HG Unit Plan - Poapst James

Unit Plan for:
Historic Globalisation and Imperialism
James Poapst
University of Lethbridge
Rational
Introduction
Imperialism has shaped the way the modern world looks and feels. Boarders have been
drawn, in many cases, not by the people who inhabit the areas, but rather by an outside force,
largely without native consent. This has led to almost a century of strife, conflict, and aggression
in every corner of the world.
The legacy of empires still has a profound effect on geo-political and societal forces. The
current conflicts between ethnic groups, as well as recent conflicts in places like the Balkans,
Asia, the Middle-East, and Africa hold testament to this history of colonialism, Eurocentrism,
and empire. Through this unit, I will endeavour to pass on to the students how this legacy is
important to understanding the modern world, and how imperialism still affects their lives.
Many people's identity comes from their place of origin. A Briton is from Britain, and a
French person is from France. However, during the age of imperialism, there way a dispora from
Europe, with millions upon millions of settlers coming from dozens of coutries to settle the lands
that European explorers and conqueror's had made open to them. Today, in Canada, you can find
people from hundreds of countries, and thousands of identities that they hold, and yet, many of
them consider themselves Canadian. This legacy of immigration to and emigration from
continues to both enrich our experiences, and challenge our conceptions. The French-Canadian
bloc has had a tumultuous relationship with the rest of Canada, accusations of foreigners taking
jobs away, and FNMI interests being disregarded in favour of immigrant populations. These
issues are not only important, but highly relevant to determining what our next decades will look
like as a country.
Citizenship has long been a debate throughout the world. Since the Roman empire, the
definition of the in-group and the out-group has been a topic of great concern to those who
would seek to protect certain interests, and those to whom those interests are denied. In Britain,
during the age of the British Raj in India, the homeland of the Empire had a population barely a
fraction of the total population of the empire. So, in what sense did Indians have any sort of
citizenship in the Empire? Were they a people of a country which no longer existed, or rather
'citizens' of a small, foggy island thousands of kilometres away, across two oceans. It is this
ambiguity that makes imperialism a difficult concept to fully deal with within the scope of the
social studies curriculum.
Over the course of the unit, we will be looking, not only at the imperialist powers through
time, but also the effects they had on the aboriginal populations with which they interacted. In
many cases, the imperialists powers came upon other imperialist powers (as happened in India
with the British and the Maharatha, or the Spanish with the Aztecs). It is through looking at these
interactions between various groups that we can form a more complete, and conceptually whole,
picture of how imperialism has contributed to the modern world view.
Meaningful Social Studies
History is often thought of as a dry, uninteresting, and sometime prosaic discipline far
removed from the students' lives. However, time and time again, we have been shown that
history is a gateway into learning what the future might hold. Humanity is nothing if not
predictable, and from studying the past, we might make predictions about the future. Many have
said that those who do not study the past are doomed to repeat it my students will not be among
those unfortunates. Through engaging discussion and seminal sources (both text as well as
multimedia based), students will be given a large sample of the great moments and documents
that went into making history.
Integrative Social Studies
By taking into account the students' prior knowledge, this unit will seek to expand their
understanding of how the modern world came to pass. Looking back at the grade 8 study on the
Spanish influence in mesoamerica, and European and American influence into Meiji Japan,
students will explore in greater detail the effects, motives, and long-range consequences of those
events, as well as the British and French in Canada and around the world.
Value-based Social Studies

With the legacies of the great empires still so controversial, students will have the
opportunity to analyse and critically assess the true outcomes of those legacies. During this unit,
students will be encouraged to make value judgements based on a myriad of different sources of
information. Those judgements will be taken into account, both by the student's peers in the class
as well as by me, rendering an open, fair, and full minded appraisal of historic globalisation and
imperialism. It is only through a concrete and full appreciation of what made the world the way it
is today that we will be able to analyse what is actually happening in our societies.
Challenging Social Studies
Through lecture, dialectic, project, and group based learning, students will be challenged
to expand and define their own thinking, and their own conceptions of what the world was like a
century or more ago. By delving deeper into the world of historic globalisation and imperialism,
students will be pressed to find both the true motives for and the stark consequences of that
period in history, and assess whether or not it has actually ended. This unit will ask students to
analyse sources and form conclusions from them to tackle some of the most interesting and
formative time periods in our collective history.
Active Social Studies
Through the different forms of teaching employed during this unit, students will be taking
the driver's seat for their own learning. Between class and group discussions, the lecture style,
self motivated, as well as the projects and summative assessments throughout the unit, students
will find that, not matter their own particular learning style, they will be able to be successful, as
well as engaged with their learning. It is through a multi-route approach that the final project will
be completed, and students will have the opportunity to choose their own style of learning, as
well as their own style of assessment. Students will be encouraged, as well as given the time and
resources, to think on their own thinking. It is through this meta-cognition that students will be
able to unlock their own potential.
Special Considerations
As this unit begins, I know that students will have at least a working knowledge of both
globalisation as well as imperialism. For globalisation, the students will have already worked
through many of the economic, political, and social aspects of that concept already in their year.
As for imperialism, grade 8 has several elements of both historic globalisation as well as
imperialism in it, I will begin the unit by assessing what the students remember from that
program of studies. From those fundamental ideas, the rest of the unit will take shape.
Additionally, imperialism has been used as the backdrop for many works of literature, as well as
movies and video games. While the understanding of these concepts from these no academic
sources might not be wholly correct, I believe that the base understanding as well as interest will
serve to aide in the attainment process.
Many students will come into this unit with preconceived notions of the concepts being
taught. Since the fall of the great European empires after the end of the second world war, the
world has taken a very harsh stance on the imperialist tenancies of many nations. This antipathy
towards empire is one of the challenges to talking about it. While many of the worst atrocities in
human history have occurred in the name and cause of empire0building, there have also been
positive aspects as well. To make a full, fair, and open minded analysis of these issues, students
will have to leave many of their assumptions at the door of the classroom. This might prove to be
a challenge, but once a positive and open classroom atmosphere is attained, it should fall into
place accordingly.
Throughout this unit, differentiation will be overtly extent. I will be utilizing flexible
grouping a lot, as well as the question cubes at the beginning of class, as sort of a warm up
activity for the students. The summative assignment has a high degree of product differentiation,
as it allows students to give their own work in a method and medium of their choosing. I have
already talked to my TAs about any possible special requirements for the class, and they have
responded with none however, I will still be taking the time to make formative assessments of
the students with regards to their learning styles. If many of them prefer the lecture style of class,
then I will more heavily invest in that as the unit progresses. Otherwise, I will focus on using a
balanced approach, with lecture, dialectic, class discussion, group work, and lone work to make
sure that as many avenues of learning are addressed as possible. Beyond that, I will be consulting
with both my university consultant as well as my TAs on a regular basis as to how I might more
effectively differentiate and accommodate for my students' needs.
As many of the students in my class are from immigrant families, the topic of
imperialism might hit home for some of them, or perhaps their parents. While we are encouraged
and required to teach controversial topics, I will take great pains to make sure the classroom is a
positive and as safe as possible when discussing a topic like this. I want all of the students to not
only feel welcome and comfortable, but also able to share their own points of view, as discussion
and debate will make up a great deal of this unit. In a classroom where a student feels safe with
not only the instructor but also their peers, they are more likely to make the most of the
discussion portions something that will help all students in the class.
Unit Planning Organizer

Subject__Social Studies______________________Grade___10-1___________
Unit/Topic_______Historic Globalisation_________________________
Date and Unit Duration______March 9 April 4_________________________
1. Unit Overview Critical Inquiry Question
To what extent did historic globalisation and imperialism shape modern globalisation and
society?
2. General Learning Outcomes for Unit
Students will assess the impacts of historical globalization on Indigenous and non-Indigenous
peoples.
3. Focusing Questions for Unit (Related Questions)

1. What do we mean by historic globalisation?
2. What is imperialism?
3. How did imperialism affect both the imperialists and those in an empire?
4. Is imperialism still extant today?
5. How should the modern world respond to imperialism?
4. Key Concepts for Unit

- Globalisation
- Imperialism
- Empire
- Trade
- Resources and scarcity
- War and conquest
5. Specific Learning Outcomes for Unit
Knowledge:
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:
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)
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.4 demonstrate skills of decision making and problem solving
S.7 apply the research process
S.8 demonstrate skills of oral, written and visual literacy
S.9 develop skills of media literacy
Date
Learning Outcomes
Instructional
Objectives
Procedure
Materials
Assessment
Monday 9
March
8:55 10:15 am
and 10:20-11:40
am
S.1 develop skills of critical thinking and

creative thinking
Enquiry Question:
What do we do when we 'do
history' in social studies?
- Introduce myself to the class, and set out what

expectations I have for them, and enquire into what
expectations they have for me as their teacher.
- Hand out the summary unit plan we will be using and
discuss it. Ask if there are any questions.
- Quote of the day discussion
- Have a think-pair-share class discussion on social
studies and history. Find out from the students what they
know, and begin to make a web on the board regarding
the information given. Begin to look for a working
definition for the rest of the unit.
- So, why should I have to study history?
- Does history repeat itself?
- What have the students learned about globalisation?
How do they define it? Assess prior knowledge in this
respect.
- Hand out final summative project description as well as
the summative exam study guide, and go over them with
the class. Inform them that the answers for the summative
project and exam will be gained over the course of the
next month, and that they should be regularly updating
their information for both as the unit progresses.
- Watch the animated map of 'Imperial History in Five
Minutes'
- PowerPoint
Presentation/agend
a
- video 'History of
Empires in 5
minutes'
https://www.youtub
e.com/watch?
v=jhNl4Ntmbgw
- Unit plan
summary
- Summative task
handout
- Summative exam
study guide.
- Current events
article/s
- Formative in nature. Observations

during class, especially during the
discussions.
- sticky note exit slip
- Begin class with going over the advanced agenda

regarding what the class will look like.
- Current events analysis
- Review of important topics and concepts from previous
class.
- Introduction to today's topic or concept, with a brief
explanation/discussion centred around how it relates to
the larger concept and question.
- Explain the mini-project that will be due on Monday 16
March following. This project will be centred around
what it was that caused imperialism, and will be
completed in groups of 4-5 students a paper, poster,
video, audio clip. What have they learned up until now?
Where do they think the unit is going? Hand out the
summary and task sheet.
- Watch European Imperialism for Dummies
- Begin working towards a solid definition of what
imperialism is. How was imperialism important, what
were its core tenents, and what were the causes that led to
the rise of empires.
- Think-Pair-Share on the facets of imperialism. Begin a
class definition web on the board.
- Listen to the Maple Leaf Forever. Students will write
how it stands out as imperialist.
- PowerPoint
Presentation/agend
a
- European
Imperialism for
Dummies
https://www.youtub
e.com/watch?
v=t_rHrGaoh4w
- The Maple Leaf
Forever
- Current events
article/s
- Formative. Observations and

determining learning styles.
- How do the students respond to
instructions, group work, discussions
etc.
- During the song, do they actually ta
notes and listen?
- Thumbs up/side/down formative
assessment during the class.

S.8 demonstrate skills of oral, written and visual
literacy
- students will know who I am

in the capacity as their student
teacher.
- students will be able to define
social studies and history in the
context of this class.
- students will know what is
specifically expected of them
in terms of a summative
project and examination.
2.8 explore the relationship between historical

globalization and imperialism (TCC, ER, LPP,
PADM)
Enquiry Question:
What is imperialism, and how
does it relate to historic
globalisation?
Introduction
To
Powerful Social
Studies and
History
Tuesday 10
March
8:55 10:15 am
and 10:20-11:40
am
Introduction
To
Historic
Globalisation
and
Imperialism I
(Ch. 7)
- students will determine what

is meant by historic
globalisation.
- Students will define and
apply the concept of
imperialism.
Wednesday 11
March
8:55 10:15 am
and 10:20-11:40
am

PADM)
Enquiry Question:
Why did imperialism come
about? What caused it?
- students will be able to
appreciate that imperialism is
not new.
- students will be able to cite
the main three causes for why
humans do great things.
- Students will be able to give
and discuss the causes of
imperialism.
Introduction
To
Historic
Globalisation
and
Imperialism II
(Ch. 7)
Thursday 12
March
8:55 10:15 am
and 10:20-11:40
am
2.1 recognize and appreciate historical and

contemporary consequences of European
contact, historical globalization and imperialism
on Aboriginal societies (TCC, CC, I, GC)
Enquiry Question:
What did empires look like in a
conceptual form?
2.5 recognize and appreciate various

perspectives regarding the prevalence and
The Dawn of
Modern
Imperialism I
(Ch. 7)
2.7 explore the foundations of historical

globalization (rise of capitalism,
industrialization, imperialism, Eurocentrism)
(TCC, ER, PADM)
- Students will be able to

understand the beginnings of
Eurocentrism in regards to the
rise of Imperialism.
appreciate that imperialism has
many different appearent
causes, but it often comes
down to two things glory or
power.
appreciate that while empires
are not new, they did change
over the course of centuries.
understand that imperialism
was one of the first major
attempts at globalisation but
it wasn't purposeful to that.

class.
- Ask students if their definition of imperialism has
changed. In what ways has it changed, or in what ways
has it stayed the same. See if the students have any
insights into their own thinking.
- Turn to the clip from Neil deGrasse Tyson. It is a few
minutes long, and afterward, have students come up with
some examples of what each of the three reasons meant.
What is an example of a monument to a great leader or
god?
- Finish the class with ten minutes to work with their
partners on the mini-project (planning) due the following
week. They may ask questions about it.
- PowerPoint
Presentation/agenda
- Neil deGrasse
Tyson clip on the
three things humans
use as a cause to do
anything major.
- Current events
article/s
- classroom observertaions, especiall

during discussion and debate regardin
topics at hand.
- Thumbs

class.
- Students will look at various maps of the more modern
European empires compared to the modern country of
the empire's origin. A think-pair-share will occur with
the question 'what is the one shared trait?'
- How did empires come about? What allowed European
countries to claim more than half of the world with only
a fifth of the population? (military technology esp. Naval
power)
- Fifteen minutes for students to get together an work on
their project.
- PowerPoint
Presentation/agenda
- Empire/modern
maps of countries.
- Animated map of
British
expansionism
- Maps of India
before and after
British conquest.
Map of the battle of
Plassey.
- Current events
article/s

- classroom observations, especially
during discussion. What sort of
questions are the students asking. Wh
kind of concepts are they mastering o
having difficulty with?
- Thumbs during lecture and after
discussion. Make sure each students
grasping the fundamentals before
moving on to a different topic.
- SEE-I for next class on basics of
imperialism assigned during the
previous class. I want to know that th
students have a good grasp of the
concepts before they work on the sm
project over the weekend.
Friday 13
March
8:55 10:15 am
and 10:20-11:40
am

The Dawn of
Modern
Imperialism II
(Ch. 7)

(TCC, ER, PADM)
- Students will know the social

and nationalistic aspects of
imperialism.
- Students will appreciate that
Europe believed that it was
helping indigenous
populations, even when the
indigenous population didn't
want help.
Monday 16
March
8:55 10:15 am
and 10:20-11:40
am

Enquiry Question:
What were the actual root
causes for imperialism?

The Dawn of
Modern
Imperialism III
(Ch. 7)

(TCC, ER, PADM)

articulate their ideas on
imperialism and what caused it
in a clear and concise way.
- Students will be able to make
solid, rational arguments based
on information and evidence
gathered in their groups.
- Students will be able to listen
attentively and ask insightful
questions.

Enquiry Question:
What justifications did
European powers give for their
expansionism?

class.
- Ask students in pairs to build their own empire in
groups of four using the Empire Records sheet that will
be provided to them. Ask them what their empire is for,
what their beliefs are, how they justify their empire to
their own people, and how they justify their empire to
those they control. After 15 minutes, inform the students
of a rebellion in their empire by the people they control.
How do they respond? Why did they respond that way?
Give them another 5 or 10 minutes to decide on a
response, and then call the class back. Have each pair of
students explain what their solution was, and why they
decided on that solution. Create a list on the board of the
solutions used, and then go through them afterwards
with the class, and have a discussion of possible
consequences of employing that solution.
- Twenty minutes for students to work on their project
during class time. Remind the students that their project
is due on Monday.
class.
- Class presentations. Each presentation will be 5 8
minutes long. After which, there will be up to five
minutes for questions.
- After all of the presentations, ask the students if their
original definition of imperialism still holds true.
- Finish the class by introducing what will be happening
through the rest of the week.
- PowerPoint
Presentation/agenda
- Empire recording
sheet.
- Current events
article/s

- review the SEE-I assigned last class
on imperialism, to make sure that the
students are well prepared to comple
their formative assignment for
Monday's presentation.
- PowerPoint
Presentation/agenda
- Current events
article/s

- presentations on imperialism.
- Thumbs
- Ongoing formative assessment gear
around the final summative project.
Determine through the projects wheth
or not students are getting the concep
being taught.
- observation of their project, with
emphasis placed on whether or not th
understand the basics of imperialism
as that will frame the entire rest of th
subject.
Tuesday 17
March
8:55 10:15 am
and 10:20-11:40
am
Changes to
European
Expansion I
(Ch. 7)

2.2 exhibit a global consciousness with respect
to the human condition (GC, C)
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)
(TCC, ER, PADM)
Wednesday 18
March
8:55 10:15 am
and 10:20-11:40
am
Changes to
European
Expansion II
(Ch. 7)

2.2 exhibit a global consciousness with respect
to the human condition (GC, C)
(TCC, ER, PADM)
Enquiry Question:
How did imperialism change in
the 19th century? What caused
these changes? How did these
changes affect Europe and the
rest of the world?
appreciate the difference to
European expansionism in the
wake of the Napoleonic War
and the Industrial revolution.
- Students will understand that
imperialism was becoming
global most empires were no
longer contiguous.
- Students will realise that the
'Grand Exchange'
fundamentally changed the
way the world worked by truly
ushering in globalisation.
- Students will understand the
value of resources when
determining national policy.
- Students will learn to use
sources to research various
pieces of information and form
a defensible conclusion.
Enquiry Question:
In what ways did the changes
in European imperialism
reflect the changes in European
power structures?
identify the political or
military causes of imperialism.
appreciate that security is often
the most important motivator
for any undertaking.
philosophers of the time period
had justifications for European
expansionism.

class.
explanation/discussion centered around how it relates to
- Introduce the idea of the 'Grand Exchange'. Ask
students where their phone came from, or their clothes.
Have they ever gone to see a movie produced in
Hollywood? Or Europe? What kind of car do they or
their parent's drive? Explain that this exchange of goods
has been around for a long time at a small scale, but only
took off in the early modern period.
- Ask whether or not the 'Grand Exchange' was an early
example of modern globalisation.
- Case study on spices, tea, and sugar. Pass out
information regarding the prices, and ask students what
the graph shows. The prices have dropped dramatically.
Ask why that is.
- Introduce the Commodity assignment due on Thursday
19 March.. Students will be asked to choose a
commodity off a list and write a very brief research
paper regarding the history of the commodity, making
reference to its change in scarcity, and how the
commodity influenced European expansionism.
- Hand out a selection of chapter 13 of leviathan and
Bentham's Utilitarianism to be read before next class.
We will be going over them.
class.
- Go over the reading from last class. Point out that these
philosophies were often seen as justification for
imperialism.
- Do the philosophies justify European expansionism?
Why or why not?
- Hand out a copy of 'The White Man's Burden' and 'The
Black Man's Burden'. Student will read both in pairs, and
discuss amongst themselves. Then the class will discuss
both. What elements of the philosophies can be seen in
either?
- Ask the class whether or not, from the poem, Rudyard
Kipling was a supporter of imperialism or against
imperialism? Why do they think that?
- Ask the students what effects either of these poems
- PowerPoint
Presentation/agenda
- Case study
information sheets
on spices, tea, and
sugars.
- Commodity
assignment task and
summary sheet.
- Philosophical
extract readings.
- Current events
article/s

- Thumbs
- Class observations during the
discussion on the readings. It is
important that the students get a good
idea of the philosophical background
to imperialism. They are fairly difficu
readings, so the discussion will be a
good opportunity to both formatively
assess whether or not they have the
basis of the readings, as well as being
able to scaffold their learning.
- PowerPoint
Presentation/agenda
- The White Man's
Burden
- The Black Man's
Burden.
- Current events
article/s

- thumbs
- class observations during discussion
and debate of topics.
- Did the students understand the
importance of the poems? If no, why
not? The discussion will be importan
for assessing whether or not the stude
are able to take the concrete concepts
we've been learning, and apply them
abstractly.
have on the European world view or justifications.
Thursday 19
March
8:55 10:15 am
and 10:20-11:40
am

Enquiry Question:
How did the British influence
in India affect either country?

The British in
India
(Ch. 8)

- Students will understand

how India was conquered and
then controlled by Britain.
identify the importance of
India within the greater British
empire.
analyse the status of Indians
within the British empire, and
how the British viewed the
Indians.

(TCC, ER, PADM)
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, postcolonial governments in Canada) (TCC, PADM,
GC)
Monday 30
March
8:55 10:15 am
and 10:20-11:40
am

Introduction to
Imperialist
Policies

PADM)

Enquiry Question:
How were empires governed?
What structures were in place
to support this?
what a policy is, and how it
impact people.
analyse why imperial policies
where used, and how they
affected the people who used
them, and who they were used

class.
- How did a nation of around 13 million conquer and
control a nation of around 150 million? Why would they
want to specifically.
- Analyse the difference in technology, politics, and
military structure.
- Introduce the British East India Company, and explain
how Britain as a country did not conquer India, but
rather a corporation did.
- Analyse the Battle of Plassey, and the consequences,
both for the indigenous Indians as well as the European
Balance of Power.
- Hand out copies of the poem 'Gunga Din'. Have
students read along as I read the poem, explaining some
of the strange terminology. What does this poem show
about the status and position of Indians within the
British Empire?
- View the trailer for the film Gandhi. What does the
trailer show? What is the perspective of the people who
wrote, directed, and produced the film? Point out the
phrase 'moral ascendancy'. What does this phrase mean?
- Does this film support imperialism?
class.
- Introduce the idea that Empires are essentially very
large businesses often controlled by governments. They
are massively complex, and require a great deal of
precision to manage effectively.
- PowerPoint
Presentation/agenda
- Copies of Gunga
Din by Rudyard
Kipling.
- Gandhi trailer
https://www.youtub
e.com/watch?
v=mVwCeGxTN-A
- Current events
article/s

- thumbs
- class observations during discussion
and debate of topics.
- do students get the basic concepts o
imperialism? After the spring break,
will be moving into the more in-dept
concepts embedded in imperialism
need to know that they are ready for
that.
- Since this is the last class before the
spring break, I will assign them a few
pages out of the text book in Chapter
They are not difficult passages, but I
will remind students that they have m
email if they need to get a hold of me
over the break.
- PowerPoint
Presentation/agenda
- Political,
economic, and
social trait paper
slips.
- Imperial
Philosophy
summary and task
sheet.
- Current events
article/s

- thumbs
- observations during class, especiall
during discussions or debates.

GC)
upon.
Empires were hugely complex
things, that required a great
deal of management, both from
the controllers as well as the
controlled.
Tuesday 31
March
8:55 10:15 am
and 10:20-11:40
am

Enquiry Question:
What political forces were at
work within an empire to
shape it? How did these forces
affect the populations of the
empire?
Imperialist
Policies and
Practices,
Political
(Ch. 8)

PADM)


GC)
- Students will recognise that

European powers had a
significant effect on the native
populations of the nations that
they conqueror, both positive
and negative.
identify the factors that led to
the colonisation of Canada by
the French and the British.
many ways in which First
Nations culture and society
changed with wider contact
with Europeans.
identify the means by which
the British and the French
exercised control over their
colonies, in Canada and
elsewhere.
- Have students, in a think-pair-share activity, come up

with some ideas of what an Empire needs to do in order
to be well run. Write up a thought web on the board
during the discussion, and see what students think.
- Point out that policies come in three broad categories
political, social, and economic. Have students sort out
slips of paper with policies written on them into the three
broad categories.
- Introduce the next assignment, due Tuesday, 7 April, in
which students will be working in groups of three to
come up with a guiding imperialist philosophy for an
imaginary empire with defined (by me) parameters.
- 15 minutes at the end of class for students to get
together with their partners and plan out the logistics for
their project.
class.
- Begin by asking for definitions of politics or political
practise. Write an idea web on the board during the
discussion.
- Move to the political considerations and policies
imposed in Canada and India by the British. Do they
differ? Why would they differ?
- How did the British deal with the First Nations in
Canada? Place students into groups of four or five. Pass
out a copy of select passages from the treaties signed
with first nations. Students will work in their groups to
come up with the reasons why each treaty condition was
imposed. What does these conditions say about the
British view of the First Nations?
- How did the French deal with the First Nations? In
what ways was it similar to the British way? In what
ways did the approaches differ?
- 15 minutes at the end of class for students to work on
their project. Inform them that I want to see a
preliminary SEE-I for Imperialist political policies next
class.
- PowerPoint
Presentation/agenda
- Copies of selected
passages from the
First Nations
treaties in Canada.
- Current events
article/s

- thumbs
- class observations, especially durin
discussion or debate. Since their
philiosophy project will be due next
Tuesday, I want to make sure that the
have the help and knowledge base to
complete it.
- SEE-I for political policies
Wednesday 1
April
8:55 10:15 am
and 10:20-11:40
am
Imperialist
Policies and
Practices,
Economic
(Ch. 8)

Thursday 2
April
8:55 10:15 am
and 10:20-11:40
am

Imperialist
Policies and
Practices, Social
(Ch. 8)

PADM)

PADM)
GC)


GC)
Enquiry Question:
What economic forces shaped
empires? How did these forces
affect the population of the
empire?
- Student will recognise that
and negative.
- understand the many ways in
which First Nations culture and
society changed with wider
contact with Europeans.
elsewhere.
Enquiry Question:
What social forces acted within
an empire? How did these
forces affect the population of
the empire?
- Students will recognise that
and negative.
many ways in which First
Nations culture and society
changed with wider contact
with Europeans.
elsewhere.

class.
- Examine the economic reasons for Canada's
colonisation. What did the British and French gain from
colonising, exploring, and exploiting Canada? What
pressures from Europe caused this?
- View the 8 minute clip on 'The Northern Trade'.
Explain not only does the clip have a good primary
source selection, but it also shows the way that First
Nations were treated by the Europeans, and later
Canadians. Point out that 'indian' is no longer an
acceptable form of address for First Nations in Canada.
- How did the economics of the First Nations change
with the introduction of European economic practises
into Canada? Examine First nations economies before
and after contact.
- SEE-I for Imperialist economic policies for next class.
- PowerPoint
Presentation/agenda
- 'The Northern
Trade'
https://www.youtub
e.com/watch?
v=blg0a62mehU
- Current events
article/s

- thumbs
- class observation, especially during
discussion or debate.
- what sort of comments are made ab
the short video clip in class
- SEE-I for economic policies in
empires for next class.

class.
- What examples from the 'white man's burden' looked at
earlier in the unit is there extant in Canada? How did the
British and French attempt to 'socialise' the First
Nations?
- Take a look at the residential schools. What were their
purpose? Was that purpose justified? Were the schools
successful in meeting their purposes?
- What effect did the residential schools have on the First
Nations people in Canada?
- What other factors were changed in the First Nations
societies with the introduction of mass numbers of
European immigrants?
- SEE-I for Social policies in empires for next class.
- PowerPoint
Presentation/agenda
- propaganda clip
for Canadian
residential schools
https://www.youtub
e.com/watch?
v=s_V4d7sXoqU
- Current events
article/s

- thumbs
- class observations, especially durin
discussion or debate.
- SEE-I for social policies
Friday 3 April
8:55 10:15 am
and 10:20-11:40
am
Legacies of
Imperialism I
(Ch. 9)
2.3 accept social responsibilities associated with

global citizenship (C, GC)
2.4 recognize and appreciate the validity of oral
histories (TCC, CC)
2.11 analyze contemporary global issues that
have origins in policies and practices of postcolonial 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)
Enquiry Question:
How did the fall of the British
Empire affect those living
within it's borders? How did
the fall of the British Empire
come about?
- Students will analyse the fall
of the British empire
worldwide in response to the
end of the Second World War.
identify the reasons for the
breakup of the empire.
answer how the breakup of the
British Empire affect Canada?
How did it affect Africa? How
did it affect India?
answer if the breakup of the
European empires was a good
thing?
- Students will appreciate the
immense cost of imperialism
in terms of humans deaths and
suffering.

class.
- Explore what the situation was in Britain at the end of
the second world war, and how that situation hastened
the end of the empire.
- What effects did the break up of the empire have in
India? What did the breakup cause?
- How did the end of most European empires effect the
way the world worked? Was this a better way than
imperialism or worse? In what ways was it better or
worse?
- 10 minutes at the end of class to work on final
Summative project.
- PowerPoint
Presentation/agenda
- Current events
article/s
-
Tuesday 7 April
8:55 10:15 am
and 10:20-11:40
am
Film Study of
Zulu I

Enquiry Question:
In what ways are empires or
imperialist seen in film?


the arts mirror the zeitgeist of
the culture they are made in.
identify how nations with
smaller populations were able
to conquer other nations when
there is a severe asymmetry in
methods or technology.
protagonists from one culture
would be seen as antagonists in
another.

PADM)
GC)
Wednesday 8
April
8:55 10:15 am
and 10:20-11:40
am
Film Study of
Zulu II

Enquiry Question:
In what ways are empires or
imperialist seen in film?


the arts mirror the zeitgeist of
the culture they are made in.
identify how nations with
smaller populations were able
to conquer other nations when
there is a severe asymmetry in
methods or technology.
protagonists from one culture
would be seen as antagonists in
another.
- Students will understand how
films reflect history.

PADM)
GC)

class.
- Pass out the view guide
- Begin the movie Zulu. Ask students to keep track of
any imperialist propaganda in the film, as well as the
spirit of what the writer and director are trying to get
across.
- End the film 66 minutes in, and have a short discussion
on the themes seen in the film up until this point.
- Inform the students that I will want to see a tentative
annotated bibliography on Thursday 9 April.
- PowerPoint
Presentation/agenda
- Zulu film viewing
guide.
- Film: Zulu.

- Imperialist philosophy project due f
me to look at. I'll be providing writte
feedback for each student.

- Finish Zulu. (72 minutes) What examples of Political,
Economic, or Social imperialist policies exist within the
film? How are they dealt with? Does this film put forth a
view of Eurocentrism, or something else? Does this film
remind you at all of Gunga Din or The White Man's
Burden? If so, in what ways?
- Who were the protagonists in the film? Who were the
antagonists? What would have changed if the film had
been made in modern day South Africa? Do you think
the portrayal of the British as protagonists justified?
- Remind the class that a tentative annotated
bibliography for their final summative is due on
Thursday 9 April (next class).
- PowerPoint
Presentation/agenda
- Zulu film viewing
guide.
- Film: Zulu.

- observation, both during the film, a
well as after, during a discussion on
some of the topics that came up.
Thursday 9
April
8:55 10:15 am
and 10:20-11:40
am
Legacies of
Imperialism II
(Ch. 9)

2.4 recognize and appreciate the validity of oral
histories (TCC, CC)
2.11 analyze contemporary global issues that
have origins in policies and practices of postcolonial 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)
Friday 10
April
8:55 10:15 am
and 10:20-11:40
am
Preparation for
Summative
Project

creative thinking
S.4 demonstrate skills of decision making and
problem solving
S.7 apply the research process
literacy
S.9 develop skills of media literacy
Enquiry Question:
How did the fall of the British
Empire affect those living
within it's borders? How did
the fall of the British Empire
come about?
- Students will analyse the fall
of the British empire
worldwide in response to the
end of the Second World War.
identify the reasons for the
breakup of the empire.
answer how the breakup of the
British Empire affect Canada?
How did it affect Africa? How
did it affect India?
answer if the breakup of the
European empires was a good
thing?
- Students will appreciate the
immense cost of imperialism
in terms of humans deaths and
suffering.
Enquiry Question:
What does a good summative
project require?
specifically what is expected of
them from them from their
final summative project.
specifically what they will be
tested on in their final
summative exam.

class.
- Have a short discussion based around the film. What
themes were present? Were any themes shown more than
others? What do you think that the purpose of the film
was?
- Did the breakup of the British Empire have an effect on
Canada? Did it have an effect on the First Nations in
Canada or on the European immigrant population in
Canada more?
- Have empires actually stopped being extant in the
world? Are there still examples of empires? Is Canada an
empire?
- Were the justifications the Europeans had for building
empires good justifications or bad? Why?
- Remind the class that a tentative annotated
bibliography for their final summative is due next class.
- 10 minutes at the end of class to work on the final
summative project.
- PowerPoint
Presentation/agenda
- Current events
article/s

- Thumbs
- Class observations during discussio
or debate.
- Work on the annotated bibliography
Have students found good sources fo
their project?

class.
- Remind the class that their projects which we have
been working on all semester long will be due on the
Monday, as well as the test that they will be writing that
day.
- Go over students' annotated bibliographies with them
in detail, and answer any questions they have (especially
with regards to citations).
- Allow the class to work on their final summative
project or study for the summative exam. Circulate
through the room during this to offer assistance. Remind
the class that the project is due on Monday 13 April, and
the test will be occurring on that day as well for most of
the class.
- PowerPoint
Presentation/agenda
- Current events
article/s
- Summative project
check list.
Monday 13
April
8:55 10:15 am
and 10:20-11:40
am
Summative
Project and
Examination

creative thinking
S.4 demonstrate skills of decision making and
problem solving
literacy
Enquiry Question:
What have I learned during
this unit?
- Students will be be able to
hand in a well defended
argument based upon the
question asked in the final
summative project.
- Students will be able to show
their learning in a constructive
and clear way on their final
summative exam.

- Pass in their summative projects.
- Begin the examination. The test will be 1 hour long.
- Finish the class by telling the students what the next
unit will be about.
- Summative Exam
- Summative assessment of what the

students learning during the unit, bot
from the performance task, as well as
the summative exam.
Annotated List of Resources

1. Rudyard Kipling. (1899). The White Man's Burden. Retrieved from
http://en.wikipedia.org/wiki/The_White_Man%27s_Burden
One of the important poems regarding European and American imperialism and
expansionism. Written in 1899, it glorifies the 'White Empires' of the day by exhorting the
United States to 'take up the white man's burden' to civilise the non-white developing parts of the
world. It is an extremely controversial poem, but one that is important to read if one is to
understand one of the motives for empire.
2. H.T. Johnson. (1899). The Black Man's Burden. Retrieved from
http://historymatters.gmu.edu/d/5476/
A response to The White Man's Burden by African-American clergyman H.T. Johnson,
the poem take a critical view and shows exactly what the white man's burden has done to those
that it has come into contact with. We will read this to show a contrary position to the poem
written by Kipling.
3. John Green. (2013). Crash Course! World History. Retrieved from
http://www.youtube.com/user/crashcourse
A fun and easy to watch video series with a lot of information, visuals, and humour. I will
particularly be using the video on Imperialism. It will give students a brief, but fairly
comprehensive overview of what imperialism is, and how it was carried out by those countries
who engaged in it.
4. Thomas Hobbes (1651). Leviathan. Retreived from
http://www.gutenberg.org/ebooks/3207
The class will be looking at specifically chapter 13 from Leviathan. This chapter deals
with the idea of the state of nature, and will highlight the main political reason for empire
security. Students will only be asked to read a section of the chapter.
5. Jeremy Bentham (1776). A Fragment on Goverment. Retrieved from
http://www.efm.bris.ac.uk/het/bentham/government.htm
The class will also be looking at the preface to Jeremy Bentham's A Fragment on
Government. This part of his book lays out his ideas of utilitarianism, specifically that
governments and people should take as their core moral axiom that it is the greatest happiness
of the greatest number that is the measure of right and wrong. This will set up the discussion on
the social reasons for empire that the Europeans thought they were doing good by conquering
and 'civilising' other nations.
6. The Map as History. (2013). Various. Retrieved from

http://www.the-map-as-history.com/index.php
A series of videos based on maps. Each of the videos is a narrated, animated map
showing various aspects of history based on geography. Through these videos, students can be
shown the broad strokes in world history. These will be very useful as both a stand alone
resources, as well as a discussion starter and a narrative experience during a lecture portion.
8. Keith Hughes (2011). European History for Dummies. Retrieved from
https://www.youtube.com/watch?v=t_rHrGaoh4w
A video, much like the Crash Course video mentioned above, the offers a good,
informational, and broad view of Imperialism. Through the use of this video, and a running
narration by me, students will be able to see visual information based on the topic at hand. A very
good overview of imperialism.
9. Punch (n.d.). Imperialism and Colonialism Cartoons. Retrieved from
http://punch.photoshelter.com/gallery/Imperialism-and-ColonialismCartoons/G0000vKN2v8ZjQ.g/
The magazine Punch was a well known publication during the years of British and
European imperialism. This is a collection of political cartoons from that era and magazine, each
detailing some facet of imperialism and historic globalisation. Students would be well served by
being exposed not only to academic and historical sources, but also the humour and attempts at
humour surrounding that concept.
10. Rudyard Kipling (1892). Gunga Din. Retrieved from
http://en.wikisource.org/wiki/Departmental_Ditties_and_Ballads_and_BarrackRoom_Ballads/Gunga_Din
This poem shows what the British perception of the Indian people was during the British
Raj. Through this poem, students will be exposed in greater detail to the paternalistic attitude of
many European overlords to their 'charges'. Students will spend time analysing this poem to
reach a greater understanding of some of the social reasons for imperialism.
11. Neil deGrasse Tyson (2013). 3 Fears That Drive Us to Accomplish Extraordinary Things.
Retrieved from https://www.youtube.com/watch?v=0CJ8g8w1huc
This short talk, given by noted astrophysicist Neil deGrasse Tyson, lays out the three
things that cause humanity to invest massive amounts of money, manpower, and will into any
given task. While this video primarily focuses on a manned mission to Mars, I believe that the
same three motivators were extant in the building of Empires and funding the voyages of
'discovery'. Students will find many of the specific causes for historic globalisation and
imperialism by looking at these three motivators.
12. Various. (n.d.) Various Animated Maps.
Through the use of various animated maps, like the Map as History source listed above,
but unnarrated, students can see the change over time for things like political or military control,
trade, population, and migration. It is important, but also engaging, for students to see these
things as a concrete rather than abstract concept. History, after all, is the study of humanity
through time.
13. Richard Attenborough. (1982). Gandhi (trailer). Retriefed from
http://en.wikipedia.org/wiki/Gandhi_%28film%29
The trailer for the film Gandhi will be used as a discussion piece in the class focused on
the British Raj. While we will not be examining the fall of the British empire for several weeks, I
think it is important to see at least some of the effects and responses to British Imperialism in the
subcontinent. I wish I had time in class to use it as the film study, but it is simply too long.
14. n.a. (n.d.). The Northern Trade. Retrieved from
https://www.youtube.com/watch?v=blg0a62mehU
This clip is useful in two ways. Firstly, it is an excellent source of primary and overview
source information for the students. Secondly, it brings up an important change in perceptions
towards the First Nations. In the clip, First Nations are referred to as 'indians'. I can use this to
point out that that form of address is no longer acceptable in Canada, and has not been for some
time. However, it has been only recently that the current Ministry of Aboriginal Affairs and
Northern Development had been *unofficially* renamed from the Ministry of Indian Affairs and
Northern Development.
15. n.a. (1955). A New Future. Retrieved from
https://www.youtube.com/watch?v=s_V4d7sXoqU
This clip is a propoganda piece used in 1955 to promote the Residential Schools in
Canada. It shows a very positive view of the system, and will be used in class to show the
students what the non-First Nations citizens of Canada view themselves to be doing for the First
Nations with the opening and maintaining of Residential Schools. It will show both the previous
lesson of the social reason for imperialism, as well as the fact that many imperialist people have
very little idea of how much they are hurting the aboriginal population in their domains.
16. Various. (n.d.). Current Event articles. Retrieved from various news sites, such as the BBC,
Aljazeera, the CBC, and others.
Current events are extremely important to cover during the course of any social studies
unit. Particularily in Historic Globalisation and Imperialism, current evens will allow students to
see concrete, actual effects of imperialism, such as the instability in the middle-east and Africa,
as well as current imperialist efforts in Eastern Ukraine and the Crimea.
Summative Final Task

CHOOSE ONE OF THE FOLLOWING:
THE FATE OF KORIA
The year is 2456, and you are a high ranking and greatly respected official within the
United Earth Government. Recently, a new, populated, and inhabitable world named Koria has
been 'discovered' by one of your interstellar explorers.
The population of this planet is large, but they are not as technologically advanced as
earth nor the other inhabited worlds in the Solar System.
In the Solar System, Earth is constantly at war with the neighbouring planets. In
particular, Mars, has been a constant source of trouble.
The Prime Minister of Earth has asked you to draft a working paper stating whether or
not you support attempting to colonise this recently found planet.
Questions the Prime Minister has asked you to answer:
Has building an empire been tried before? If so, what consequences has it
had for the people within the empire? Refer to both imperialists as well as indigenous
populations.
Specifically, what political, social, and economic effects happen from
pursuing an imperialist policy? Refer to both imperialist as well as indigenous populations.
Will pursuing an imperialist policy have any long term effect for both the
imperialists as well as the indigenous population?
How does the political reality within your Solar System influence your
decision?
Specifically, what challenges might the United Earth Government face if they
choose to create an empire?
In the working paper, be sure to reference course material, and consider what effects
this policy will have on your own planet as well as the people already inhabiting the the planet
Koria.
This working paper should not exceed 2000 words. Use a minimum of 4 sources these
sources must be cited.
Remember, you must choose a side. Your people are counting on you.
CASE STUDY: EMPIRE

Choose one of the following empires listed below. With video, audio, a poster, or a paper,
explain why that empire was 'imperial'.
Be sure to answer the following questions fully:
What policies did it enact that made it an empire, and what were the consequences
of those policies?
What were the goals of its imperial ambitions, and were those goals met?
What justifications did it use to form the empire, and was the justification a good
one?
What long term consequences did pursuing an imperialist policy have on the people
in the empire?
Empires to research:
British Empire
French Empire
Spanish Empire
If you have an idea for a different empire to research, please ask me before
pursuing it!
In your case study, be sure to make specific references to course material as well as other
sources. This case study should not exceed 2000 words. Use a minimum of 4 sources these
sources must be cited.
REMEMBER!
Whenever I look at something you've written, I should never read something and think 'so
what?' Make sure you complete your thoughts in writing don't assume that I'll 'know what you mean'.
The following rubric will be used to assess your summative task.
Summative
Rubric
4 Excellent
3 Proficient
2 Adequate
1 Limited
The students
demonstrates
effective
argumentation.
The essay
usually
follows a valid
logical
progression
The students
demonstrates
simplistic
argumentation.
The essay
sometimes
follows a valid
logical
progression
The students
demonstrates
rudimentary
argumentation.
The essay
rarely follows a
valid logical
progression
The student
provides
superior
evidence that
supports the
arguments
made.
The student
provides
effective
evidence that
supports the
arguments
made.
The student
provides limited
evidence that
supports the
arguments made.
The student
provides sparse
evidence that
supports the
arguments
made.
The student
consistently
follows the
rules of
grammar and
syntax.
The student
usually
follows the
rules of
grammar and
syntax.
The student
sometimes
follows the rules
of grammar and
syntax.
The student
rarely follows
the rules of
grammar and
syntax.
Argumentation The students

demonstrates
(x3)
superior
argumentation.
The essay
always follows
a valid logical
progression
Evidence
(x2)
Conventions
Insufficient
No score
provided.
Insufficient
evidence of
understanding.

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Unit Plan for:

Historic Globalisation and Imperialism

Value-based Social Studies

Unit Planning Organizer

2. General Learning Outcomes for Unit

3. Focusing Questions for Unit (Related Questions)

4. Key Concepts for Unit

5. Specific Learning Outcomes for Unit

practices of post-colonial governments in Canada and other locations

S.2 develop skills of historical thinking

S.3 develop skills of geographic thinking

S.4 demonstrate skills of decision making and problem solving

S.7 apply the research process

S.8 demonstrate skills of oral, written and visual literacy

S.9 develop skills of media literacy

S.1 develop skills of critical thinking and

- Introduce myself to the class, and set out what

- Formative in nature. Observations

- Begin class with going over the advanced agenda

- Formative. Observations and

S.2 develop skills of historical thinking

- students will know who I am

2.8 explore the relationship between historical

- students will determine what

2.8 explore the relationship between historical

2.1 recognize and appreciate historical and

2.5 recognize and appreciate various

2.7 explore the foundations of historical

- Students will be able to

- Begin class with going over the advanced agenda

- classroom observertaions, especiall

- Begin class with going over the advanced agenda

- sticky note exit slip

2.1 recognize and appreciate historical and

2.7 explore the foundations of historical

- Students will know the social

2.1 recognize and appreciate historical and

2.5 recognize and appreciate various

2.7 explore the foundations of historical

- Students will be able to

2.5 recognize and appreciate various

- Begin class with going over the advanced agenda

- sticky note exit slip

- sticky note exit slip

2.1 recognize and appreciate historical and

2.1 recognize and appreciate historical and

- Begin class with going over the advanced agenda

- sticky note exit slip

- sticky note exit slip

have on the European world view or justifications.

2.1 recognize and appreciate historical and

2.5 recognize and appreciate various

2.6 examine impacts of cultural contact between

- Students will understand

2.7 explore the foundations of historical

2.1 recognize and appreciate historical and

2.8 explore the relationship between historical

2.5 recognize and appreciate various

2.10 examine imperialist policies and practices

- Begin class with going over the advanced agenda

- sticky note exit slip

- sticky note exit slip