Colonial Chronicles | Unraveling the Past, Forging the Future

PUBLIC SPEAKING & DEBATE | SENIOR CLASS LEVEL 2

COLONIAL CHRONICLES UNRAVELING THE PAST, FORGING THE FUTURE

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CLASS INTRODUCTION

Welcoming Remarks Welcome back to class, everyone! If this is your first class, we’re very excited to meet you! Before moving on to our lesson, let’s all introduce ourselves.

Tell us your:

Name

Age

Favourite subject in school

Fantastic! Now that we all know each other, we are ready to embark on an exciting journey of learning.

Along the way, you will discover new ideas, practice thinking on your feet, build your confidence when speaking in front of an audience, and develop your critical thinking skills.

Expectations

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Thrilling activities awaits The activities will keep you on the edge of your seat!

Give awesome speeches!

We'll have a chance to speak up and get helpful feedback!

Active participation I'll call on your wacky ideas to make this class extra special.

UNLEASHING THE ENTREPRENEURIAL SPIRIT

Reminder: Class Rules Now that we all know each other, let’s make this class into a proper classroom!

Here are some rules that we will all follow together:

Before Class 1. Make sure that you’ve eaten breakfast/lunch and have gone to the bathroom 2. Join the Zoom call a few minutes before class starts so we can get started right away!

At the Start of Class 1. Turn your camera on so we can see your lovely smile!

2. Let your coach know if you need to leave class early

During Class 1. Keep your camera on unless you are preparing during an activity 2. Put your hand up if you want to say something 3. Do not leave your computer during class - if you need to go to the bathroom, put your hand up and ask your coach before you go 4. Immediately unmute yourself and reply when you are called on

UNLEASHING THE ENTREPRENEURIAL SPIRIT

CLASS INTRODUCTION

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INTRODUCTION Welcome to our study on colonialism. In this class, we will dive into the reasons why some nations wanted to control others and the lasting effects of such actions. We'll explore how these changes influenced cultures, traditions, and identities. Furthermore, we'll discuss the inspiring stories of how these places gained their independence and their status in today's world. Join us as we unravel significant historical events and the enduring spirit of nations that emerged from them.

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REBUTTAL AND DIMENSIONS O ARGUMENTS LEARNING ABOUT COLONIALISM

Dispelling colonial myt

1. What is colonialism?

2. Who are indigenous peoples?

3. Why did Colonialism happen?

Warm-up

Rebuttal practice

PART 2

What does multiculturalism mean to me?

PART 1

CLA ROAD

SYMBOL OB

Key takeaway

Question

COLONISATION AND IDENTITY

D THE OF

1. How does colonialism impact the national and cultural identity?

2. The real-world legacy of colonialism on national identity a. Case study 1: Singapore b. Case Study 2: Malaysia 3. Decolonisation

ths

Class discussion

e

How to address the legacy of colonialism?

Speech practice

Should schools in postcolonial states seek to abolish the use of colonial languages?

PART 3

ASS DMAP

BJECTIVES:

Speaking Activity

Dictionary

CLASS INTRODUCTION

Overview By the end of today’s class, you’ll learn:

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What colonialism is and the main motivations behind it The Impact of Colonialism on nation building and cultural identity How and why the colonies fought for their independence (decolonisation) Legacy of colonialism on modern societies

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CLASS INTRODUCTION

What does multiculturalism mean to me?

Warm-up Activity Time

3 mins: Prep 1-2 mins: Speak

Rules Students will provide a short speech on; a) whether they speak more than one language; b) what language they would learn if they could; c) how the language they know/want to learn is valuable to them?

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Guidelines:

1

Think deeper about how your language helps you interact with the world around you. It’s easy to take things for granted when we are so used to them, so imagine if you weren’t able to speak the languages that you do. How would a change like that affect how you interact with the world around you?

2

Think about special occasions that are deeply tied to your language. For example, the Lunar New Year in various Asian languages. How would your ability to appreciate these occasions be different if you were not able to speak your language?

3

Think about other cultures you appreciate and want to know more about. How would it be different if you were able to speak their language?

COLONIAL CHRONICLES

REBUTTAL AND DIMENSIONS O ARGUMENTS LEARNING ABOUT COLONIALISM 1. What is colonialism?

2. Who are indigenous peoples?

3. Why did Colonialism happen?

Dispelling colonial myt

Rebuttal practice

Warm-up

What does multiculturalism mean to me?

PAR

THE GHO OUR P

D THE OF

ths

e

RT 1

OSTS OF PAST

COLONISATION AND IDENTITY 1. How does colonialism impact the national and cultural identity?

2. The real-world legacy of colonialism on national identity a. Case study 1: Singapore b. Case Study 2: Malaysia 3. Decolonisation

Class discussion

How to address the legacy of colonialism?

Speech practice

Should schools in postcolonial states seek to abolish the use of colonial languages?

PART 1: THE GHOSTS OF OUR PAST

WHAT IS CO

Colonialism is a historical phenomenon where a powerful country The goal is to benefit from the resources, labor, and sometimes ev economics, and politics. The powerful country often changes the w local traditions with their own.

Where have you encountered remnants of colonialism?

The legacy of colonialism can be seen at all levels of our daily lives. Think about what this might look like in your life. Do you live amongst a diverse group of people? Do you speak a language different from your parents or the people around you?

Statue of Queen Victoria in Bangalore

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Louis Faidherbe statue in Senegal

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OLONIALISM?

or group takes control of a weaker place, often located far away. ven culture of that place. This control is established through force, way things are done in the weaker place, sometimes even replacing

As you navigate your city or cities abroad, you might encounter statues of individuals whose names and histories are unfamiliar, or perhaps you've observed art from distant lands displayed prominently in Western museums. The origins of some street names in our localities also trace back to this era. These remnants are a testament to a time when nations sought to dominate others, leaving an indelible mark on cultures, traditions, and identities.

The Benin Bronzes were taken from Nigeria by British forces during the 17th Century

Elizabeth Street in Toronto, Canada

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PART 1: THE GHOSTS OF OUR PAST

WHO ARE INDIGENOUS PEO

Indigenous people are like the original families of a place. They have lived there for a very, very long time, even before other people came. They have their own special cultures, languages, and ways of doing things that make them unique. Just like you might have a special way of celebrating holidays or doing things with your family, indigenous people have their special traditions that are important to them. It's important to respect and learn about their ways and stories because they have a deep connection to the land and history of the place they call home.

Navajo

Largest U.S. indigenous tribe, mainly in Arizona & New Mexico.

Quechua

Indigenous to the Andes, found in Peru, Bolivia, Ecuador

Maasai

Nomadic tribe in Kenya & northern Tanzania

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OPLES?

y r d t h e r d

Sámi

IIndigenous to Arctic Sápmi, across northern Scandinavia & Russia's Kola Peninsula

Ainu

Native to northern Japan & parts of Russia

Aboriginal Australians

Australia's indigenous peoples have, a rich ancient history dating back over 10 thousand years

Indigenous peoples are an integral part of the world, residing across every continent. Their rich histories and unique cultures have shaped and continue to shape the lands they inhabit, often for tens of thousands of years.

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PART 1: THE GHOSTS OF OUR PAST

WHY DID COLONIALISM HAPPEN? There were lots of reasons created by colonial powers to justify their expansion.

Economic Interests They sought valuable resources and new markets to expand their trade.

Political Influence Controlling more lands made a country appear more dominant and influential

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Strategic Advantage Colonies offered places for military bases, which provided safety and control.

Cultural and Religious Spread Some believed it was their duty to share their culture and religious beliefs with others. They believed that other groups of people were “less civilised” and needed to understand their (European) culture and religion to become more “advanced”.

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PART 1: THE GHOSTS OF OUR PAST

WHY DID COLONIALISM HAPPEN? There were lots of reasons created by colonial powers to justify their expansion.

Exploration There was an interest in discovering and understanding new territories

competition If one country established a colony, others felt compelled to do so as well, to keep up.

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“Scientific” theories (Eugenics) An attack on non-European people.

Many colonial powers viewed other races and groups of people as “less human”, and believed they were justified in colonising them because of this. Think about how humans today justify the destruction of forests and other natural habitats because they supposedly do not matter as much as humans need.

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PART 1: THE GHOSTS OF OUR PAST

HOW DID COLONIALISM HAPPEN? Colonisation was no easy task, and colonial powers employed many terrible strategies to achieve their goal.

Divide and Conquer Sometimes, the issues are systemic within the police. This means that they don’t just come from one misbehaving police officer; the entire police force allows it to happen, or ‘turns a blind eye’.

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Eugenics/Racism Colonizers believed they were superior due to their race, using this to justify their control and mistreatment of locals.

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PART 1: THE GHOSTS OF OUR PAST

HOW DID COLONIALISM HAPPEN? Population Transfers Colonizers moved people around—either bringing in their own or displacing locals—to strengthen control.

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Cultural and Historical Erasure By suppressing local customs and history and promoting their own, colonisers aimed to erase indigenous identities.

Colonisers used many sneaky ways to take control, like causing fights between local groups and erasing their culture and history. They often thought they were better than the people they took over. The impact of these practices extends to the modern day and we must reflect and work to address the harm that can be seen today.

COLONIAL CHRONICLES

REBUTTAL AND DIMENSIONS O ARGUMENTS LEARNING ABOUT COLONIALISM 1. What is colonialism?

2. Who are indigenous peoples?

3. Why did Colonialism happen?

Dispelling colonial myt

Rebuttal practice

Warm-up

What does multiculturalism mean to me?

PAR

REBUTT THE DIME OF ARGU

D THE OF

ths

e

RT 2

TAL AND ENSIONS UMENTS

COLONISATION AND IDENTITY 1. How does colonialism impact the national and cultural identity?

2. The real-world legacy of colonialism on national identity a. Case study 1: Singapore b. Case Study 2: Malaysia 3. Decolonisation

Class discussion

How to address the legacy of colonialism?

Speech practice

Should schools in postcolonial states seek to abolish the use of colonial languages?

PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

TRUTH TO IMPORTANCE DIAGRAM

IMPORTANCE

Skill: Rebutting arguments based on truth and importance

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Ban

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nning zoos will solve all animal cruelty

Banning zoos is pretty cool

Banning zoos will stop animal suffering caused by required performances and small spaces

Banning zoos will result in animals being removed from zoos

TRUTHNESS

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

TRUTH TO IMPORTANCE DIAGRAM

TRUTH Colonizers believed they were superior due to their race, using this to justify their control and mistreatment of locals.

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IMPORTANCE Colonizers believed they were superior due to their race, using this to justify their control and mistreatment of locals.

Class Discussion Let us say the motion is- That we should ban zoos. Can we explain why each of the arguments listed above fall into their respective place on the axis? For example, why is it both untrue and unimportant to make the argument that ‘we should ban zoos because banning zoos is pretty cool’?

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

Dispelling colonial myths Activity Time

8 mins: Prep 1-2 mins: Answer per group

Rules Go through the list of arguments below and we can break them down on the scale of truth/importance. Some arguments can be important but not true, others can be true but unimportant, and others can be both.

Students should separate into groups to answer the questions.

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

Questions

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1

Colonialism has benefitted societies because it has made them more multicultural.

Is this argument true?

If yes, why? If not, why?

2

Despite its harms, colonisation was something that everyone did. So we can’t say colonialism was necessarily a bad thing if everyone did it.

Is this argument true?

If yes, why? If not, why?

3

Is this argument important?

If yes, why? If not, why?

Is this argument important?

If yes, why? If not, why?

Colonialism meant that more places were discovered. This is a good thing because it was a time of great discovery

Is this argument true?

If yes, why? If not, why?

Is this argument important?

If yes, why? If not, why?

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

1

1. Very important if true because the impact of more multicultural harmony is good.

2. Very untrue because we didn’t need colonialism to value multiculturalism

2

1. Not very important because it doesn’t matter whether colonialism was a widespread practice. That does not make it more or less harmful.

2. Very untrue because only the world’s most powerful countries did it.

3

1. Unimportant- it is unclear why discovery is necessarily something we should care about.

2. Very true- colonialism did incentivize exploration on a scale that was not seen before.

The scales of truth vs. importance are a useful way to build the strength of your arguments while also undermining the strength of your opponent.

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Answer Key

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

FEEDBACK It’s time for me to tell you my favourite part of your reasoning, as well as what you can improve on to improve your analysis.

I will give specific feedback on how well you were able to address the truth claim of the argument as well as how well you were able to prove the argument was/ was not important. I will then offer some tips on how to ask yourself the right questions to do better next time!

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REBUTTAL AND DIMENSIONS O ARGUMENTS LEARNING ABOUT COLONIALISM 1. What is colonialism?

2. Who are indigenous peoples?

3. Why did Colonialism happen?

Dispelling colonial myt

Rebuttal practice

Warm-up

What does multiculturalism mean to me?

PAR

NATIONAL A PROD COLONIS

D THE OF

ths

e

RT 3

L IDENTITY: DUCT OF SATION?

COLONISATION AND IDENTITY 1. How does colonialism impact the national and cultural identity?

2. The real-world legacy of colonialism on national identity a. Case study 1: Singapore b. Case Study 2: Malaysia 3. Decolonisation

Class discussion

How to address the legacy of colonialism?

Speech practice

Should schools in postcolonial states seek to abolish the use of colonial languages?

PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

HOW DOES COLONIALISM IMPACT THE NATIONAL AND CULTURAL IDENTITY? Colonialism’s long-term effects can be seen in the ways national and cultural identities are constructed. Let’s consider how the impacts of colonialism we learned earlier can be found in the creation of identity.

Assimilation and Cultural Erasure When colonists arrived, they often pushed their language, religion, and ways of doing things onto the local people. Schools might be set up to teach in the coloniser's language, and local religious practices might be banned or discouraged. This could lead to the original culture fading away and being replaced by the coloniser's culture, affecting how future generations understand their own identity.

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Hybrid Identity Formation Sometimes, the culture of the colonisers mixes with the local culture to create something entirely new. For example, new forms of music, food, or clothing might emerge that have elements from both cultures. This blending creates a new identity that doesn't fully belong to either the colonisers or the locals but is unique to that nation.

Assimilation: The process where one group adopts another group's culture, often losing its unique traits.

Erasure: The removal or hiding of certain cultural elements, histories, or identities.

Hybrid: A mix of elements from different cultures to create something new.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

HOW DOES COL NATIONAL AND

Fragmentation

Colonizers often pick set them against each religion, or ethnicity. control the local pop even after the colonis itself and how differe each other.

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LONIALISM IMPACT THE D CULTURAL IDENTITY?

n and Conflict

ked favourites among local groups or h other based on traits like tribe, By causing divisions, it was easier to pulation. These divisions often lasted sers left, affecting how the nation saw ent groups within the nation related to

Colonialism deeply affects a nation's identity in various ways, from erasing or changing local cultures to creating new mixed identities and long-lasting divisions.

Sometimes, the struggle against colonial rule can even lead to a stronger sense of national pride and identity.

These impacts last for generations and shape how people see themselves and their nation.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

HOW DOES COLONIALISM IMPACT THE NATIONAL AND CULTURAL IDENTITY?

Resistance and Cultural P

Fighting against the colonists often made local p more aware and proud of their own culture and trad They might start teaching their children the local lang more diligently, or ancient traditions that were fading might get new life. This act of resistance and the prid comes from it can become a central part of the na identity after gaining independ

Fragmentation: The breaking up of a group into smaller sections, often based on traits like ethnicity or religion.

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Pride

people ditions. guage g away de that ational dence.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

THE REAL-WORLD OF COLONIALISM O NATIONAL IDENTIT

Let’s examine two case studies of Singapore a Malaysia to see how we can apply what learned to the real world.

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LEGACY ON TY

and we

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

A NEW TYPE

The Colonial Hist

Colonial Background Long ago, the British came and set up a trading post in Singapore because of its good location by the sea.

What type of impact does this look like?

Assimilation and Cultural Erasure, Hybrid Identity Formation, Fragmentation and Conflict, Resistance and Cultural Pride

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E OF NATION

tory of Singapore

p f

What the British Did Making Singapore a Hub: The British turned Singapore into a big and busy place for ships to stop, trade, and refuel.

Bringing People: Lots of people from China, India, and other parts of Asia came to work in Singapore because of all the trading activity.

Different Areas for Different People: The British let each group of people (like the Chinese, Malays, and Indians) live in separate parts of Singapore.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

A NEW TYPE

The Colonial Hist

Problems After the British Left

Identity Issues: Because people w separated for so long, they had to fig out how to come together as o country and one people when the Brit left.

Joining and Leaving Malaysia: At fi Singapore joined nearby Malaysia become one bigger country. Howe differences between the groups caus problems, and Singapore left to be own country in 1965.

Building a Nation: Singapore's lead wanted everyone to get along and w together. They created rules a programs to mix different groups people and to make sure everyone w treated fairly

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E OF NATION

tory of Singapore

were gure one tish

irst, to ever sed its

ders work and of was

In short, Singapore was shaped a lot by its colonial history. Even though there were challenges, the leaders and people of Singapore worked hard to make it a successful and united country after the British left.

Singapore's diverse population and role as a trade hub are legacies of British colonialism. The country faced challenges in uniting different communities after the British left but has worked to build a successful, united nation.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

THE CURSE OF

The Colonial His

Colonial Background Long ago, the British came to Malaysia and took control.

They divided the country into parts and brought people from China and India to work there

What type of impact does this look like?

Assimilation and Cultural Erasure, Hybrid Identity Formation, Fragmentation and Conflict, Resistance and Cultural Pride

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COLONIALISM

story of Malaysia

What the British Did

Different Jobs for Different People: The British made Chinese people work in mines, Indian people work in plantations, and gave the local Malays other jobs. This created groups that didn't mix much.

Who Had Power: The British gave more power and important jobs to the Malays, which made the other groups feel left out.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

THE CURSE OF

The Colonial His

Problems After the British Left

Fighting: Because of the differences the British created, there was fighting between the Malay and Chinese people in 1969.

New Rules: To try and fix things, the Malaysian government made new rules in 1971 to help the Malays. But this made other groups feel it wasn't fair.

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COLONIALISM

story of Malaysia

Politics: Even today, politics in Malaysia is often based on which group you belong to, like Malay, Chinese, or Indian.

Malaysia's colonial history under the British deeply influenced its social divisions and politics. The British split ethnic groups into different jobs and gave preferential treatment to Malays, leading to tension and inequality that still exist today. This legacy affects modern-day politics and social dynamics in Malaysia.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

WHAT SHOULD WE DO NOW? - DECOLONISATION We understand the deep historical roots of colonisation in a country’s history. To right the wrongs of the past, it is important to look at decolonisation from many different perspectives.

Education and Awareness 1. Reevaluate what we learn to include a more balanced perspective on history, highlighting the experiences and contributions of indigenous and colonised peoples.

2. For example, the story of Christopher Columbus is painted as a fun story where he explored the world and found America. In reality, we should be more realistic and talk about how he discovered a land that people were already living on and decided to take it for Europe.

3. Teach the true impact of colonisation, including its negative effects on cultures, languages, and social structures.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

WHAT SHOULD WE DO NOW? - DECOLONISATION

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Cultural Revitalization 1. Support efforts to preserve and revive indigenous languages, traditions, and art forms that may have been suppressed during colonial rule.

2. Provide platforms for indigenous and marginalised voices to share their stories, art, and culture.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

WHAT SHOULD WE DECOLONISA

We understand the deep historical roots of colonisatio wrongs of the past, it is important to look at decolonisa

Political Represe

1. Promote representation of indigenous political structures like government, an decision-making. For example, if there indigenous cultures want to protect, t what happens to it.

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E DO NOW? ATION

on in a country’s history. To right the ation from many different perspectives.

entation

s and marginalised groups in nd give them more say in e is sacred land certain they should have a say over

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

WHAT SHOULD WE DO NOW? - DECOLONISATION

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Mindset and Attitude Shifts 1. Encourage a shift in societal attitudes by fostering respect for diverse cultures and acknowledging the value of indigenous knowledge and traditions.

Marginalised refers to being pushed to the edge of a group or society, often not having the same opportunities, resources, or social standing as the main group. This can happen based on factors like race, gender, income, or religion. Marginalised people often have less power or influence in society.

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PART 3: NATIONAL IDENTITY: A PRODUCT OF COLONISATION?

Class Discussion Time

5-10 mins

Proposition It is important to keep our languages and cultures alive

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Rules As a class, discuss the points for and against the following motion: That schools in previously colonised countries should abolish the use of colonial languages in their instruction (e.g. no longer using English, Spanish, French, etc.)

Opposition New cultures have been formed through colonial languages

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

Dispelling colonial myths Activity Time

10 mins: Prep 2-4 mins: Speak

Rules You are going to rebut an argument arguing in favor of the following topic: We oppose erasing the legacies of colonial leaders in public life. (e.g. Taking down statues of colonial leaders, renaming streets and national holidays commemorating the British royal family, etc.)

You may rebut the truth, importance, or both aspects of the argument!

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Guidelines: Remember that arguments have two dimensions to them: 1. Truth 2. Importance Investigate both of these dimensions separately.

When investigating the truth of the claim, ask yourself questions such as: “Have they given enough reasons to believe their claim is correct?” “Why is their reasoning enough/not enough to prove their claim is correct?”

When investigating the importance of the claim, ask yourself questions such as: “Even if they proved their claim to be true, have they proven whether it matters?” “Is the outcome of their argument something we should care about?”

It is important to remember that an argument could be refuted in one dimension or both dimensions!

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

BUILDING BLOC

The Speech argu

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Argument

Reason 1

We should oppose measures to erase the legacies of colonial leaders in public life, such as removing statues or renaming holidays.

Even though colonialism was terrible, the leaders we commemorate were still important for the founding of our country.

They lived in a different time so we should not judge them with modernday views of what is good or bad.

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CKS TEMPLATE

uing for this topic

Reason 2

Conclusion

These statues, holidays, and other forms of commemorating colonial leaders are an important way for us to remember and learn about our history. Without them, we might forget the events of the past and history will repeat itself.

Because we explained that these forms of commemoration are necessary for remembering history and that we should apply different standards when judging them, we should oppose erasing the legacies of colonial leaders from public life.

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

REBUTTAL Refuting truth claims Identification of their claim The previous speaker argued we should oppose erasing the legacies of colonial leaders because _______________ and (optional) _______________.

Analysis However, their claim __________________.

is

untrue

because

Example: a. Their claim is untrue because their argument ignores the fact that in reality, colonial leaders ______________.

Summarise In conclusion, my opponent did not prove their claim that ________ is true. Panel, you therefore should not credit their argument built on this claim.

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TEMPLATE Refuting important claims Identification of their claim The previous speaker argued we should oppose erasing the legacies of colonial leaders because _______________ and (optional) _______________.

Analysis However, their claim ___________________.

is

unimportant

because

Example: a. Even if they have proven their claim that _________, that does not matter because the benefit they talk about is not more important than the harm they cause.

Summarise In conclusion, my opponent did not prove their claim that ________ is important. Panel, you therefore should not credit their argument built on this claim because it does not affect the debate even if it was true.

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PART 2: REBUTTAL AND THE DIMENSIONS OF ARGUMENTS

FEEDBACK It’s time for me to tell you my favourite thing about your speech, as well as what you can improve on.

I will give you 2 pieces of feedback: 1. Whether you were able to properly identify the correct dimensions of refuting each argument and explain them.

2. One new piece of feedback based on any of the following: a. Activity: Whether you fully followed the activity guidelines b. Style: volume, pace, position on the screen, tone c. Analytical reasoning: how to make your points even better, such as asking the right questions when brainstorming.

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RECAP QUIZ

1. Which one of these was a tactic used by colonial powers? a. Trading modern technology for land b. Divide and conquer c. Teaching indigenous languages to colonizers d. Promoting local culture 2. Which one of these is a consequence of colonialism? a. Increased global trade b. Introduction of the Internet c. Indigenous people learning to speak multiple languages d. Cultural and historical erasure 3. Which one of these is not a method of decolonization? a. Negotiation with colonial powers b. Education and Awareness c. Embracing colonial identity d. Political Representation 4. What are arguments based on? a. Truth and importance b. Truth and impact c. Trivia and importance d. Trust and impact 5. Which one of these was used as a justification for colonial expansion? a. The need for more vacation spots b. The belief in spreading one's culture and religion c. Introduction of modern transport systems d. Local people requesting colonization

RECAP QUIZ

1. Which one of these was a tactic used by colonial powers? a. Trading modern technology for land b. Divide and conquer c. Teaching indigenous languages to colonizers d. Promoting local culture 2. Which one of these is a consequence of colonialism? a. Increased global trade b. Introduction of the Internet c. Indigenous people learning to speak multiple languages d. Cultural and historical erasure 3. Which one of these is not a method of decolonization? a. Negotiation with colonial powers b. Education and Awareness c. Embracing colonial identity d. Political Representation 4. What are arguments based on? a. Truth and importance b. Truth and impact c. Trivia and importance d. Trust and impact 5. Which one of these was used as a justification for colonial expansion? a. The need for more vacation spots b. The belief in spreading one's culture and religion c. Introduction of modern transport systems d. Local people requesting colonization

PUBLIC SPEAKING & DEBATE | SENIOR CLASS LEVEL 2

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