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Critical Inquiry Unit Plan

Kathleen Steele

Unit Rationale:
This unit is taught because the grade ten students need to learn the histories of
globalization, and what the lasting legacies of that historical globalization are. This unit will
help the students to fully answer To what extent should we embrace globalization? which is the
focal point of the year. My unit will address core concepts of citizenship because it is all about
whether Canadian citizens and government have sufficiently responded to the past crimes against
the First Nation, Mtis, and Inuit communities, and this will help to make them better citizens in
the future. In terms of identity, this unit will help them to identify their own feelings and beliefs
in regards to the legacies of historical globalization and they will become more aware of what it
still happening around the world. This unit will bring attention to the experiences and
perspectives of aboriginal and francophone groups within Canada, as well as other cultural and
ethnic groups worldwide because it will be delving into their past experiences, and the current
consequences of those experiences which means the students will be spending time learning
about the past and present lives of aboriginal and francophone throughout this unit. My unit
provides opportunities for rigorous, authentic and engaged learning in social studies because the
students will be able to explore ideas and information themselves, and participate in their own
learning, and the summative task will allow them to display their knowledge, perspectives, and
beliefs on the subject matter which will help to keep them engaged in their learning. The most
significant consideration I will need to attend to will be ensuring that the subject matter doesnt
upset any of the students when talking about the crimes against the FNMI community, and
making sure to keep the information relevant while being focused more on the legacies of the
globalization, not just the history.
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Unit Planning Organizer

Subject:__Social Studies 10-1_ GLO:_Related Issue 2_________

Unit/Topic:_Historical Globalization_________________________________

Unit Duration:__6 weeks- _~25 classes _____________________________

1. Unit Overview Critical Inquiry Question

To what extent should contemporary society respond to the legacies of historical
globalization?

-Should Canada have to do more to rectify their crimes against the First Nations,
Mtis, and Inuit communities?

2. Focusing Questions for Lessons (Related questions)

-What are the historical and contemporary consequences of European contact,
historical globalization, and imperialism on Aboriginal societies?
-What are the impacts of cultural contact between Indigenous and non-Indigenous
people?
-What are the foundations of historical globalization?
-What is the relationship between historical globalization and imperialism?
-What are the different perspectives on the political, economic, and social impacts of
historical globalization and imperialism?
-How did imperialist policies and practices affect Indigenous people? (British rule in
India, British and French rule in Canada, post-colonial governments in Canada)
-What contemporary issues are legacies of policies and practices of post-colonial
governments in Canada and other locations? (residential schools, social impact on
Indigenous people, loss of Indigenous languages, civil strife)
-How did Canada and other countries address consequences of imperialist policies
and practices on Indigenous peoples?
-What are some legacies of historical globalization and imperialism that influence
globalization today?

3. SEE-I of Key Concept for Unit

S- Globalization is the process of interaction and integration among people,
companies, and governments of different nations that is driven by trade, investment,
and technology.
E- This process can affect the environment, culture, political systems, economic
development, and human well-being, because when values, beliefs, information, and
technologies are shared they have the possibility to expand and change worldviews.
Globalization has been happening for thousands of years, but it has now become
much easier to do because of modern technology.
E- An example of globalization is the Silk Road that connected China and Europe
during the Middle Ages as it allowed for interaction and integration among people of
various cultures and lifestyles that led to the shifting of culture and ideas.
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I-

4. Specific Learning Outcomes for Unit (assessed by culminating task)

Knowledge:
Students will:
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) (TCC, CC, GC)
2.7 explore the foundations of historical globalization (rise of capitalism,
industrialization, imperialism, Eurocentrism) (TCC, ER, PADM)
2.8 explore the relationship between historical globalization and imperialism (TCC,
ER, LPP, PADM)
2.9 examine multiple perspectives on the political, economic and social impacts of
historical globalization and imperialism (I, LPP, PADM)
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) (TCC, PADM, GC)
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) (GC, CC, TCC, I)
2.12 evaluate various attempts to address consequences of imperialist policies and
practices on Indigenous peoples in Canada and other locations (GC, PADM, TCC)
2.13 examine legacies of historical globalization and imperialism that continue to
influence globalization (TCC, GC)

Attitude:
Students will:
2.1 recognize and appreciate historical and contemporary consequences of European
contact, historical globalization, and imperialism on Aboriginal societies (TCC, CC,
I, GC)
2.2 exhibit a global consciousness with respect to the human condition (GC, C)
2.3 accept social responsibilities associated with global citizenship (C, GC)
2.4 recognize and appreciate the validity of oral histories (TCC, CC)
2.5 recognize and appreciate various perspectives regarding the prevalence and
impacts of Eurocentrism (TCC, CC, I)
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Skill:
S.1 develop skills of critical thinking and creative thinking
S.2 develop skills of historical thinking
S.3 develop skills of geographic thinking
S.8 demonstrate skills of oral, written and visual literacy
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Date Lesson Lesson Overview Assessment

Question/Topic
Mar. 6 What are the Introduce the topic to Formative
Lesson 1 foundations of students by slowly assessmentexit
historical moving them into slip. Students will
globalization? one side of the room, have to write about
some will get to their initial reaction
choose free desks, to the critical
others will have to inquiry question
stand or sit on the do they initially
floor. Ask their think Canada has or
opinions, and why has not committed
they are upset (have a crimes, whether or
space, may not be the not they think
best but they have Canada has
one, have supplies, appropriately
might have to share responded.
though). Then give
them a pencil and see
if they now no longer
care about their
situation. This class
is mainly to introduce
the topic and my
expectations of the
class.
Mar. 7 What are the Begin to discuss The assessment for
Lesson 2 foundations of Eurocentrism and this class will be an
historical imperialism, exit slip on the topic
globalization? industrialization, and of how imperialism,
capitalism and talk capitalism,
about how they all fit industrialization,
together. Use the and Eurocentrism fit
PowerPoint slides into historical
and the notes to work globalization.
through the topic.
Ensure the students
know what the
vocabulary means
and why it is
important in terms of
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historical
globalization.
Mar. 8 What are the Discuss Europes The assessment for
Lesson 3 foundations of goals and ideals this class will be an
historical during the 1600s exit slip on Europes
globalization? why did they turn to goals during the
globalization, and 1600s.
imperialism? What
did they hope to
accomplish during
this time? What
drove their
globalization during
this time period?
Have a class
discussion about
these concepts after
they complete the
journal entry reading.
Mar. 9 What is the Discuss Europes There will be a five
Lesson 4 relationship between goals and ideals question quiz on the
historical during the 1600s topics from March
globalization and why did they turn to 6-8th. There will
imperialism? globalization, and also be another exit
imperialism? How slip on how
are these two ideas historical
connected? Connect globalization was
the ideas from the connected to
previous day to Europes
explain how imperialism.
historical
globalization is
deeply connected to
Europes
imperialism.
Continue filling out
their research notes.
Mar. 10 What were the What happened when The assessment will
Lesson 5 impacts of cultural Europeans first came be an exit slip on the
contact between to Canada? (first first contact between
Indigenous and impressions, first Europeans and
non-Indigenous meetingswho was Indigenous people
people in Canada? in control initially?) within Canada. The
How were goods and students would be
technologies able to write about
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exchanged? What the
was the result of this? goods/technologies
What was different exchanged or about
with the French and what first contact
English? There will was like.
be a class discussion
based on the
quotations from
Europeans and they
will have notes to
complete based on
the reading.
Mar. 13 What were the What happened with The assessment will
Lesson 6 impacts of cultural depopulation of First be an exit slip on
contact between Nations? What was their reaction to the
Indigenous and happening to the blanket activity and
non-Indigenous relationship between the depopulation of
people in Canada? Europeans and First the First Nations in
Nations? The class Canada.
will have a note
section to fill in with
the important
information. Do the
blanket activity with
the class to help them
visualize the
aftermath.
Mar. 14 What were the What changes were The assessment for
Lesson 7 impacts of cultural being made to this class will be an
contact between government and exit slip about the
Indigenous and social institutions? impact of changes
non-Indigenous How did this being made to the
people in Canada? continue to change government and
relationships? What social institutions of
was now beginning to First Nations, Mtis,
happen to First and Inuit.
Nations groups?
They will continue
their notes from the
past few days to
ensure that they have
the necessary
information
recorded. After the
notes have been
completed, there will
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be a class discussion
if time permits of the
possible side effects
of these changes.
Mar. 15 How did imperialist Introduce the There will be a five-
Lesson 8 policies and imperialist policies question quiz on the
practices affect that were enacted in material discussed
Indigenous people Canada. Begin from March 8-14th.
in Canada? discussions about the The formative
purpose these assessment for this
policies and practices class an exit slip
might have. about their
immediate reactions
to the policies and
practices.
Mar. 16 How did imperialist Research into these The assessment will
Lesson 9 policies and policies, what were be an exit slip on the
practices affect the intended results, policies and
Indigenous people why did the practices they
in Canada? Europeans choose learned about. They
these policies, what can write about what
were the actual they found shocking
results? How did the or surprising.
First Nations react?
The class will use the
Royal Proclamation
to help provide
background
information for a
discussion.
Mar. 20 How did imperialist Continue to research The assessment will
Lesson 10 policies and into these policies, be an exit slip on
practices affect what were the what the policy or
Indigenous people intended results, why practice they think
in Canada? did the Europeans would be the most
choose these policies, intrusive to First
what were the actual Nations lives, and
results? How did the why.
First Nations react?
First Nations react?
The class will do
research on articles
to help them
understand this.
Mar. 21 What contemporary Research into what There will be an exit
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Lesson 11 issues are results of the lasting results of slip on the students
policies and these policies and initial findings, and
practices that were practices are. What initial reactions to
implemented by a are some current the consequences of
post-colonial events? What are the imperialist practices
government in state of reservations? and policies.
Canada? What are the
remaining effects of
residential schools?
Students will use
current news sources
(will be found closer
to the class) to
answer these
questions.
Mar. 22 What contemporary Research into what There will be an exit
Lesson 12 issues are results of the lasting results of slip on the lasting
policies and these policies and consequence they
practices that were practices are. What find to be the most
implemented by a are some current surprising/shocking.
post-colonial events? What are the
government in state of reservations?
Canada? What are the
remaining effects of
residential schools?
Students will use
current news sources
(will be found closer
to the class) to
answer these
questions.
Mar. 23 What contemporary Discuss the lasting There will be a quiz
Lesson 13 issues are results of policies that most on the policies and
policies and stood out to students, practices that were
practices that were how would you feel, implemented and
implemented by a is there anything they their lasting effects
post-colonial can think of that within Canada.
government in would help?
Canada?
Mar. 24 What has been done Students will fill in There will be an exit
Lesson 14 to address the note structure based slip on the reactions
consequences of on the PowerPoint of Canadian citizens
imperialist policies notes and class and government,
in Canada? discussion on the and whether they
actual reactions to agree with the
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the last results given course of action
by Canadians and taken.
Canadian
government.
Mar. 27 What has been done Students will fill in There will be an exit
Lesson 15 to address the note structure based slip on what they
consequences of on the PowerPoint would personally
imperialist policies notes and class have done to rectify
in Canada? discussion on the ONE consequence of
actual reactions to imperialist policies
the last results given (will determine it
by Canadians and based on how the
Canadian class has been
government. There going).
will also be a class
discussion on
whether or not the
students think it is
sufficient if there is
time.
Mar. 28 What were the lasting Case study to help There will be an exit
Lesson 16 results of imperialist compare and contrast slip on what they
policies in Sudan? Canadian history. learned about
What happened in Sudans history,
Sudans history that policies,
led to imperialist consequences.
policies? What were
the policies? What
were the lasting
effects on the
country? Students
will use website
provided to fill out
guided notes.
Mar. 29 What were the lasting Case study to help There will be an exit
Lesson 17 results of imperialist compare and contrast slip on what they
policies in Rwanda? Canadian history. learned about
What happened in Rwandas history,
Australia and New policies,
Zealands history that consequences.
led to imperialist
policies? What were
the policies? What
were the lasting
effects on the
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country? Students
will use website
provided to fill out
guided notes.
Mar. 30 What were the lasting Case study to help There will be an exit
Lesson 18 results of imperialist compare and contrast slip on what they
policies in the Canadian history. learned about the
Democratic Republic What happened in Democratic
of Congo? the Democratic Republic of Congos
Republic of Congos history, policies,
history that led to consequences.
imperialist policies?
What were the
policies? What were
the lasting effects on
the country?
Students will use
website provided to
fill out guided notes.
Mar. 31 What were the lasting Case study to help There will be an exit
Lesson 19 results of imperialist compare and contrast slip on what they
policies in Australia? Canadian history. learned about
What happened in Australias history,
Australias history policies,
that led to imperialist consequences.
policies? What were
the policies? What
were the lasting
effects on the
country? Students
will use website
provided to fill out
guided notes.
Apr. 3 What has been done to Were there any The assessment for
Lesson 20 address the responses to the this class will be
consequences of consequences of handing in their
imperialist policies in imperialist policies in completed copy of
Sudan, India, those four countries? the notes for the 4
Democratic Republic The students will be case studies (to be
of Congo, and divided into 4 groups formatively assessed
Rwanda? to research each for completion and
countrys response, accuracy).
then they will have to
pass the information
along to their peers.
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Apr. 4 How does Canadas Class discussion on The assessment will
Lesson 21 response to the how Canadas own be an exit slip that
consequences of response compares, will outline their
imperialist policies and if they feel any of own takeaway from
compare to Sudan, the responses are the research and the
India, Democratic satisfactory. class discussions.
Republic of Congo,
and Rwanda?
Apr. 5 Is Canadas Did Canada do There will be a five-
Lesson 22 response to their enough? Class question quiz on the
crimes against First discussion on what 4 case studies at the
Nation, Mtis, and they would have beginning of class.
Inuit people done, or what they The class
sufficient? think should be done. assessment will be
Introduce the final an exit slip on their
projectgive first thoughts about
students the and the research project
reasoning map they topic.
will have to hand in
to me on April 7thto
be returned on April
10th.
Apr. 6 Is Canadas Continue discussion The exit slip will be
Lesson 23 response to their on what Canada any concerns they
crimes against First should do. Go over have over the
Nation, Mtis, and more details of project, or anything
Inuit people research project. they wish to have
sufficient? more information
about.
Apr. 7 Time to work on Time for students to For assessment, the
Lesson 24 final project work on their final students will hand
project. Must pitch in a copy of their
idea for final project reasoning map
to me during this which will be
class and hand in a returned on the 10th
copy of their so they can make
reasoning map for corrections if
me to assess. necessary before the
12th.
Apr. 10 Time to work on Time for students to There will be no
Lesson 25 final project work on their final assessment for this
project. lesson.
Apr. 11 Time to work on Time for students to There will be no
Lesson 26 final project work on their final assessment for this
project. lesson.
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Apr. 12 Final Project Due This is a day for There will be no
Lesson 27 students to hand in assessment for this
final projects, and lesson.
work on vocabulary
for next unit. Also,
works as an extra day
in case more time is
needed for the unit.

Annotated List of Resources:

Australian Aboriginal Heritage Office (2017). A Brief Aboriginal History. Retrieved from
http://www.aboriginalheritage.org/history/history/
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This would allow students to fill out guided notes in order to complete their case study. By
having them complete the research component themselves, they would become more invested in
the topic area and become more familiar with it.

Gascoigne, Bamber. History of the Democratic Republic of Congo HistoryWorld. From 2001,
ongoing. Retrieved from
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ad34

This would be used to help students to learn about the Democratic Republic of Congo as part of a
case study. This website would allow them to learn about the history of the Democratic Republic
of Congo themselves, and they can use it to fill out guided worksheets.

Gascoigne, Bamber. History of Rwanda HistoryWorld. From 2001, ongoing. Retrieved from
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ad24

This would be used to help students to learn about Rwanda as part of a case study. This website
would allow them to learn about the history of Rwanda themselves, and they can use it to fill out
guided worksheets.

Gascoigne, Bamber. History of Sudan HistoryWorld. From 2001, ongoing. Retrieved from
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=aa86

This would be used to help students to learn about Sudan as part of a case study. This website
would allow them to learn about the history of Sudan themselves, and they can use it to fill out
guided worksheets.

King George III. (1763). The Royal Proclamation. Retrieved from

http://www.solon.org/Constitutions/Canada/English/PreConfederation/rp_1763.html

This will be used to help students understand the types of policies and practices that greatly
impacted the FNMI community in a negative way. This will be used to help students gain a first
hand understanding of what was happening in Canadas past.

Learn Alberta. (2008). European Perceptions 1550-1620: Quotations. Learn Alberta Critical
Challenge Understanding Historical Worldviews. Retrieved from
http://www.learnalberta.ca/content/ssbi/pdf/europeanperceptions1550to1620_bi.pdf

These quotations would help students to understand the reaction of Europeans when they first
met First Nations peoples. This would help to build an understanding of first contact from a
European perspective and help to show how this would lead into the imperialist policies and
practices that were enacted.

Learn Alberta. (2008). Historical Journal Excerpt by Juan Gines de Sepulveda. Learn Alberta
Critical Challenge Understanding Historical Worldviews. Retrieved from
http://www.learnalberta.ca/content/ssbi/pdf/juanginesdesepulvdea_bi.pdf

I would use this journal excerpt as a reading for the class to help them understand Europes ideas
and perceptions during the 16th century. This would allow the students to get a first hand account
of what the thinking was during this time.
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LESSON PLAN
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Subject: Social Studies Grade: 10 Date: March 6th, 2017
Critical Inquiry Question: Is Canadas response to their crimes against First Nation, Mtis, and
Inuit people sufficient?
Lesson: Unit Introduction Time: 12:28-1:53
SLOs:
As this is just a lesson to introduce the unit, there will be no objectives covered.
Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:

Skill:
Students will begin to work on their historical thinking as they will be attempting to understand
the thought process behind the actions of Europeans during this time.

Key Questions:
What is the focus question for this lesson? What are some related questions?
- Is Canadas response to their crimes against First Nation, Mtis, and Inuit people sufficient?

Materials:
-pencils for the class
Preparation:
-having the terminology completed
Adaptations:
As of right now, Im not aware of any adaptations necessary for the class.

Lesson Procedure:
1. I will begin the lesson by introducing myself to the class and give them some background
information about myself and discussing my expectations for the semester, which
includes my ideas on exit slips and quizzes. While doing this, I will slowly start asking
the class to move from the far left side of the room and find new desks on the right side
while leaving their materials behind. I will continue doing this until majority of the class
are standing on the right side without their materials for class and only a small majority
are in their original places while explaining that we need the desks and chairs for people
who will be joining our classroom shortly. After this, I will talk to them about how it felt
being displaced and whether it has bothered them (and depending on their response I will
start to create scenarios that might make this new situation difficult for them such as
having to do class work without a desk). Once they have voiced their concerns, I will
explain that they shouldnt be upset because they do have a space, even though it isnt
practical or as nice as the one they had to leave and that they can share materials and
supplies from their classmates. After this, I will give them each an unsharpened pencil
and then ask if this makes up for all of their inconveniences. If they say yes, I will again
make up situations where it becomes evident they have been ripped off. If they say no, I
will launch into my unit inquiry question for them and have them return to their seats. I
will connect this opening activity to the way Europeans and Canadians have handled
situations with the FNMI community in the past and this will lead into the topic of our
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critical inquiry question and ask them their initial thoughts on the topic. We can have a
quick brainstorming session and also begin to speak about the importance of looking at
this unit through a historical lens, (which is something they did previously with their
teacher). I will also talk with the class about how this history portion is really important
to understanding the lasting legacies of globalization, and if time we can have a brief
discussion about what they know about Canadas own legacies of historical globalization
and what their initial reactions to the CIQ is.
2. ***If there is extra time at the end of class, I will introduce the topics of imperialism,
Eurocentrism, capitalism, and industrialization. Ask about what the students already
know on the topic, and if they have any ideas as to how they are foundations of historical
globalization or how any of the ideas relate to one another. Write potential ideas on the
board, and then continue working through the PowerPoint slides and guided notes while
stopping to discuss and review ideas.
3. Now I will hand out the exit slips and explain again that it is completely formative, and
that it is so I am aware of where the class is at every day (which will help me to teach
them better).

Assessment:
For todays lesson I will only be doing a formative exit slip to learn about their initial reaction to
the critical inquiry question, as the material covered will be continued on the next day. Since the
next classs topic is the same as this classs, I feel that it would be appropriate to wait until
tomorrow to assess whether or not the objective has been achieved.

Lesson Reflection:

LESSON PLAN
Subject: Social Studies Grade: 10 Date: March 7th, 2017
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Critical Inquiry Question: Is Canadas response to their crimes against First Nation, Mtis, and
Inuit people sufficient?
Lesson: Foundations of Historical Globalization Time: 2:10-3:25
SLOs: From the Program of Studies
2.7 explore the foundations of historical globalization (rise of capitalism, industrialization,
imperialism, Eurocentrism)

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:
Students will begin to understand how Eurocentrism, imperialism, capitalism and
industrialization are foundations of historical globalization.
Skill:
Students will begin to work on their historical thinking as they will be attempting to understand
the thought process behind the actions of Europeans during this time.

Key Questions:
What is the focus question for this lesson? What are some related questions?
- Is Canadas response to their crimes against First Nation, Mtis, and Inuit people sufficient?

-What are the foundations of historical globalization?

Materials:
-PowerPoint slides
-Guided Notes Package

Preparation:
-PowerPoint slides
-Guided Notes Package

Adaptations:
As of right now, Im not aware of any adaptations necessary for the class. However, the guided
notes will be fill-in-the-blank, so that should be helpful for all students.

Lesson Procedure:
1. Begin by having a quick recap of what happened in yesterdays class in regards to our
class discussion on historical lens, and to remind them of our critical inquiry question
(there will be time this class to continue yesterdays lesson if necessary). Introduce the
topics of imperialism, Eurocentrism, capitalism, and industrialization. Ask about what
the students already know on the topic, and if they have any ideas as to how they are
foundations of historical globalization or how any of the ideas relate to one another.
Write potential ideas on the board, and then continue working through the PowerPoint
slides and guided notes while stopping to discuss and review ideas. (This step could also
be moved to yesterdays lesson depending on if there was extra time or not).
2. Once the guided notes and PowerPoint slides are completed for the day, we can see how
accurate their ideas from the previous discussion were and then we can discuss why this
 19
is important to the unit, and in general (without knowing these terms and the vocabulary
they wont know why it is important to historical globalization, and then discovering
legacies will be difficult).
3. If there is still time, students can either work on their vocabulary sheets, and if that is
finished we can begin talking about Europes goals for the time period (topic for next
class).
4. In the last five minutes of class the students will complete an exit slip on the topic of how
imperialism, capitalism, industrialization, and Eurocentrism fit into historical
globalization in their own words.

Assessment:
I will use an exit slip to formatively assess the students learning from this lesson and the one
before it by having them write their interpretation of what they learned from the notes and
discussions. By doing this, I will be able to tell whether the class is understanding the ideas and
concepts so I can know if we should revisit anything in tomorrows class.

Lesson Reflection:

Is Canadas response to their crimes against First Nation, Mtis, and Inuit people
sufficient?

Task:
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Create a persuasive response to the question: Is Canadas response to their crimes against First
Nation, Mtis, and Inuit people sufficient? You can choose from a variety of formats including:
A webpage
An essay
A Prezi
A PowerPoint
Another option of your choosing
You will be expected to discuss your choice of format on April 7th to ensure it is appropriate for
the assignment.
A reasoning map will also be handed in with your final project, and you will have to hand this in
for formative feedback on April 7th. This reasoning map will be the foundation of your
persuasive assignment, and will be used with the notes from the unit to complete your final
persuasive project.

Information to Include:
The history of Canadian imperialist policies and practices against First Nations,
Mtis, and Inuit peoples (including the European reasoning behind the practices,
the intended results, and the immediate results).
The current consequences of imperialist policies and practices that were enacted.
The response of Canadian government and citizens to the current consequences
of the imperialist policies and practices.
Comparing Canadian consequences and reactions to those found in two of the
case studies (Sudan, Australia and New Zealand, Democratic Republic of Congo,
and Rwanda).
Your own opinion on whether or not Canada should be expected to do more to
rectify their crimes of the past.

ASSESSMENT: Your case and reflection will be assessed according to the following
rubric:
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4 - Mastery 3 - Proficient 2 - Acceptable 1 - Limited
The positon The positon The positon The position
Defends a position established is established is established is established is
on the question convincingly persuasively generally supported confusing and
posed, which is supported by astutely supported by by appropriately largely unrelated to
based upon the chosen and purposefully chosen chosen and the argument(s). The
completed developed and developed developed argumentation is
reasoning map. argument(s). The argument(s). The argument(s). The repetitive,
argumentation is argumentation is argumentation is contradictory,
- Establishes a consistent and logically and straightforward and simplistic and based
compelling, capably developed, conventional, on uninformed
position
demonstrating an demonstrating a demonstrating an belief. Arguments
- develops argument
insightful sound understanding adequate superficially align
based on logic understanding of the of the assignment. understanding of the with position taken.
reason assignment. Arguments clearly assignment.
- arguments align Arguments align with position Arguments generally
with position taken perceptively align taken. align with position
with position taken. taken.
(4 marks)
Evidence is Evidence is specific Evidence is Evidence is
Have supporting sophisticated ad and purposeful. conventional and potentially relevant
evidence of the deliberately chosen. Evidence may straightforward. The but is unfocused and
imperialist post- The relative absence contain some errors. evidence may incompletely
colonial of error is A capable and adept contain minor errors developed. The
government impressive. A discussion of and a mixture of evidence contains
policies and thorough and evidence reveals a relevant and inaccuracies and
practices in comprehensive solid understanding extraneous extraneous detail.
Canada that discussion of of social studies information. A The discussion
evidence reveals an knowledge and its generalized and reveals superficial
affected
insightful application to the basic discussion and confused
Indigenous
understanding of assignment. reveals an understating of
peoples. social studies acceptable social studies
knowledge and its understanding of knowledge and its
- is relevant and application to the social studies application to the
accurate assignment. knowledge and its assignment.
- reflects depth application to the
and/or breadth assignment.

(8 marks)

Reflection of The reflection of the The reflection of the The reflection of the The reflection of the
attempts to address attempt to address attempt to address attempt to address attempt to address
consequences of the legacy is the legacy is the legacy is the legacy is
imperialist policies comprehensively adequately superficial and lacks disjointed,
and practices on expressed. expressed. development. inaccurate, or vague.
Indigenous people Elaboration is Elaboration is Elaboration is Elaboration is
by comparing it to compelling. thoughtful. predictable. trivial.
Case Studies
discussed in class.
(8 marks)

Communicates key Communicates ideas Communicates ideas Communicates

Communication ideas and and information and information in a information in an
and presentation of information in an effectively and in an straightforward unorganized and
key ideas and informed, organized interesting manner. manner. A confused manner. A
information within and persuasive A controlling idea is controlling idea is controlling idea is
your case. manner. A generally presented inconsistently difficult to discern
controlling idea is and maintained. maintained. or is absent.
effectively sustained
 22
(4 marks) and integrated.
*See back for Comments:
Reasoning Map Total: /12
Case Total: /28
Total for Entire Assignment: /40

Adapted from Billy Baums Canada on Trial assignment 2015

Guided Notes for Second Lesson:

Terminology:
 23
Globalization: the process that is making the worlds citizens increasingly

___________________ economically, socially, ___________________,

environmentally, and technologically

Historical Perspective: to ___________________the social, cultural,

___________________, and emotional settings that _______________ peoples lives

and actions in the past as well as the ___________, beliefs, and values of the

time

Colony: a ______________ that belonged to a European country, was ruled by

the European _________________ or its respective(s), and was completely

________________ to that European country

Colonialism: the ___________________ of a colony in one territory by a

________________ power from another territory, and the

__________________maintenance, expansion, and ___________________ of that

colony

Ethnocentrism: the belief that ones own ______________ group or culture is

________________ to all others

Industrialization: a stage of ________________ development that occurs

when the place of ________________ shifts from the home and small craft

shops to large ___________________

 24
Capitalism: an ________________ system for increasing ________________

wealth, requiring a relatively free market, open _________________, the profit

motive, and at least some private ownership of the means of

___________________

Mercantilism: from the 16th to the 19th centuries, a system of government-

___________________ international business _______________ designed to make

European ________________ rich

Imperialism: an _________________ between peoples that intentionally

benefits one people over ________________, often by laying claim to territories

inhabited by Indigenous or non-Indigenous peoples, seizing land and

_________________ through _________________ and warfare, and imposing

_________________ control

Eurocentrism: a belief that the ________________ world view is superior to all

others

Rise of Capitalism:

~___________________ was an early form of capitalism because instead of

increasing an ___________________ wealth, it would increase the wealth of a

___________________.
 25
~Within this system, ___________________ would carry out business on behalf

of the ___________________, and if they were successful they could become

wealthy themselves.

~Some people became ______________________ and would earn a profit off

they ___________________ they charged, and some would help to finance trade

and ___________________ businesses. Partnerships and companies would form

to help ___________________ the risk of these endeavours.

~In these cases, people who made money could _________________ their

families and then__________________ their earnings to further increase their

wealth.

~This was the ___________________ of the economic system called

___________________.

Why would this be a foundation of historical globalization?

Industrialization:
 26
~Through ___________________, Europeans used the raw ___________________

found in their ___________________ to expand their own manufacturing

industries.

~This increased ___________________ led to industrialization, because

___________________ had to be done on a larger scale due to the increase

___________________in materials and demand.

~___________________ led to many inventions, and revolutionized industries,

such as the ___________________ industry.

~Technological ___________________ such as the power loom, created cloth

that was of ___________________ quality for less money and put

___________________ industries (when workers would produce a

___________________ number of goods inside their own home) out of business.

~Industrialization ___________________ peoples lives because they could now

afford to buy the ___________________ goods, but the factories that were

created as new work spaces had ___________________ conditions and a

negative impact on the ___________________.

Why would this be a foundation of historical globalization?

 27
Imperialism:

~European ___________________ would compete with each other for

___________________, wealth, and power which is something they could gain

from having more ___________________.

~___________________ would also seek more raw ___________________ to use in

their factories, and this also contributed to the desire to own more colonies

than other ___________________ countries.

~___________________ was another important aspect of ___________________

because the raw materials that were ___________________ from colonies could

be ___________________ at factories back home, and the manufactured goods

could be sold for a ___________________.

Why would this be a foundation of historical globalization?

Eurocentrism:

~___________________ was shown during ___________________ because

Europeans would believe that their ___________________, customs, attitudes,

beliefs, and behaviours were ___________________ to the Indigenous people

who lived near their colonies.

 28
~This ___________________ European imperialism because they did not stop to

consider how their ___________________ actions were influencing and affecting

others.

Why would this be a foundation of historical globalization?