Ideology and Colonialism

Social Studies 10: Unit 3Ideology and Colonialism

Dan Savage

November, 2009

Table of Contents:

Unit Overview .................................................................................. 2

Assessment Outline ......................................................................... 3 - 4

Industrial Revolution Concept Map .................................................. 5

Columnar Topic Plans ...................................................................... 6 - 11

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Social Studies 10: Ideology and Colonialism Unit Overview

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! This unit will introduce students to the concepts of ideology and colonialism that

arose out of the Industrial Revolution and other historical events and circumstances.

The different ideologies that competed for power in the 19th century will be explored,

and students will be asked to examine their own political ideological standpoint.

Colonialism will be explained as an economic strategy and as a tremendously

destructive force on indigenous cultures. We will also take a look at neo-colonialism,

and its effects on our lives and the lives of others in the world today.

! The plan includes some lecture and discussion, but also chances for students to

think and produce in order to expand and demonstrate their understanding. Students

will complete a number of smaller portfolio assignments and will complete a unit exam

to assess their grasp of the information and concepts.

! The activities in this unit will give students a good grasp on the basics of ideology

and colonialism and will allow them to put themselves in the place of the people who

lived through this process (both the colonizers and the colonized).

! In addition to the specific objectives listed under individual topics, the lessons in

this unit will generally help students to do the following:

! - Learn to describe cause and effect relationships! - Practice using criteria as a basis for making evaluations! - Learn to state how the parts of a historical situation are related to each other ! and to the whole. ! - Practice communication skills through debate and discussion

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Assessment Outline

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! ! Portfolio Assignments! ! -! 60%

! ! Exam! ! ! ! ! -! 25%

! ! Attitude and Participation! ! -! 15%

Note: Students will be familiar with the types of assessment and marking schemes

described here because they are very similar to those employed in the previous units.

Portfolio Assignments: These will consist of many small assignments that will be

completed and handed in to be marked. Some will simply need to be completed, and

others will be marked out of a certain number of points. Most of the portfolio

assignments will be assessed formatively, and students will be given a chance to

improve their assignment for higher marks. This is a great way to encourage students to

look back at assignments, and to pay attention to comments and suggestions for

improvement. It will help them to become more self aware (knowing what they know and

what they may need to improve on), and more able to edit their own work. There will

also be formative quizzes included in the portfolios. These will also help students to

understand what they know and donʼt know, and also let students know what

information the teacher considers to be important (helpful for studying for exams).

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Unit Exam: Students will also complete an exam on the information and concepts from

the unit. This will also allow for evaluation of value and skill objectives, not just

information.

Attitude and Participation: These marks will reflect studentʼs respect for their own and

otherʼs learning, as well as willingness to attempt to participate in classroom activities

and discussions.

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Social Studies Unit 3: ! ! Dan Savage! November ʼ09 ! !Previous Study: Industrial Revolution Next Study: World Conflicts (Soc.20)

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Ideology and Colonialism

Topic / Estimated

Time

Objectives Activity Materials Assessment

Topic 1: What is Ideology?

1 Hour

K: -Know what ideologies are and the basics of the three main ideologies (liberalism, conservatism, and socialism)

- Understand the difference between economic and social political positions

1. Lecture and discussion around the characteristics of the three main ideologies that competed during the 19th century.

2. Students will examine a one-dimensional political spectrum using a handout that shows the relative position of these ideologies.

3. Explain the difference between an economic and social political position. Students will provide examples of these two to demonstrate their understanding of the difference.

- Political spectrum handout

- These concepts will be assessed on the Unit Exam.

Topic 2: Personal Political Position Activity

1 Hour

K: - Understand the components that can be examined to determine a two-dimensional political position

- Explore their own political position

1. Students will complete an online quiz about their political opinions which will give them a result on a two-dimensional grid.

2. They will then answer questions and compare their graph to some pre-formed ones to produce a Personal Political Document.

3. Students will compare their results to the results of their peers. They will be encouraged to understand that each individualʼs political standpoint is equally valid.

- Access to computers (lab and library)

- Question and comparison compasses handout or web resource

- Students will produce a Personal Political Position Document that will be handed in as a portfolio assignment.

Social Studies 10 Unit Plan: Ideology and Colonialism! ! ! ! !

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Topic / Estimated

Time

Objectives Activity Materials Assessment

Topic 3: Roots of 3 Ideologies / other “-isms”

2 Hours

K: - Understand how the three main ideologies developed in response to changes in how people were governed as we have studied in the first two units.

- Know the meanings of other “-isms” concepts including democratism, internationalism, nationalism, fascism, totalitarianism, etc.

1. Students will explore the roots of the three main ideologies through lecture and discussion.

2. We will discuss a few other “-ism” concepts as mentioned under objectives.

3. This knowledge will be reinforced by

completing a comparative handout.

- Comparative “-isms” handout

- Comparative handout will be used to assess understanding

Topic 4: V for Vendetta Ideology Example

2-3 Hours

K: - Deepen knowledge of ideologies and their effects on policy, government decision making, and peopleʼs lives

1. Speculate on a Canada run by an extreme ideology. What would life be like? How would the government run differently? etc.

2. Watch V for Vendetta, a fictional depiction of a futuristic fascist U.K. Students will be watching for the answers to questions that they will have before hand.

3. These questions will lead to a class discussion around the influences of ideologies. Questions will include factual and application questions.

- V for Vendetta DVD

- Smartboard for movie display

- V. Question Sheet

- informal assessment of understanding based on speculation / brainstorming about Canada under an extreme ideology

- Question sheet will be discussed as a class so that students are able to assess their own understanding of the topic

Social Studies 10 Unit Plan: Ideology and Colonialism! ! ! ! !

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Topic / Estimated

Time

Objectives Activity Materials Assessment

Topic 5: Colonialism

1 Hour

K: - Know what colonialism is and how it is tied to the Industrial Revolution

1. Lecture and discussion on the origins and important characteristics of imperialism and colonialism. This will focus on the European / Western perspective, including the rationales given to support it and economic realities that made it so attractive an option.

- - Formative Quiz that will cover the ideology information as well as this initial colonialism material

Topic 6: Cultural Interaction

1 Hour

K: - Know the different ways that cultures can interact, and the results of these different paths

- Be able to provide historical examples for each of the possible cultural interaction patterns

1. The different cultural interaction modes will be explained and discussed as a class.

2. Students will consider a theoretical case of their school combining with a larger one. Questions will be included to guide their exploration of the case. This example will help them to personalize these ideas, and solidify their conceptions of the ways that cultures interact.

- Cultural Interaction Handout

- Cultural Interaction Handout will be handed in as a portfolio assignment

- Informal assessment of student understanding during the activity

Social Studies 10 Unit Plan: Ideology and Colonialism! ! ! ! !

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Topic / Estimated

Time

Objectives Activity Materials Assessment

Topic 7: Colonialism from Indigenous Peopleʼs Perspective

2 Hours

K: - Understand what Ind. peoples went through during colonization, and how the effects of this process have effected and continue to effect these people.

V: - Gain an appreciation for the experiences that indigenous peoples went through and are still going through.

1. Students will read “Burning Books and Destroying Peoples.” We will list as a class the important points and discuss the experiences of these people.

2. Students will imagine their reactions, feelings, etc. if this happened to them. The idea of technologically superior aliens that come to Canada and do these sorts of things to us will be used to help students put themselves in the position of the colonized.

3. The systematic nature of the colonization will be reinforced using “Colonialism: The Building Blocks.” Discuss the different “building blocks” of the process.

4. As a class, discuss historical examples of colonialism. Students will be able to bring out some examples from their “Revolution” research papers from Unit 1.

- “Burning Books and Destroying Peoples” (Bigelow & Peterson, 2002, pp. 38-43)

- “Colonialism: The Building Blocks” (Bigelow & Peterson, 2002, pp. 35-37)

- Understanding and appreciation will be assessed informally through discussion

- Formative quiz will assess understanding of Topics 6 and 7

Social Studies 10 Unit Plan: Ideology and Colonialism! ! ! ! !

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Topic / Estimated

Time

Objectives Activity Materials Assessment

Topic 8: Neo-Colonialism

3 Hours

K: - Know the difference between colonialism and neo-colonialism

- Understand what the IMF and WB are, where they came from, and how they operate

- Understand how neo-colonialism operates and the resulting global effects.

- Know how the policies of neo-colonialism effect you individually

1. Show cartoon depicting trans-nationals invading some untouched land. Have students try to figure out the meaning without giving them any input initially. Then discuss what they have decided, and take the information further if possible.

2. Students will be given world maps and a number of poker chips or other markers. They will be asked to estimate how the worldʼs population is distributed, then how the wealth is distributed. The true figures will be revealed. This will show them where these are located, and also likely reveal a lack of knowledge about the great disparity that exists. (NOTE: Save maps for Activity 4)

3. Students will read about the IMF and World Bank, as well as SAPs put in place to “modernize” the economies of third world nations. The history of the WB and IMF will be discussed.

4. Students will research the origin of a number of products from their homes. They will then map them on maps of the globe and share with others while looking for patterns. We will discuss these patterns as a class. This will help students understand how they benefit from the policies that are harmful to other people in the world, as well as understand how and why industrial production is distributed in the world today.

- Transnational Corporations Cartoon from Bigelow and Peterson (2002, p. 62)

- Maps of the Globe photocopied, one per pair of students

- poker chips or other markers

- IMF and WB Info Sheet (Bigelow and Peterson, 2002, p. 77)

- SAPs handout (Bigelow and Peterson, 2002, p.82)

- Product Research Handout (including questions for pattern investigation after maps are finished)

- ”How do actions of the IMF and WB effect third world nations?”

- “Why do these things happen if they are not good for the people of these countries?”

- Product Research handout and Products Map that students produce in pairs will be handed in as a portfolio assignment.

Social Studies 10 Unit Plan: Ideology and Colonialism! ! ! ! !

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Topic / Estimated

Time

Objectives Activity Materials Assessment

Unit Exam!

1 Hour

General evaluation of the learning and retention of important facts and concepts from this unit.

-The exam.

Total Time: ~ 15 Hours

Social Studies 10 Unit Plan: Ideology and Colonialism! ! ! ! !

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