Name:Tiffany LeBlanc

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)
ICT: C1-3.1; plan and conduct a search using a wide variety of
electronic sources, P1-3.1; design a document, using style
sheets and with attention to page layout
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
Name:Tiffany LeBlanc

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).
Using a search engine, 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, as a word
document, 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?
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.
Monitor on-
task
behaviour
Informal be
sure students
have recorded
board items.
Informal
ensure notes
have been
recorded

Informal
address
questions as
they arise.




Formal: Being
handed in for
marking.
Evidence of Learning: Written work handed in and marked. Formal.


Name:Tiffany LeBlanc


Reflection

1.) Highest level of Blooms Taxonomy prior to changes.
The highest level prior to the adjustments would have been to
apply; via the simulation of the first contact between indigenous and
non-indigenous peoples. The changes do not change the level of
Blooms Taxonomy achieved.

2.) How is the lesson better now?
More thorough analysis of the major imperial powers and why
they came to the New World through the use of search engines as
opposed to text books.
3.) What level of SAMR?
Substitution, using internet instead of text books, as well as
writing the reflection as a word document.