Impacts of Imperialism in North

Social Studies 10 Unit 2 Lesson 3B Class Meeting Lesson

America

PROGRAM OF STUDY OUTCOMES

Related Issue 2
To what extent should contemporary society respond to the legacies of historical globalization ?
General Outcome 2
Students will assess the impacts of historical globalization on Indigenous and non-Indigenous peoples.
Specific 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)

CONSTRUCTS AND ESSENTIAL QUESTIONS

Students will examine how…

● Historical globalization and imperialism contributed to a wide range of impacts.
● Multiple perspectives exist, even in regard to the same events.
● Imperialist policies and practices affected, and continue to affect, Indigenous peoples.
Essential Questions:
● What are some of the political, economic, and social impacts of historical globalization?
● How did imperialist policies and practices affect Indigenous peoples in North America?
● How did imperialism and historical globalization impact Francophones?
● What policies and practices were used to enforce imperialism in the United States?

LEARNING 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
● Describe the differing worldviews and perspectives that contributed to the signing of treaties in Canada
● Identify and explain the lasting legacies/consequences of imperialism and colonialism in contemporary Canadian society

MATERIALS AND EQUIPMENT

● Computer, headset, access to google drive, access to google meet

● Bingo cards from https://myfreebingocards.com/
● Images / Continuity and change poster
● List of all the possible terms and the prompt that goes with it for the Bingo game

PREPARATION AND LOGISTICAL CONSIDERATIONS

● 45 minute google meet

● Prepare discussion topics and a clear format for discussion structure
● Prepare and plan in the event that students have not viewed the materials prior to class
● Have all materials loaded and prepared prior to the meeting for smoother transitions and screen sharing
○ Continuity and Change Poster, Trail of Tears Routes Statistic Map, Uses of the Buffalo Image
○ Bingo set + list of prompts printed
https://docs.google.com/document/d/1AD70Pq9Po6yYbJEdWMHSuE48T5TrifbSwng_OQBztYg/edit?usp=share_link

PROCEDURE

Introduction
(5 minutes)

● Greet students as they join (try to make conversation and ask them about the various interests they shared in the first meeting)
● Remind the students about the formative assessment structure of the meetings going forward (formative assessment emails)
○ Reiterate that their participation and collaboration in the meeting discussions is necessary for me to address where they are
in their learning, to make connections with them in the short 5 weeks we have left, and encourage them to stay motivated
and engaged in the learning process.
○ If there are students that were not present in class on Wednesday afternoon, ask another student to describe the two things
the email will include.
● BEFORE PROCEEDING - ask students to raise their hand or provide an emoji reaction if they HAVE completed the posted pre-lesson
materials for the meeting.

Brainstorming Session
● Prompt the class with a transition to the next activity:
(3 minutes)
 ○ “For the next three minutes we are going to collaboratively brainstorm by each
sharing something that we learned or wished we learned more about from the video
lesson on the impacts of imperialism in North America”
● Provide students response time - respond back to them and the ideas they share
● Also provide instruction that signals to other students that they can feel free to jump in at any
point, as one of the best ways to learn new materials is by discussing the ideas with others

Continuity and Change - ● Transition to next activity:

Historical Thinking ○ “In a moment I am going to share my screen so we can all look at a poster about one
(5 minutes) of the aspects of historical thinking that is important to consider, especially in
examining imperialism and its historical and contemporary impacts”
○ “Before I share my screen, I want you all to think about this question: To what extent
does change mean progress?”
● Share screen

○ Ask students to share the imperialist policy and practice the images are related to
○ “Thomas Moore as he appeared when admitted to the Regina Indian Industrial
School” and “Thomas Moore after tuition at the Regina Industrial School.” (Library
and Archives Canada, NL-22474)
○ Ask students to share their opinion to the following:
■ So, does change always mean progress?
■ Which group of people discussed in the lesson might argue that the change
identified between these two pictures IS progress?
● Ask students how residential schools relate to the notion of continuity and change, and how
continuity occurs even beyond the photo where the Thomas Moore has clearly “changed”

Elaborate on Imperialism in the
United States & Political and
Economic Impacts of
Imperialism in Canada
(10 minutes)
○ It is important to understand and identify the change and continuity Indigenous
peoples experienced before, during, and after attending residential schools
● The lesson video covered a lot of information, but the reality is that there are more
circumstances, impacts, and policies and procedures of historical globalization and
imperialism than we have time to attend to in this course - some will be explored in more
detail in grades 11 and 12, but even then teachers must pick and choose the concepts they
would like to cover.
● In the lesson video Imperialism in the United States was discussed, however, it was not
covered in depth.
● Imperialism in the United States was similar to Canada in many ways, however, it tended to be
more violent as a result of the U.S extensive military force.
● Westward expansion began in the U.S. in the early 1800s as a result of the belief in manifest
destiny (which is? Ask a student)
● During Westward expansion, the US issued federal Indian removal acts and forcefully displaced
approximately 60,000 Indigenous peoples from the Cherokee, Chickasaw, Choctaw, Muscogee
Creek, and Seminole nations so that settlers could acquire the land.
● The term trail of tears is used to describe this event and the route that Indigenous peoples
were forced to take by foot , while also acknowledging the thousands of Indigenous lives that
were lost due to exhaustion, starvation, and disease during the five month journey by foot to
what is now known as Oklahoma
● In addition, the social and cultural impacts of imperialism and colonialism on Indigenous
peoples may seem more obvious than the political and economic ones.
○ One of the main political impacts for Indigenous peoples was the loss of
self-governance as Indigenous nations believed and followed consensual decision
making processes, whereas, Europeans believed in democratic principles like majority
rules.
○ On the other hand, a large economic impact on Indigenous peoples was the
decimation and distinction of the plains and wood bison due to overhunting and
wastefulness. Indigenous groups used almost the entire buffalo, utilizing each part for
something resourceful, while Europeans were mainly interested in only the hides-
they sometimes left the rest of the buffalo corpse to rot after killing it and taking the
hide, and often over hunted the buffalo purposefully to attend to the solving of their
“Indian problem”
● I wanted to elaborate more on these concepts, because I felt like they were not explained in
enough depth in the lesson video.
○ Instruct students to give you a thumbs up reaction if this is now making more sense
● Ask students if there are any questions
 Discussion Questions
(5 minutes)
(There will be less time for
discussion if option B occurs)
● Discuss the “questions to consider” from the video lesson collaboratively (try to hear from
each student at least once) - consider skipping the political and economic impacts as they are
addressed above.
● Questions:
1. What is paternalism AND how does it relate to Eurocentrism?
2. What is a political impact of imperialism on Indigenous peoples?
3. What is a social impact of imperialism on Indigenous peoples?
4. What is an economic impact of imperialism on Indigenous peoples?
5. How is it that different views and perspectives can exist on the same event?
● Provide response time and thank students for sharing
● If student responses are not completely developed, asked them to elaborate or tell you more

BINGO ● Share the link in the chat https://mfbc.us/m/sdmewp2

(10 minutes) ● Instruct students to go the link, go to help at the top of the page, and click the second option
from the bottom (receive random card)
● Inform students that you will read a prompt and they must identify the word that goes with it,
share the answer and mark it off, if they get BINGO they must raise their hand immediately
and then tell me the card number so I can double check
● Winners get bragging rights - Hopefully someone beats Steven :)

CONCLUSION
(2 minutes)

● Thank the students for their participation in class

● Remind them to stay on top of their coursework and to COME PREPARED FOR CLASS WEDNESDAY
● Remind them that you will be sending out formative assessment emails
● Send YouCanBookMe link in the chat and put names in the chat that MUST schedule an appointment with you this week (when it's
convenient for them - but remember there is no school Friday as teachers are at PD sessions and will not be available)
● Ask if there are any other questions
● Dismiss the class

ASSESSMENT

● Formative assessment
○ Class participation and class discussion
○ Bingo (provides feedback on how well they know the material through the prompts)