Colonial Conflicts: A World History Quest

Design for Mastery Kit

NEW

All grades Project 8 weeks

Colonial Conflicts: A World History Quest

Sj R

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Purpose

The purpose of this project is to immerse 9th-grade students in the complexities of colonialism and conflict through a hands-on, experiential approach. By engaging in simulations and role-playing activities, students will critically analyze historical events and cultural interactions between colonizers and the colonized. This project aims to deepen students' understanding of the lasting impacts of these exchanges, fostering skills in negotiation, empathy, and historical analysis. Through reflection and revision, students will refine their perspectives and develop a nuanced view of cultural collisions and their consequences.

Learning goals

Students will critically examine the colonial histories of New Spain and New France, focusing on cultural exchanges and conflicts. Through simulations and reflections, they will analyze how cultural differences can lead to misunderstandings and conflict, while also exploring opportunities for collaboration. By the end of the project, students will understand the lasting impacts of colonialism on contemporary societies and develop skills in mediation and conflict resolution.

Products

Throughout the project, students will collaboratively create a detailed simulation of a fictional conflict between two cultures, incorporating historical elements from New Spain and New France. They will develop role-play scripts and negotiation strategies, focusing on cultural factors to mediate or avoid war. By the end, students will produce a reflective video diary documenting their roles, decisions, and insights gained from the simulation, addressing the essential questions.

Launch

Begin the project with an immersive simulation where students encounter an alien species, struggling to communicate due to cultural differences. This experience sets the stage for understanding the complexities of cultural collisions and the importance of effective communication. Through this activity, students will explore themes of misunderstanding and misinterpretation, laying the groundwork for analyzing historical colonial interactions.

Exhibition

Students will culminate their project with a dynamic exhibition where they enact their full class simulation of an imagined conflict. They will take on roles as mediators, colonizers, and indigenous groups, showcasing their understanding of cultural factors and conflict resolution strategies. Parents, teachers, and peers will be invited to witness the simulation and participate in a post-simulation discussion, allowing students to articulate their insights and reflections on the essential questions.

Plan

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities
Deliverables	1. Participation in the alien species simulation and group discussion. 2. Brainstorming notes on the essential questions. 3. A set of notes detailing key cultural exchanges and conflicts in New Spain and New France. 4. Role-play participation and reflection on historical perspectives. 5. A written reflection connecting simulation experiences and historical context to the essential questions.
Preparation	1. Prepare materials for the alien species simulation, including props and visual aids. 2. Gather multimedia resources (videos, images, articles) that provide historical context on New Spain and New France. 3. Create role-play scenarios and character profiles for historical figures involved in colonial interactions. 4. Develop reflection prompts to guide student discussions and reflections. 5. Set up a collaborative online platform (such as Google Classroom) for students to share notes and reflections.

Week 2	Day 6	Day 7	Day 8	Day 9	Day 10
Activities
Deliverables	1. Group presentations on key cultural elements from New Spain and New France. 2. Role-play scripts incorporating historical elements and negotiation strategies. 3. Reflection journals documenting weekly insights and revisions in communication and mediation.
Preparation	1. Acquire interactive maps and timelines depicting the colonial history of New Spain and New France. 2. Prepare role-playing materials, including costumes and props representing colonizers and indigenous groups. 3. Create a communication strategy workshop outline with historical scenarios and negotiation exercises. 4. Provide script writing guides and resources for students to develop role-play scenarios. 5. Set up a reflection and feedback mechanism, such as journals or digital platforms, for students to document insights and revisions.

Week 3	Day 11	Day 12	Day 13	Day 14	Day 15
Activities
Deliverables	1. Research notes and summaries on the historical roles and perspectives from colonial New Spain and New France. 2. Annotated outlines of potential role-play scenarios incorporating cultural factors and historical contexts. 3. Draft scripts for role-play scenarios, detailing dialogue and actions for each role. 4. Reflection journal entries documenting insights and revisions based on peer feedback. 5. Negotiation strategy plans outlining approaches to mediate or avoid conflict in the role-play scenarios.
Preparation	1. Gather historical resources and primary documents related to New Spain and New France, including maps, letters, and cultural artifacts. 2. Provide access to online databases and research tools for students to conduct in-depth research on their assigned roles. 3. Create group discussion guidelines and provide materials for students to document their findings and ideas. 4. Develop templates for scenario outlines and role-play scripts to guide students in their design process. 5. Prepare reflection prompts and feedback forms for students to use during their reflection and revision session.

Week 4	Day 16	Day 17	Day 18	Day 19	Day 20
Activities
Deliverables	1. Cultural profiles of historical figures and groups involved in New Spain and New France, highlighting cultural differences and potential conflicts. 2. Role-play scripts developed by students, detailing interactions between colonizers and indigenous groups, with a focus on cultural factors. 3. Documentation of negotiation strategies used during role-play activities, including reflections on effectiveness and areas for improvement. 4. Biweekly reflection entries, where students analyze the cultural exchanges and conflicts they explored, connecting them to the essential questions. 5. Group presentation summarizing findings from role-play activities, emphasizing cultural understanding and conflict resolution strategies.
Preparation	1. Research and gather information on key historical events and figures from New Spain and New France to share with students. 2. Create role-play scenarios based on historical interactions between colonizers and indigenous peoples in New Spain and New France. 3. Prepare materials for students to create cultural profiles, including templates and guidelines for research and analysis. 4. Set up a space for the role-play activities, ensuring it is conducive to group work and simulations. 5. Coordinate with students to assign roles and provide necessary background information for each character. 6. Compile resources for students to learn about negotiation and mediation strategies, including case studies and examples.

Week 5	Day 21	Day 22	Day 23	Day 24	Day 25
Activities
Deliverables	1. Annotated primary and secondary sources that demonstrate understanding of historical colonial interactions. 2. Drafts of role-play scripts that incorporate historical elements and cultural factors. 3. Negotiation strategies developed collaboratively by student groups, focusing on mediating conflict. 4. Reflective video diary entries where students articulate their roles and decisions within the simulation. 5. Peer feedback forms where students provide constructive feedback on each other's scripts and strategies.
Preparation	1. Gather primary and secondary sources related to colonial interactions in New Spain and New France. 2. Prepare role cards for students, detailing their roles as colonizers, indigenous groups, and mediators. 3. Create guidelines for developing negotiation strategies based on cultural factors. 4. Set up a video recording station for students to record their reflective video diaries. 5. Organize space for students to rehearse their role-play scripts and negotiation strategies.

Week 6	Day 26	Day 27	Day 28	Day 29	Day 30
Activities
Deliverables	1. Draft versions of role-play scripts that incorporate accurate historical elements and address cultural factors. 2. Completed negotiation and mediation strategy plans that reflect an understanding of cultural collisions. 3. Feedback summaries from peer review sessions, highlighting areas for improvement and successful elements. 4. Written or video reflections on the essential questions, documenting changes in understanding and insights gained.
Preparation	1. Gather primary and secondary sources about New Spain and New France for students to use in their research. 2. Prepare materials for the role-play workshops, including role cards, scenario templates, and negotiation strategy guides. 3. Set up a peer review framework with guidelines and criteria for providing constructive feedback. 4. Create a discussion prompt and a list of contemporary examples of colonialism's impacts for the class discussion. 5. Arrange technology resources for recording video journals or provide journals for written reflections.

Week 7	Day 31	Day 32	Day 33	Day 34	Day 35
Activities
Deliverables	1. Draft role-play scripts that incorporate historical elements and cultural factors from New Spain and New France. 2. A plan for the simulation day, detailing roles, schedules, and necessary materials for the enactment of the conflict. 3. Initial recordings for the reflective video diaries, where students articulate their roles, decisions, and insights. 4. A peer-reviewed script that includes feedback and revisions based on collaborative discussions and teacher input. 5. A summary document detailing negotiation strategies and cultural factors highlighted in the simulation plan.
Preparation	1. Gather materials for a role-play scriptwriting workshop, including paper, pens, and digital devices for research. 2. Prepare historical resources and primary sources related to New Spain and New France for student analysis. 3. Set up a virtual or physical space for collaborative script development, allowing students to work in groups. 4. Organize access to video recording equipment or software for students to begin documenting their reflective video diaries. 5. Create guidelines and a rubric for students to follow while developing their role-play scripts and reflective video diaries. 6. Ensure access to a platform where students can share and receive feedback on their draft scripts and videos.

Week 8	Day 36	Day 37	Day 38	Day 39	Day 40
Activities
Deliverables	1. Complete and enact the full class simulation of the imagined conflict, incorporating historical elements from New Spain and New France. 2. Develop and finalize role-play scripts and negotiation strategies, focusing on cultural factors and conflict resolution. 3. Produce reflective video diaries documenting roles, decisions, and insights gained from the simulation. 4. Engage in post-simulation discussion and articulate insights and reflections on the essential questions with invited guests. 5. Submit a final written reflection, analyzing the lasting impacts of colonialism and the importance of mediation and conflict resolution.
Preparation	1. Set up the classroom for the final simulation and exhibition, ensuring all necessary props, costumes, and role-playing materials are available. 2. Arrange technology and equipment for recording reflective video diaries, including cameras, microphones, and any required software. 3. Prepare invitations and communicate event details to parents, teachers, and peers for the exhibition. 4. Ensure access to historical documents and resources for students to reference during the final simulation and reflection. 5. Coordinate with any guest speakers or facilitators for post-simulation discussions and feedback.