Name:

Lab 3.1 - Tech My Lesson

Lesson Title:
Introduction to Historical
Globalization

Grade: 10
Subject: Social Studies (-1)
Social 10-1 Outcomes
Unit: To what extent should contemporary society respond to
the legacies of historical globalization?
Specific: examine impacts of cultural contact between
Indigenous and non-Indigenous peoples (exchange of goods
and technologies, depopulation, influences on government and
social institutions) & participate in a variety of electronic
group formats (C5, 4.2)

Prior Knowledge In previous classes students will have explored the general timeframe of historical
globalization. Students also have solid understanding of modern globalization.
Materials and Resources White board, text books, worksheet, notes
Learning Activities
Time
85 min
Learning Activities Assessment
10
min.

10
min.

20
min.



20
min.




20
min.
Anticipatory Set: Have students brainstorm ways that
globalization could take place in 11
th
to 18
th
centuries. Place these
on the board after 5 minutes.
Compare these types of globalization to our modern varieties (Venn
Diagram). Have students connect each item to one of the three
dimensions of globalization (social, political, economic).
Provide notes and readings on the major imperial powers during
this period. During this time students will come to understand why
Britain, France, Spain, and Portugal set out to the New World.
This will lead the class to Cultural Contact.
Practice cultural contact break the class into two groups
indigenous and non-indigenous groups. Then further break them
into groups of 3. Students are going to simulate what it is like to
come into contact with a different culture for the first time. Provide
the indigenous groups with their instructions. Provide the other set
of instructions for the non-indigenous groups. They must try to
accomplish their specific goals without talking and without writing
anything down (as they are not able to communicate effectively
with the new cultural group).

Once complete, students are to write down a reflection to be
handed in that answers the following:
What was most challenging about this exercise?
What did the other group want? Were you willing to give that to
them?
Monitor on-
task
behaviour
Informal be
sure students
have recorded
board items.




Informal
address
questions as
they arise.




Formal: Being
handed in for
marking.
Name:
How does this connect with the cultural contact between
Europeans and Canadas Aboriginal people?
Closure: Cultural contact is normally something we consider to
have already happened historical globalization. Think about
recent immigrants to Canada, would they share some of the feelings
and frustrations you just experienced? Cultural contact continues
to exist today.

Evidence of Learning: Written work handed in and marked. Type and
share on a google drive.
Formal: Hand
in on the
class google
drive folder

Reflection


What is the highest level of blooms taxonomy prior to the modification? Has it
changed now?
The highest level of blooms taxonomy prior to the lesson modification would be to
examine the impacts of cultural contact between indigenous and non-indigenous
peoples. I know this because it is listed under the specific unit outcome. This specific
outcome has not changed, but rather been lengthened and modified by including an
ICT outcome.
How is this lesson better now that you have included ICT outcome integration?
This lesson is now better after the inclusion of an ICT outcome, because it allows
other students in the classroom to view and reflect on ideas later in the school year.
This allows for growth and changes to occur in their thinking process.
What level of SAMR is this lesson operating on now that you have integrated
technology?
The level of SAMR used in this case is modification. The lesson plan allows for
significant task redesign with the work being changed from paper form to google
drive where everyone is able to view the document.