LESSON PLAN

Subject: ​ Social Studies Grade:​​ 10 Date: ​March 21

Critical Inquiry Question:​​ How did British imperialism affect India?
Lesson: ​British rule in India Time: ​75mins
SLOs:
2.2 - exhibit a global consciousness with respect to the human condition
2.5 - recognize and appreciate various perspectives regarding the prevalence and
impacts of Eurocentrism
2.7 - explore the foundations of historical globalization (rise of capitalism,
industrialization, imperialism, Eurocentrism
2.8 - explore the relationship between historical globalization and imperialism
2.9 - examine multiple perspectives on the political, economic and social impacts of
imperialism in Canada

Instructional Objectives:
Students will understand the events that occurred during British rule in India and
understand how imperialism shaped historical globalization
Knowledge:
What was the British rule in India(The Raj)?
Who were the Sepoy and what was the Sepoy Rebellion?
What were the long term effects of the Raj?

Skill:
Students will be able to identify and compare the differences between imperialism that
occurred in Africa and in India
students will continue making connections between historical globalization events and
contemporary society

Key Questions:
How did Imperialism affect India?
How did Imperialism affect India differently than Africa?
Who was Gandhi? how did he affect the British rule in India?

Materials:
Imperialism in India​ handout
SS10 Unit 2 powerpoint slides

Lesson Procedure:
- Students will begin by finishing up the previous day’s lesson on Imperialism in
Africa
- students will be given a political cartoon on the scramble for Africa to analyze
- The teacher will then lead a discussion on what the students see, understand and
feel about the image.
- describe what you see
 - what do these things symbolize?
- is this a negative or positive portrayal?
- Have the students draw their own political cartoon to demonstrate their
understanding of the event in Africa
- Have the students show(if they are comfortable) or describe what they have
drawn. Have the students also answer the previous questions about political
cartoons about their own image
- Move on to introduce Imperialism in India.
- Explain to the students that they will be “teaching themselves” by doing a jigsaw
activity
- assign each student a single box from the ​imperialism in India​ handout to read
and study.
- point out which questions in the next page are related to their section of the
reading
- give the students time to read and understand their passage, once students are
finishing up reading, bring them back together for the next step
- explain to the students that through discussion, they will take turns talking about
their section to the rest of the class in order to help them understand the parts of
the text that they did not read.
- Help the students who may be struggling to identify parts of the text that is
important and relevant to the lesson. ask guiding questions if they slow down with
their explanations
- once everyone is finished sharing, go through the questions on the second page
together as a group to see if the class has enough knowledge to answer them
together.
- Ask the students what they notice was different about the Scramble in Africa
event and the British rule in India event
- Scramble for Africa involved many European nations, a whole continent
- British rule in India involved just 1 European nation and 1 colonized
nation
- The events occurred more recently (in fact, there are coloured footages of
the actual events that occurred during the Indian imperialism)
- There was a non-violence movement that protested the British occupation
of India (because it was more recent, things like global media were able to
get involved and the world saw the British treatment of Indians and the
non-violence movement by Gandhi.)
- If there is time left, play a short clip from the ​Coloured Footage documentary,
ensure that students have some time to work on the Portfolio Project

Lesson Reflection:
Going into this lesson, I was very much worried about the limited time in covering the
material.
The previous day’s lesson went on a little longer than expected, so I was forced to move
some of the Scramble for Africa lesson into today’s. However, not only did I have
enough time, but
recon
necting the students with the previous day’s lesson was a great introduction to the British
rule in India lesson. By using the political cartoon activity, students were more receptive
to continue talking about the concept of Imperialism amongst themselves with the jigsaw
activity. During the discussions I heard many students make connections and
comparisons between Africa and India without my prompt to do so. I was very
impressed with the level of engagement that the students had with the jigsaw activity