Official Languages Act and the ways in
which it has contributed to granting Canadian Francophones more
control and rights in preserving their French culture.
➔ Identify and explain whether the existing attempts of addressing
historical legacies have been sufficient, or if more needs to be done.
Guiding Questions:
➔ What is reconciliation, reparation, redress, and decolonization?
➔ What are NGOs?
➔ What is foreign aid?
➔ What is the Truth and Reconciliation Commission and the 94 Calls
to Action?
➔ How did the Official Languages Act attempt to address the legacies
of historical colonialism?
➔ Are the existing attempts enough or do we have an obligation to do
more?
◆ Have the existing attempts solved the historical legacies?
◆ Is there more work that needs to be done in attempting to
respond to these legacies?
Lesson 5A
Content:
➔ Important Terminology (Reconciliation, Redress, Reparation,
Decolonization, Foreign Aid, Non-governmental Organizations)
and learning - as a general way of
understanding where students are at.
Lesson 6
To what extent should we respond to the historical legacies
Outcomes:
➔ 2.2 exhibit a global consciousness with respect to the human
condition.
➔ 2.4 recognize and appreciate the validity of oral histories
➔ 2.12 evaluate various attempts to address consequences of
imperialist policies and practices on Indigenous peoples in
Canada and other locations
➔ 2.11 analyze contemporary global issues that have origins in
policies and practices of post-colonial governments in Canada
and other locations
Objectives:
Students will be able to…
➔ Identify and describe contemporary issues and contemporary
responses that aim the address the legacies of historical
globalization
➔ Evaluate and explain how oral histories are an important part of
cultural revitalization for Indigenous peoples
➔ Identify and describe the considerations that must be taken into
account before oral histories can be deemed valid and reliable
Guiding Questions:
➔ How do the contemporary and controversial issues presented in
the case studies attempt to address historical legacies of
globalization, imperialism, and colonialism?
➔ How can oral storytelling contribute to the revitalization of
Indigenous culture?
➔ What must be considered in regard to the validity of oral
histories?
Lesson 6A
Content:
➔ Case Studies
◆ The Historical Monument Controversy
 ➔ Canadian Attempts to Address Historical Legacies ◆ Mascot/Sports Naming Controversy
◆ Indigenous Relations - Reconciliation, TRC, 94 Calls to ◆ The Wabanaki Confederacy & Oral Histories
Action ◆ The Return of Maori Tattooed Heads (Museum
● Video: What is Reconciliation? CBC KIDS NEWS Reparation and Repatriation)
◆ Francophone Relations - (B&B COMMISSION, Official ➔ Effective or ineffective attempts to address historical legacies?
Languages ACt)
● Video: The Official Languages Act Materials & Resources:
➔ Humanitarian Aid / Foreign Aid ➔ Google slides
◆ What is it? Examples? ➔ Guiding questions for students
◆ Video: UNICEF - We Won’t Stop ➔ Video: Proud To Be (Mascots)
➔ Non-Governmental Organizations ◆ https://www.youtube.com/watch?v=mR-tbOxlhvE
◆ What are they? Examples?
Materials & Resources:
➔ Guiding questions for students
➔ Google Slides
➔ Videos:
◆ https://www.youtube.com/watch?v=WEj5vjc2EDk
◆ https://www.youtube.com/watch?v=lIVMh97mHxw
◆ https://www.youtube.com/watch?v=0ZiEwDJMxjs

Lesson 5B Lesson 6B

Content:
➔ Open by problematizing an inquiry question for students to respond
to - what was the most significant thing you learned or wish you
learned more about from the resources about addressing the
legacies of historical globalization?
➔ Discussion questions - talk about the guiding questions” encourage
student participation.
➔ Breakout rooms where students will be asked to analyze and take a
particular perspective in regard to the perspectives that often exist
in society about continuing to compensate people for historical
events - PRO and ANTI compensation - Discuss as a group
➔ Reasons for and against continuing compensation for historical
events.
➔ Blooket Review Questions - Pay close attention to any incorrect
answers; there may be areas that need review.
Materials & Resources:
➔ Google meet - breakout rooms
➔ Blooket
Assessment:
➔ Formative assessment
◆ Class Discussions
◆ Blooket
◆ Breakout room perspectives
◆ Formative Assessment Follow up Email.
Content:
➔ Poll Everywhere
◆ Review of concepts from flipped classroom lesson
◆ Take time going through each question
➔ Commonly misinterpreted test questions from Unit 1
◆ Go over them and explain the correct answers
➔ Problematize an inquiry question for students to respond to and
collaboratively discuss - what was the most significant thing you
learned or wish you learned more about from the case studies
posted to moodle?
➔ Seeing both sides - what are the different perspectives in relation
to controversial issues like the historical monuments or
mascot/sports naming case studies?
➔ Assignment Introduction - Persuasive Essay
◆ To what extent should contemporary society respond to
the legacies of historical globalization
● Inquiry question of the unit - provide students
an opportunity to answer this.
Materials & Resources:
➔ Google meet
➔ Poll Everywhere
➔ Test questions with common mistakes
➔ Assignment outline
Assessment:
➔ Formative assessment
◆ Class Discussions
◆ Poll Everywhere
◆ Formative Assessment Follow up Email.
 SKILLS-FOCUSED LESSONS
FLEX LESSONS

Lesson 7 Lesson 8
Writing Workshop Test Taking Workshop

Outcomes:
➔ S.1 develop skills of critical thinking and creative thinking
◆ evaluate ideas and information from multiple sources
◆ evaluate the logic of assumptions underlying a position
◆ synthesize information from contemporary and historical
issues to develop an informed position
➔ S.8 demonstrate skills of oral, written and visual literacy
◆ use a variety of oral, written and visual sources to present
informed positions on issues
Outcomes:
➔ S.1 develop skills of critical thinking and creative thinking
◆ evaluate ideas and information from multiple sources
◆ evaluate the logic of assumptions underlying a position
◆ synthesize information from contemporary and
historical issues to develop an informed position
➔ S.8 demonstrate skills of oral, written and visual literacy
◆ use a variety of oral, written and visual sources to
present informed positions on issues

Objectives:
Students will be able to…
➔ Identify and describe what a position paper (the source and the
question) is asking of them.
➔ Identify and describe the structure that a position paper should
take, while also considering the writing framework that is required.
➔ Evaluate sources to identify their perspectives.
➔ Identify and describe strong and weak argumentation and evidence
to defend or support a position in relation to the perspective of the
source.
Objectives:
Students will be able to…
➔ Identify and describe effective test taking habits (studying
methods, sleep and appetite, analyzing questions, etc).
➔ Evaluate source based questions and describe the main points of
a source.
➔ Describe how source based exams encourage higher levels of
thinking and make learning feel more worthwhile.

Guiding Questions: Guiding Questions:

➔ What are position papers?
➔ How are position papers structured?
➔ How are position papers in Social Studies graded and assessed?
➔ How can students analyze a source in depth to identify the
perspective of the source?
➔ How can students make strong arguments with supporting evidence
to support a position for or against the perspective of a source?
➔ What are source based exams?
➔ How do successful test takers approach source based questions?
➔ What are the steps that should be taken to prepare for an exam
with high level thinking?
➔ How can I draw information out of a source and apply my
knowledge in order to find the correct answer?
➔ How do source based exams inspire deeper comprehension?
➔ How do source based exams make learning feel more
worthwhile?

Content: Content:
➔ Overview of “Assignment II” for Social Studies 10-1 ➔ Overview of Source Based Exam Questions
➔ Overview of “Assignment I” for Social Studies 10-2 ➔ The notion that source based exams makes learning feel
➔ What is provided to students & what students must provide worthwhile
➔ Writing Frameworks ➔ Ms. Jackson’s Top Ten Test Taking Tips
➔ Response Structures ◆ Explain each one
➔ Scoring/Rubric Guidelines ➔ Examples scaffolded and modeled as a class
➔ Planning Guidance + Planning Guide ➔ Exit slip

Materials & Resources: Materials & Resources:

➔ Google Slides ➔ Google Slides
➔ Planning Guide ➔ Example Questions
➔ Prepared Examples for each aspect of the structure ➔ Practice quiz (moodle)
 SOCIAL STUDIES 10 - RELATED ISSUE TWO
CONTENT VALIDITY OF ASSESSMENTS AND EVALUATIONS BLUEPRINT

Title Chapter Notes Colonization Persuasive Essay Exit Slips & Class Blood Tribe Land Chapter Presentation Unit Exam
Research Project Discussions Claims Assignment (VARIES)
Specific Outcomes
Type Formative Summative Summative Formative Summative Summative Summative

2.1 recognize and appreciate historical

and contemporary consequences of
European contact, historical X X X X X X X
globalization and imperialism on
Aboriginal societies.

2.2 exhibit a global consciousness

with respect to the human condition.
X X X X X X

2.3 accept social responsibilities

associated with global citizenship.
X X X X X

2.4 recognize and appreciate the

validity of oral histories.
X X

2.5 recognize and appreciate various

perspectives regarding the prevalence X X X X X X
and impacts of Eurocentrism.

2.6 examine impacts of cultural

contact between Indigenous and
non-Indigenous peoples (exchange of
goods and technologies, depopulation,
X X X X X X X
influences on government and social
institutions).

2.7 explore the foundations of

historical globalization (rise of
capitalism, industrialization,
X X X X X
imperialism, Eurocentrism).

2.8 explore the relationship between X X X X X X

historical globalization and
imperialism.

2.9 examine multiple perspectives on

the political, economic, and social
impacts of historical globalization and
X X X X X X
imperialism.

2.10 examine imperialist policies and

practices that affected Indigenous
peoples (British rule in India, British X X X X X X
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
X X X X X X
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
X X X X X
peoples in Canada and other locations.

2.13 examine legacies of historical

globalization and imperialism that X X X X X X X
contribute to influence globalization
 SOCIAL STUDIES 10 - RELATED ISSUE TWO
CONTENT VALIDITY OF LESSONS TO OUTCOMES BLUEPRINT

Specific Outcomes Lesson LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 LESSON 6

2.1 recognize and appreciate historical and

contemporary consequences of European contact,
historical globalization and imperialism on
X X X X
Aboriginal societies.

2.2 exhibit a global consciousness with respect to

the human condition.
X X X

2.3 accept social responsibilities associated with

global citizenship.
X

2.4 recognize and appreciate the validity of oral

histories.
X

2.5 recognize and appreciate various

perspectives regarding the prevalence and X X
impacts of Eurocentrism.

2.6 examine impacts of cultural contact between

Indigenous and non-Indigenous peoples
(exchange of goods and technologies, X X
depopulation, influences on government and
social institutions).

2.7 explore the foundations of historical

globalization (rise of capitalism, industrialization, X X
imperialism, Eurocentrism).

2.8 explore the relationship between historical

globalization and imperialism.
X X

2.9 examine multiple perspectives on the

political, economic, and social impacts of X X
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,
X X
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,
X X
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
X X
other locations.

2.13 examine legacies of historical globalization

and imperialism that contribute to influence X X
globalization
 Assignment Outlines + Sample Exam Questions

Assignment 1 - Colonization Research Project (Borrowed from TA)

https://docs.google.com/document/d/1J5DPkuMiYXV4orOQ49N7GBzwe9UETcnUcqZhpf1Kii4/edit?usp=
sharing
Assignment 2 - Persuasive Essay (Created)
https://docs.google.com/document/d/1acp7WQxpMNA6e-pZMY8lhHeM_eKDqCL-9yjDRPHCYfg/edit?us
p=sharing
Assignment 3 - Blood Tribe Land Claim Assignment (Borrowed from TA)
https://docs.google.com/document/d/1eAe4kntxjqKS3sOo2ucWtGu6F1vYfFqTse0zsOlE0q0/edit?usp=s
haring
Source Based Exam Questions (Created)