Ed.

3601B 1
Jack Bystrom

Lesson Plan L16

Grade/Subject:Social 10 Unit: Responding to the legacies of historical globalization
Lesson Duration: 60mins
Ministerial objectives: b. critical thinking c. identify complex problems d manage info f.
Create opportunities through imagination. G apply multiple literacies h. Good communication
skills. I. global and cultural understanding
OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS
ALBERTA PROGRAM OF (Observations, Key Questions,
STUDIES Written Assessments,
Performance Assessments)

2.1 recognize and appreciate To create emotional ties and a Is Canada guilty of cultural
historical and contemporary sense of empathy over the genocide?
consequences of European events in Rwanda.
contact, historical Separate writings based as
globalization and imperialism forms of communication
on Aboriginal societies between characters.
2.2 exhibit a global
consciousness with respect
to the human condition
2.3 accept social
responsibilities associated
with global citizenship
2.4 recognize and appreciate
the validity of oral histories
2.5 recognize and appreciate
various perspectives
regarding the prevalence and
impacts of Eurocentrism
2.6 examine impacts of
cultural contact between
Indigenous and non-
Indigenous peoples
(exchange of goods and
technologies, depopulation,
influences on government
and social institutions)
2.7 explore the foundations
of historical globalization
(rise of capitalism,
industrialization, imperialism,
Eurocentrism)
2.8 explore the relationship
between historical
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Jack Bystrom

globalization and imperialism

2.9 examine multiple
perspectives on the political,
economic and social impacts
of historical globalization and
imperialism
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)
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)
2.12 evaluate various
attempts to address
consequences of imperialist
policies and practices on
Indigenous peoples in
Canada and other locations
2.13 examine legacies of
historical globalization and
imperialism that continue to
influence globalization

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Hotel Rwanda
DVD player

PROCEDURE
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Jack Bystrom

Introduction (5min.):

Our Guiding question for the entire unit is Is Canada Guilty of Cultural Genocide?
This question fits the curricular unit of To what extent should contemporary society respond to the legacies
of historical globalization?
We are watching Hotel Rwanda and writing communication pieces to embody the thoughts of the
characters in the film. Include your emotions and passion in the writing segments. Really try to
understand the characters and their motives.
Start at around 37

Attendance: What is your favourite song?

Body (65 min.):

20 mins Learning Activity #1: 48:10 Orphan Lady story

You are Paul, writing to your wife. What has changed in your life? What is happening in your
country? How will you deal with your nieces being gone? Your Children are half Tutsi, how do
you feel about Orphan ladys news?

20 mins Learning Activity #2: 58:00 After the church arrives and the wife says to leave her and
take the children.
You are Paul, writing to your wife. What has changed in your life? What is happening in your
country? How are you dealing with the news that your guests are staying? How are you dealing
with the fact that the whites are leaving?

20 mins Learning Activity #3: 1:18:20 After driving the river road and the shower breakdown
You are Paul, writing to your wife. What has changed in your life? What is happening in your
country? How are you dealing with making everything work? How are you trying to save
people? What is driving you to do this? How does the genocide affect you now that you see the
extent of the killing?

Closure (10 min.):

Lets share some of the writings. Have a couple volunteers read their best letter to the class.
Or have groups of three and have each member share their letters as in the first person reads
the first letter. The second reads the second letter, and the third reads the third letter.

We will continue watching Hotel Rwanda in order to better understand the historical
happenings that led to the atrocities and see a visualization of the atrocities.