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Class - Canadian Legacies

Grade: 10
Subject: Social Studies:
Unit: Globalization: Canadian Legacies Intro
Lesson Duration: 75 minutes
MO:
(a.) Know how to learn: to gain knowledge, understanding or skills through experience, study,
and interaction with others;
(b.) Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge;
(c.) Identify and solve complex problems;
(d.) Manage information: access, interpret, evaluate and use information effectively, efficiently,
and ethically;
(e.) Innovate: create, generate, and apply new ideas or concepts;
(f.) Create opportunities through play, imagination, reflection, negotiation, and competition,
with an entrepreneurial spirit;
(h.) Demonstrate good communication skills and the ability to work cooperatively with others;

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
To what extent should contemporary society respond to the legacies of historical
globalization?
Specific Learning Outcomes:
S.1 - develop skills of critical thinking and creative thinking:
S.2 - develop skills of historical thinking:
S.4 - demonstrate skills of decision making and problem solving:
S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy::
2.1 - recognize and appreciate historical and contemporary consequences of
European contact, historical globalization and imperialism on Aboriginal societies
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)
2.10 - examine imperialist policies and practices that affected Indigenous peoples
(British rule in India, British and French rule in Canada, post-colonial governments in
Canada)
LEARNING OBJECTIVES
Students will:
Understand the differences between French and English colonization of Canada
Understand the impact these groups had on Aboriginal way of life and changed their
societies
ASSESSMENTS
Observations: Key Questions:
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Observe classroom discussion 1) What were some of the different legacies

Observe student participation and that the French and English left on
discussion while they are in pairs Aboriginal society?
Monitor classroom- walk around 2) What were some of the differences between
and stand at opposite ends of the the French and English legacies on
room to check for attentiveness Canada?
and engagement
Written/Performance Assessments:
Group work assignment formative
LEARNING RESOURCES CONSULTED
Resource #1: Exploring Globalization textbook
Resource #2: Kagan Cooperative Learning Strategies
Resource #3: Various links provided on Google Classroom
Resource #4:
Resource #5:
MATERIALS AND EQUIPMENT
Group Assignment
Smartboard
Paper
Phone/chromebook
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
Quick review of India/Kashmir
Assessment of Prior Knowledge:

Expectations for Learning and Behaviour:

Students will be expected to participate in all discussions and activities while being
respectful of others opinions/beliefs/values.
Students will be expected to participate in the research activity using their cell
phones without abusing the privilege of technology.
Students will be expected to participate and work together with their groups.
Advance Organizer/Agenda:
Current Events
Phone reminder
Quick review of India/Kashmir. Who was involved in India? Gandhi, Salt March,
Sepoys, treatment by the British, what was the Kashmir conflict about?
Student discussion, what is the best aspect of being a part of Canada?
Have students working in partners come up with as many quick jot notes they have
on Canadian and Aboriginal relations. Remind them this is serious.
Display groups of three for students. When students are in groups have them pick
roles that are on the board Recorder/Presenter/Researcher
Have one group focus on French legacy on pg 171. Whole page, and legacy of
mercantilism on page 173. Online resources are also posted on Classroom.
Other group focuses on British legacies on page 172 and small section European
immigration on page 173.
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Each group answers the following questions: What are some of the legacies left
behind? How did the arrival of these Europeans affect Aboriginal peoples? Why is
this important?
Video recap https://www.youtube.com/watch?v=c_dr0ZVRvR0
Google Form exit slip
Differentiation:

Transition to Body:
Body (45 min.):
Learning Activity #1: Recap and Review India/Kashmir
Who was involved in India? Gandhi, Salt March, Sepoys, treatment by the British,
what was the Kashmir conflict about?
Learning Activity #2: Aboriginal Pre Assessment
Student discussion, what is the best aspect of being a part of Canada?
Have students working in partners come up with as many quick jot notes they have
on Canadian and Aboriginal relations. Remind them this is serious.
Do you think any of the ideas you have come up are related to
colonialism/imperialism?
Learning Activity #3: Group activity
Display groups of three for students. When students are in groups have them pick
roles that are on the board Recorder/Presenter/Researcher. Presenter can help with
research
All of the information will be posted for their research.
Each group answers the following questions: What are some of the legacies left
behind? How did the arrival of these Europeans affect Aboriginal peoples? Why is
this important?
Learning Activity #4: Brain break activity
Students have to stand up, find someone on the opposite side of the room and play a
best of 7 of rock paper scissors.
Once done, sit back down with their groups
Learning Activity #5: Student presentations
One student from each group will present their information to the class.
Learning Activity #6: Exit slip activity
Students will complete an exit slip on Google Forms
Closure (2 min.):
Feedback From Students:

Transition To Next Lesson: