Unit Plan: Globalization Related Issue #2 To what extent

should contemporary Society respond to the legacies of historical

globalization?
Grade: 10
Title: New World Globalization
Inquiry Question/ Scenario: A new planetary world has been discovered that is resource rich. In the exploration and exploitation of
this new world, humans come in contact with intelligent, indigenous life. How would you handle this? How do you think we would
interact with them?

After: Based on what you have learned about globalization, colonization and European contact with indigenous people on Earth, how
should we interact with this indigenous group? How should we interact with indigenous groups on Earth and respond to the ongoing
effects of past globalization?

General Unit Objectives:
- Students will assess the impacts of historical globalization on Indigenous and non-indigenous people
- Students will understand there are many different perspectives on globalization
- Students will critically reflect on how we should respond to the impacts of historical globalization
- Students will be able to take a position and support that position with evidence
Theme 1 I ndustrial Revolution (Two classes max)
Topics Specific Outcomes Learner Activities Teacher Activities/
resources
Assessment Approach
The Silk Road
Mercantilism
Capitalism
2.7 - explore the foundations of
historical globalization (rise of
capitalism, industrialization,
imperialism, Eurocentrism)
2.8 - explore the relationship
between globalization and
imperialism


Crash Course Videos
- The Industrial
revolution
- The Silk Road
Class discussion

Powerpoint
Beginning of
globalization
Discussion (Formative)

Scratch Pad (concept
Mapping) (Formative)

Theme 2 Imperialism and Eurocentrism (Seven or eight classes)
The Beothuk
The British
Imperialism
(South Africa,
India, or
Australia)
British and
French Rule in
Canada
The Seven Years
War
Slavery
Colonization of
Africa

2.1 - students will recognize
and appreciate historical and
contemporary consequences
of European contact,
historical globalization and
imperialism on Aboriginal
societies
2.8 - explore the relationship
between globalization and
imperialism
2.9 - examine multiple
perspectives on the political,
economic and social impacts
of historical globalization and
imperialism
2.10 - examine imperialism
policies and practices that
affected Indigenous peoples
(British rule in India, British
and French rule in Canada,
post-colonial governments in
Canada)


Discuss motives for
Imperialism

Beothuk as case study of
European contact

Analyze political cartoons

Research/ read articles on
British Imperialism in one of
three countries find three
pros and three cons of British
imperialism in that country
- discuss similarities to
Europeans in Canada
-
Crash Course Videos The
Atlantic Slave Trade and
Imperialism

Begin to build chart pros and
cons for compensation
- groups to come up with
one argument for and
against compensation
- Students critique/ mark
each others arguments
- Choose a position,
come up with three
Read the Rabbits

Class discussion of
motives for
imperialism

British and French
influence and results
of European contact
in Canada

Benefits and
drawbacks of
colonial rule

Discuss how to take
a position, and
creating arguments
and evidence
compensation
chart

Document analysis of
political cartoons
(Formative)

Pros/ cons of British
Imperialism submit
through Google Form
(Formative and
Summative)

Compensation chart
(formative)

Position, arguments,
evidence submitted
(Formative)

Scratch Pad (Formative)

Peer feedback activities
arguments and evidence
for each

Work on final project


Theme 3 Residential Schools and Aboriginal Land Claims (Nine or ten classes)
The Numbered
Treaties
The Indian Act
Residential
Schools
Land Claims
2.1 - students will recognize
and appreciate historical and
contemporary consequences
of European contact,
historical globalization and
imperialism on Aboriginal
societies
2.2 - 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
2.6 - examine impacts of
cultural contact between
Indigenous and non
Indigenous peoples
(exchange of goods and
technologies, depopulation,
influences on government and
The Blanket Exercise

Debate (research position and
evidence, debate scenario)

Numbered Treaties Activity
Residential Schools Activity
examine primary documents
and stories relating to
residential Schools (Document
analysis)

Document Analysis Peer
feedback

Avatar movie

Exam - mix of multiple
choice/ one word answer, short
answer, long answer (mini-
position paper)
The Blanket
Exercise

Presentation of
residential schools
and land claims

Exam


Debate students will
be assigned groups
which they will
represent in this debate
- research
- final report

Scratch Pad Have
ideas/ thoughts changed?
How so? How should we
respond to historical
legacies (take a
position)? (formative)

Document Analysis
(Formative and
Summative)

Peer feedback activity

Unit Project
social institutions)
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 continue to
influence globalization

(Summative)

Exam(Summative)