Unit Plan:



Unit Plan:

Confederation

Natalie Comeau, Francesca Roda, Eric Sabatini,

Joe Naso, Yvonne Vanderlaak, Vince Barbatano

EDUC 8Y29

Dr. Camille Rutherford

February 21, 2007

Table of Contents:

1) Unit Overview: Confederation

2) Outline-Sequence of Lessons (8)

3) Lesson plans (8)

• Evaluation-Attached to each lesson

• Resources-Attached to each lesson

4) Cross-Curricular Connections

Overview:

Grade: 8

Subject: History

Strand: Confederation

The purpose of this unit is to describe and examine the pathway to confederation. This unit occurs after an introduction to confederation in which students examined the reasons for confederation. The reasons for confederation unit deal with 6 major issues. This unit will take approximately 1 ½-2 weeks to complete. The goal is to allow students to become engaged learners so that they may acquire the essential skills that will be used within future historical units.

Overall, to meet the ministry expectations, students will: describe the internal and external political factors, key personalities, significant events, and geographical realities that led to the creation of the Dominion of Canada of 1867, and to the growth if Canada as other provinces and territories joined confederation; use a variety of resources and tools to gather, process, and communicate information about the needs and challenges that led to the formation and expansion of the Canadian federation; compare Canada as it was in 1867 to the Canada of today, including political, social, and other issues facing the country in both periods.

Throughout the six week unit (27 days, 45 minute classes), students will be provided with a number of hands-on learning experiences that will foster the development of inquiry/research and communication skills. This unit will culminate with a review jeopardy game that will examine the key concepts of the unit and a unit test.

Lesson Sequence:

1) Charlottetown Conference

2) Quebec Conference

3) Quebec Conf. French

4) London Conference

5) Political Cartoons

6) BNA Act

7) Canada Since Confederation

8) Review-Jeopardy

9) Unit Test

Lesson #1

Introduction to the Charlottetown Conference as a major step towards confederation in Canada, using role-play as a form of application.

Resources: Canada Revisited Grade 8 textbook, class set of pencils, overhead projection of map of Canada, checklist for student evaluation

Evaluation: Observation checklist, oral report, participation checklist 90 Min

Lesson #2

Introduction to the Québec Conference and explain and evaluate the seventy-two resolutions.

Resources: Textbook “Canada Revisited”, worksheet, summary chart, overhead projector, overhead transparency.

Evaluation- Observation, Rating Scale 90 min

Lesson #3

Continuation of the Québec Conference and explain and evaluate the seventy-two resolutions “en français!”

Resources: Textbook “Canada Revisited”, worksheet, summary chart, overhead projector, overhead transparency, sentence starters, new vocabulary cards.

Evaluation: Observation, Rubric 45 min

Lesson #4

Outline the main reasons for the London Conference and to explore the key results of the conference. Students will engage in a debate to extend the understanding of the material just learned.

Resources: Paper, Pencil, Worksheet, Canada Revisited Text Book

Evaluation: Rubric for the debate. 45 min

Lesson # 5

Analyze, synthesize and evaluate political cartoons for the purpose of understanding the messages, values, and attitudes contained in the visual texts. In addition, students will create their own political cartoons incorporating issues, events, or significant figures during the time of Confederation.

Resources: Canada Revisited textbook, political cartoons (available from: ), overhead projector

Evaluation: Student created political cartoons 135 min

Lesson 6

To outline the basic aim of the British North America Act (BNA) of 1867 and to assist students in learning about federalism (the notion of a strong central government, the role of provincial governments, and the branches of government outlined by the Act)

Resources: ‘flashcards,’ overhead projector, overhead transparencies, compact disc (CD) God Save the Queen, compact disc player (CD player).

Evaluation: Worksheet, Checklist. 90 min

Lesson 7

Describe the effect of recent developments in Canada since confederation, including the Constitution Act (1982), the Meech Lake Accord (1987), the Charlottetown Accord (1992), the Quebec Referendum (1995), and the Supreme Court Decision (1998). Engage the students in a physical education activity showing knowledge and comprehension of information learned.

Resources: pencil, paper, eraser, textbook “Canada Revisted”, overhead projector, overhead transparencies, labels, gym attire.

Evaluation: Self assessment of questions correlated to pages 140 and 141; Observation of gym activity. 90 min

Lesson #8: Confederation Jeopardy

Students will engage in a confederation jeopardy game to review unit concepts and skills. The jeopardy questions are crafted according to the unit test questions.

Resources: Canada Revisited textbook

Evaluation: observing student understanding 40min

Lesson #1: “Confederation Conference: Take 1 “Charlottetown”

1. Identification:

|Candidate: Natalie Comeau |Grade: 8 No. of Students: 30 |

|Associate: Mrs. Audrey Grossi |Subject/Strand: Social Studies: History |

|School: Monsignor Clancy |Lesson Type: Student-Centered |

|Date: November 8, 2006 Lesson: 90 mins. |Students Absent: |

2. Lesson Topic:

Introduction to the Charlottetown Conference as a major step towards confederation in Canada, using role-playing for application.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

▪ Identify external and internal factors and events leading to Confederation (Curriculum Document, pg. 60).

▪ Identify the roles of key individuals, the main events leading to the signing of the British North America Act (Curriculum Document, pg. 60).

▪ Use appropriate vocabulary to describe their inquires and observations (Curriculum Document, pg. 60)

▪ Write in role, analyzing the subtext of a script and the attitudes and points of view of the characters portrayed (Drama Curriculum, pg. 62)

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: Group Activity X |

|Self-assess: |Rating Scale: X |Notes: |Peer Assess: | |

4c. Teacher's Routine for Marking, Tracking, and Reporting:

As students work in groups to formulate discussion, I will walk around and observe. Through observation, I will use a checklist to ensure group members are on-task and involved in the discussion. I will also observe the students participation and contribution to the mock-conference, and their commitment to their individual roles.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: X |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|Oral Explain:X |Repeat: |Re-teach: |Scribe: |E.A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

5b. Teacher's Routine for Lesson Modifications:

As I walk around and observe students, I will try to guide them through their work samples. Moreover, I will allow some students more time to review text and fully understand the details of the Charlottetown conference.

6. Materials and Equipment Required:

6a. For the Students: Pencil, eraser, textbook.

6b. For the Teacher: Pencil, eraser, textbook, overhead map of Canada, checklist.

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: X |Centers:X |Problem-solving: |Computer-Assisted |Other: |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: X |Guided Inquiry: X |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………Minutes: 10 min (W)

Include reviewing, motivating, and providing a context.

1. Students will be reminded of the group discussion last session.

2.Ask representatives from each province to summarize their view.

3.Ask representatives if they have anymore ideas to present.

4. Inform students that their discussion regarding the “National Pride Center” is much like the Charlottetown conference.

5. Students will take their seat in a calm and orderly manner.

6. Inform students that there is a current dilemma developing in Canada.

7. Inform students that the provinces in the Maritimes (New Brunswick, Nova Scotia, Prince Edward Island and Newfoundland) have decided that they wish to construct a National Pride Center in Prince Edward Island.

8.Tell students that these Maritime Provinces wish to use this National Pride Center to illustrate the successes of Atlantic Canada.

9. Inform students that beyond this, the National Pride Center will chronicle the rise of Canada since 1867. Also, inform students that Ontario and Quebec have recently heard these rumors, and wish to discuss further the construction of the Center.

10. Inform students that a “Town Hall Meeting” will be set up in P.E.I. to discuss the construction of the new center.

11. Inform students that they will be split into groups of 5, each group will represent a province involved in this debate.

12. Have students form their groups, and tell them that the Maritime Provinces will work separately, but provide reasons as to why the National Pride Center should be constructed in P.E.I. (show on hand-outs to students).

13. Inform students representing Ontario and Quebec that they must convince the Maritime Provinces to allow them to be a part of the National Pride Center, and maybe offer to construct it in Ottawa or Quebec City.

14. Show students map of Canada on the overhead projector, and locate the provinces they represent, and discuss the importance of location.

8b. A Sequence of Teaching and Learning……………………………Minutes: 15 min (W,S)

1. After debate and discussion, begin to relate this dilemma back to the Charlottetown Conference. Inform students that this is much like the Charlottetown Conference held in 1864.

2. Inform students that the Charlottetown Conference was initially supposed to be about a Maritime Union, joining Nova Scotia, New Brunswick, and PEI under one central government.

3. Tell students that the United Province on Canada heard about the desired union and attended the meetings.

4. Ask students to remember our discussion on the Great Coalition – John A. Macdonald and George Etienne Cartier acted as leaders for the United Province of Canada.

5. Inform students that those representing, argued in favour of extending the Maritime Union into a British North American union.

6. The Maritime Provinces had mixed feelings – PEI was against the idea, whereas Nova Scotia and New Brunswick were divided.

7. The United Province of Canada even offered compromises – example: a railway connecting all provinces to enhance trade.

8. End Result: spend more time discussing this “confederation” at a conference in Quebec 1 month later.

8c. Application:…………………………………………………………Minutes: 55 min (W;S)

Include facilitating guided and/or independent practice.

1. Provide students with time to develop collaborative reasoning, and define their point of view

2. Have students complete group collaboration and move into a “conference formation” in which each group can see one another in a circular pattern around the room.

3. Allow each Province to present their case, each speaker identifying who they are, and what province they represent.

4. Ask students from provinces to analyze, constructively criticize, or discuss reasoning provided by other provinces

5. Ask students to make proper and accurate arguments on behalf of their province to convince the group of their point of view.

6. Ensure all members of the groups have a chance to speak their part.

8d. Closure and Assessment:…………………………………………Minutes: 10 min (W; S)

Include sharing, reflecting, and considering next steps

rm students that debate and discussion is important because it is the way that Canada was created.

rm students that the Charlottetown Conference is often referred to as “the birth place of Canada”

rm students to keep the reasons for confederation as well as this conference in mind as they analyze the Quebec conference and London conference in the sessions to come.

4.Have students write a reflection on the conference activity; comment on the result, if they believe it could have happened differently, and how they contributed to the overall outcome.

Lesson #2: “Confederation Conference: Take 2 “Quebec”

1. Identification:

|Candidate: |Grade: 8 No. of Students: 30 |

|Associate: |Subject/Strand: Social Studies: History |

|School: |Lesson Type: Student-Centered |

|Date: |Students Absent: |

2. Lesson Topic:

Introduction to the Quebec Conference and the creation of the seventy-two resolutions.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

• Identify external and internal factors and events leading to Confederation (Curriculum Document, pg. 60).

• Identify the roles of key individuals, the main events leading to the signing of the British North America Act (Curriculum Document, pg. 60).

• Use appropriate vocabulary to describe their inquires and observations (Curriculum Document, pg. 60)

• Formulate questions to guide research on issues and problems (Curriculum Document, pg. 60).

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: Group Activity |

| | | | |X |

|Journal: |Projects: |Presentation: |Work Samples: | |

4b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X | | | | |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

| | | | | |

| |X | | | |

4c. Teacher’s Routine for Marking, Tracking, and Reporting:

As students work in groups to formulate discussion, I will walk around and observe. Through observation, I will use a checklist to ensure group members are on-task and involved in the discussion.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | | | | |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E.A. Assistance: |

|X | | | | |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

| | | | | |

5b. Teacher’s Routine for Lesson Modifications:

As I walk around and observe students, I will try to guide them through their work samples. Moreover, I will allow some students more time to review text and fully understand the details of the Quebec conference.

6. Materials and Equipment Required:

6a. For the Students: Pencil, eraser, textbook, worksheet, summary chart

6b. For the Teacher: Pencil, eraser, textbook, worksheet, summary chart, overhead projector, overhead transparency.

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: |Centers: |Problem-solving: |Computer-Assisted |Other: |

|X | | | | |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| |X |X | | |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………………Minutes: 5 min (W)

Include reviewing, motivating, and providing a context.

1) Remind students of the result of the Charlottetown Conference: to discuss things further one month later at a Conference in Quebec

2) Inform students that delegates met again in October 1864 in Quebec City.

3) Inform students that representatives came from the major provinces: Canada East and Canada West, Nova Scotia, New Brunswick, PEI, and Newfoundland, which decided to attend in Quebec, after skipping Charlottetown.

4) Inform students that the Conference lasted for over two weeks

8b. A Sequence of Teaching and Learning:……………………………………Minutes: 10 min (W)

1) Inform students that this conference was important because it led to the formation of RESOLUTIONS.

2) Prompt students to define “resolution”: a course of action determined or decided on, often agreed to by a vote (New Year’s resolutions; what are some of your resolutions?)

3) To be exact, representatives came up with 72 resolutions (write on board)

4) Inform students that I do not expect them to know all 72, but that I will highlight 6 of the major ideas agreed upon during the conference.

5) Use overhead projector to display six major resolutions, one at a time.

6) Have volunteers read resolutions aloud, while students copy them into their notes.

8c. Application:…………………………………………………………………Minutes: 50 min (W;S)

Include facilitating guided and/or independent practice.

1) Inform students that they will again be broken up into each province represented at the Quebec Conference.

2) Students will be assigned a worksheet that they are to compete as a colony (in groups of 5 or 6)

3) Students are to complete this worksheet using pgs. 122-124 in their history textbook.

4) Inform students to only deal with the front page of the handout, leaving the summary chart alone until further instructed.

5) Inform students that while Newfoundland is listed in the book as having attended the conference, I will deal with them after as there is not much information provided in the textbook.

6) Once completed, one representative from each province will be asked to come to the front of the room and present their reaction to the seventy-two resolutions to the class.

7) Inform students that after the presentation, they are allowed to question the colony’s reaction, and discuss things further.

8) All other students will be required to fill in the Quebec Conference Summary Chart while representatives present their information.

8d. Closure and Assessment:……………………………………………………..Minutes: 5 min (W; S)

Include sharing, reflecting, and considering next steps

1) Students will hand in completed worksheet and summary chart

2) Based on both conferences, it is very difficult to get things done because of the diverse interests that exist in Canada.

3) This has been a continual problem in Canada, as its diversity has sometimes been a curse

4) In the next session, we will be looking at the final confederation conference.

5) Students will be told that in French, tomorrow, they will be making a statement on behalf of their colony in French.

Quebec Conference: Six Major Initiatives

1. A strong, central government that would handle economic development and national defence.

2. The central government would be responsible for making laws that ensure “peace, order, and good government.”

3. Provinces would have specific powers to deal with local, social, and cultural issues.

4. The United Province of Canada would be split into two provinces: Ontario and Quebec.

5. The central Parliament would be made up of two law-making houses: The Lower House = House of Commons

The Upper House = Senate

6. Members of the House of Commons would be elected based on the size of their population. This means that the higher a province’s population, the more representatives they will have in the House of Commons.

Rating Scale:

|Expectation |Level 1 |Level 2 |Level 3 |Level 4 |

|Identifies internal and external factors for |Limited |Some |Considerable |High Degree |

|Confederation and the roles of key individuals.| | | | |

|Uses appropriate vocabulary. |Limited |Some |Considerable |High Degree |

|Formulates questions to guide research. |Limited |Some |Considerable |High Degree |

|Name |Level |

|1 | |

|2 | |

|3 | |

|4 | |

|5 | |

|6 | |

|7 | |

|8 | |

|9 | |

|10 | |

|11 | |

|12 | |

|13 | |

|14 | |

|15 | |

|16 | |

|17 | |

|18 | |

|19 | |

|20 | |

|21 | |

|22 | |

|23 | |

|24 | |

|25 | |

|26 | |

|27 | |

|28 | |

|29 | |

|30 | |

Lesson #3 : “Confédération: La Conférence de Québec”

« Au Québec, On Parle le Français! »

1. Identification:

|Candidate: Francesca Roda |Grade: 8 No. of Students: 30 |

|Associate: |Subject/Strand: Social Studies: History |

|School: |Lesson Type: Student-Centered |

|Date: February 22, 2007 |Students Absent: |

2. Lesson Topic:

Introduction to the Quebec Conference and the creation of the seventy-two resolutions “en français!”

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]

Social Studies Expectations:

At the conclusion of the lesson, students will be able to:

• Identify external and internal factors and events leading to Confederation (Curriculum Document, pg. 60).

• Identify the roles of key individuals, the main events leading to the signing of the British North America Act (Curriculum Document, pg. 60).

• Use appropriate vocabulary to describe their inquires and observations (Curriculum Document, pg. 60)

• Formulate questions to guide research on issues and problems (Curriculum Document, pg. 60).

FSL Expectations:

At the conclusion of the lesson, the students will be able to:

• Use language appropriately in a variety of rehearsed, routine, and open-ended situations (e.g. an interview) (Curriculum Document, pg. 20).

• Express person preferences or reactions to a text (Curriculum Document, pg. 20).

• Produce a piece of writing in the form of a dialogue or story (Curriculum Document, pg. 21).

• Words from units under study, phrases and expressions from oral vocabulary, personal word list, and class list (Curriculum Document, pg. 21).

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: Group Activity |

| | | | |X |

|Journal: |Projects: |Presentation: |Work Samples: | |

4b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: X |Quiz, Test: |Other: |

|X | | | | |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

| | | | | |

4c. Teacher’s Routine for Marking, Tracking, and Reporting:

As students work in groups to formulate discussion, I will walk around and observe. When students complete their sentences, they will present their “speech” and a rubric will be used to assess oral communication for each student.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | | | | |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E.A. Assistance: X |

|X | | | | |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

| | | | | |

5b. Teacher’s Routine for Lesson Modifications:

As I walk around and observe students, I will try to guide them through their work samples. Moreover, I will allow some students more time to review text and fully understand the details of the Quebec conference.

6. Materials and Equipment Required:

6a. For the Students: Pencil, eraser, textbook, worksheet, summary chart

6b. For the Teacher: Pencil, eraser, textbook, worksheet, summary chart, overhead projector, overhead transparency, sentence starters, new vocabulary cards.

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: |Centers: |Problem-solving: |Computer-Assisted |Other: |

|X | | | | |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| |X |X | | |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………………Minutes: 5 min (W)

Include reviewing, motivating, and providing a context.

1. Instant Role-Play: Teacher is dressed-up as Sir. John A. McDonald. Students are asked to enter the class quietly because the classroom is now transformed into “La Conférence de Québec”. Teacher introduces herself and shakes hands of all representatives of each colony (in French, of course!) as they enter the classroom.

2. Teacher gives each student a map with key vocabulary.

3. Students will sit in their “Colony” groups from the previous lesson in History.

4. Students are told « Nous sommes au Québec, et comme vous savez, on parle seulement en français au Québec. Avant de commencer, nous allons faire une révision du vocabulaire et des colonies qui sont présentes. »

8b. A Sequence of Teaching and Learning:……………………………………Minutes: 10 min (W)

5. Nouveau Vocabulaire—Les Colonies: Canada-Ouest, Canada-Est, La Nouvelle Écosse, L’Ile-du-Prince-Edouard , Le Nouveau Brunswick, La Terre-Neuve.

6. One representative from each group will be asked to introduce their colony en français. “Nous sommes la colonie de ______________________”.

7. Definition of “Conférence” en français: “ Réunion—L’unification pour former le Canada. Le gouvernement de chaque colonie voulait obtenir le maximum pour ses citoyens. (Unification to form Canada. Each government wanted to obtain the maximum rights for their citizens).

8. Teacher defines « La Conférence de Québec » : La deuxième (2e) réunion. Les chefs de la Province du Canada, des colonies maritimes et de Terre-Neuve se sont réunis (une réunion) pour parler de la Confédération. Ils se sont rencontrés à Québec en Octobre de 1864 et ont parler des Résolutions de Québec. À la suite de cette réunion, les colonies ont présenté ces résolutions à leur Assemblée législative respective pour les faire voter. L'Île-du-Prince-Édouard et Terre-Neuve ont refusé l'entente. (Second conference. The heads of each province of Canada, the maritimes and Newfoundland have reunited to speak of Confederation. They gathered in October 1864 and presented their resolutions. After, they presented their resolutions to their Legislative Assembly to create a vote. Prince Edward Island and Newfoundland refused.)

8c. Application:…………………………………………………………………Minutes: 30 min (W;S)

Include facilitating guided and/or independent practice.

9. Students are asked to use their completed conference summary chart from History class to create a short speech (8-10 sentences) about their reactions to the resolutions.

10. Chart paper with instructions will be placed on the blackboard to describe the instructions with sentence starters. Students are to complete the following:

a. Introduction de votre colonie: “Je m’appelle ________, __________, ________, _______, (etc) et nous sommes la colonie de _______________.

b. Parlez de votre colonie--l’économie : « Nous avons une économie puissante/faible. Nous avons __________ ». Donnez au moins 3 exemples de votre colonie.

c. Vos réactions des 72 résolutions—êtes-vous en faveur (oui!) ou contre (non, non, non!) les résolutions? : « Nous sommes en faveur des résolutions/contre les résolutions PARCE QUE ___________ .» Donnez au moins 3 exemples en exprimant vos réactions.

d. Conclusion : « Merci pour votre temps. Nous sommes en faveur des résolutions présentées ici. » OU « Merci pour votre temps, mais nous ne sommes pas en faveur des résolutions présentées ici. »

11. In the form of a real conference, students will present their resolutions with the Teacher as the leader.

8d. Closure and Assessment:……………………………………………………..Minutes: 3 min (W; S)

Include sharing, reflecting, and considering next steps

12. Students will hand in their completed speech for completion and grammatical errors.

13. Based on both conferences, it is very difficult to get things done because of the diverse interests that exist in Canada.

14. This has been a continual problem in Canada, as its diversity has sometimes been a curse.

15. La conférence est finie!

Les Instructions pour les Résolutions

[pic]

❑ Introduction de votre colonie: “Bonjour! Je m’appelle ________, __________, ________, _______, (etc) et nous sommes la colonie de _______________.

❑ Parlez de votre colonie--l’économie : « Nous avons une économie puissante[pic] /faible [pic]. Nous avons __________ ». Donnez au moins 3 exemples de votre colonie.

❑ Vos réactions des 72 résolutions—êtes-vous en faveur (oui!) ou contre (non, non, non!) les résolutions? : « Nous sommes en faveur des résolutions/contre les résolutions PARCE QUE ___________ .» Donnez au moins 3 exemples en exprimant vos réactions.

❑ Conclusion : « Merci pour votre temps. Nous sommes en faveur (oui-oui!) des résolutions présentées ici. » OU « Merci pour votre temps, mais nous ne sommes pas (non-non!) en faveur des résolutions présentées ici. »

French Rubric: La Conférence de Québec

Student Name:

Date:

The student speaks…

| |1- |1 |1+ |2- |

| |D- |D |D+ |C- |

| |51 |54 |58 |61 |

|Sentence Structure |Limited effectiveness |Some effectiveness |Considerable effectiveness |High degree of effectiveness |

|Grammar Vocabulary |Limited effectiveness |Some effectiveness |Considerable effectiveness |High degree of effectiveness |

|Pronunciation |Limited effectiveness |Some effectiveness |Considerable effectiveness |High degree of effectiveness |

|Presentation |Limited effectiveness |Some effectiveness |Considerable effectiveness |High degree of effectiveness |

Lesson #4: THE LONDON CONFERENCE

1. Identification:

|Candidate: |Grade: 8 No. of Students: 30 |

|Associate: |Subject/Strand: Social Studies: History |

|School: |Lesson Type: Student-Centered |

|Date: |Students Absent: |

2. Lesson Topic:

To outline the reason for the London Conference and the key results of the Conference.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

• Identify external and internal factors and events leading to Confederation (pg. 60)

• Identify the roles of key individuals, the main events leading to the signing of the British North America Act (pg.60)

• Formulate questions to guide research on issues and problems (pg.60)

Under Language Expectations:

• Demonstrate an understanding of appropriate listening behavior by adapting active listening strategies during group work (pg 138).

• Use appropriate vocabulary to describe their inquiries and observations (pg. 139)

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

| | | | |X |

|Journal: |Projects: |Presentation: |Work Samples: | |

| | | |X | |

4b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X | |X | | |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

4c. Teacher’s Routine for Marking, Tracking, and Reporting:

The students and I will engage in a discussion to hash out some of the major results of the London Conference. As students work on a writing sample, I will walk around and observe. I will collect this writing piece and grade it for completion.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | | | | |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E.A. Assistance: X |

|X | | | | |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

| | | | | |

5b. Teacher’s Routine for Lesson Modifications:

As I walk around and observe students, I will try to guide them through their work samples. I will also review important information to ensure they understand the London Conference and its significance in the creation of Canada.

6. Materials and Equipment Required:

6a. For the Students: pencil, paper, eraser, textbook.

6b. For the Teacher: pencil, paper, eraser, textbook, worksheet

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: |Centers: |Problem-solving: |Computer-Assisted |Other: |

|X | | | | |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| | |X | | |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………………Minutes: 2 min (W)

Include reviewing, motivating, and providing a context.

1. Explain that the London Conference is the last Conference held prior to Confederation in Canada.

2. Explain that the London Conference was set up so Canadian officials could present the British with 72-resolutions.

3. Ask students where these 72-resolutions were developed?

4. Encourage students to explain some of the major resolutions adopted at the Quebec Conference (review)

8b. A Sequence of Teaching and Learning:………………………………..Minutes: 20-25 min (W)

1. Ask the students why Canada had to go to Britain? Couldn’t they have just presented their resolutions to their own provinces and gained approval?

• Because the provinces of Canada were under the different rule of Britain.

2. Explain that after some discussion in London, a modified bill, known as the BNA Act, was introduced in British parliament.

3. Ask students what they believed happened when this act was introduced to British Parliament?

• It was passed thru the House of Commons and the House of Lords quickly.

4. Ask students to explain the difference between the House of Commons and House of Lords. Write categorization on the blackboard.

• House of Commons is the Lower House- refers to students back to note taken yesterday to show that Canada had the same lower house.

• House of Lords is the Upper House; known as the Senate in Canada.

5. Ask students why Britain was eager to allow the Canadian provinces to join into a central union.

• Threat from the South- Britain became worried that the US may want to make the North “one of its own.” Therefore, it was a preventative measure to defend British Holdings.

• Taxation- easier for Britain to collect taxes in a unified Canada.

• Expansion of the West-Britain knew that the vast western territory required populating, and felt it would be easier with a unified government.

• Defence- Britain would be able to rally the troops much easier if it faced US problems.

6. Explain that an interesting thing occurred during the London conference. Some representatives wanted to make Canada “The Kingdom of Canada.” British officials denied this request because they felt it would anger the US.

7. Ask students if they know what representatives settled for instead?

• The Dominion of Canada.

8. Explain that after British parliament passed the BNA ACT, Queen Victoria approved the resolutions and Confederation.

8c. Application:…………………………………………………………………Minutes: 10 min (W;S)

Include facilitating guided and/or independent practice.

1. Have students complete the London Conference Worksheet

2. Students can compare and contrast answers in their normal seating groups.

8d. Closure and Assessment:……………………………………………………Minutes: 5 min (W;S)

Include sharing, reflecting, and considering next steps

1. Take up the Conference worksheet with students.

2. Now that we have a sound understanding of how the idea of Confederation was discussed and debated, we will move on to look at the BNA Act and Confederation celebrations next week.

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|Class Debate : London Conference |

|[pic] |

|Teacher Name: |

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|Student Name:     ________________________________________ |

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|CATEGORY |4 |3 |2 |1 |

|Information |All information presented|Most information |Most information presented|Information had several |

| |in the debate was clear, |presented in the debate |in the debate was clear |inaccuracies OR was |

| |accurate and thorough. |was clear, accurate and |and accurate, but was not |usually not clear. |

| | |thorough. |usually thorough. | |

|Use of Facts/Statistics |Every major point was |Every major point was |Every major point was |Every point was not |

| |well supported with |adequately supported with|supported with facts, |supported. |

| |several relevant facts, |relevant facts, |statistics and/or | |

| |statistics and/or |statistics and/or |examples, but the | |

| |examples. |examples. |relevance of some was | |

| | | |questionable. | |

|Presentation Style |Team consistently used |Team usually used |Team sometimes used |One or more members of the|

| |gestures, eye contact, |gestures, eye contact, |gestures, eye contact, |team had a presentation |

| |tone of voice and a level|tone of voice and a level|tone of voice and a level |style that did not keep |

| |of enthusiasm in a way |of enthusiasm in a way |of enthusiasm in a way |the attention of the |

| |that kept the attention |that kept the attention |that kept the attention of|audience. |

| |of the audience. |of the audience. |the audience. | |

|Understanding of Topic |The team clearly |The team clearly |The team seemed to |The team did not show an |

| |understood the topic |understood the topic |understand the main points|adequate understanding of |

| |in-depth and presented |in-depth and presented |of the topic and presented|the topic. |

| |their information |their information with |those with ease. | |

| |forcefully and |ease. | | |

| |convincingly. | | | |

Lesson #5: The Confederation Series: Political Cartoons

1. Identification:

|Candidate: |Grade: No. of Students: |

|Associate: |Subject/Strand: Social Studies: History |

|School: |Lesson Type: Student-Centered |

|Date: |Students Absent: |

2. Lesson Topic:

To introduce to students the importance of political cartoons for the purpose of conveying messages, values, and attitudes.

3. Specific Expectations: Mark with an x: Concepts: [X] Skills: [ ] Attitudes: [X]

At the conclusion of the lesson, students will be able to:

Social Studies Curriculum Document:

• Identify external and internal factors and events leading to Confederation (pg. 59)

• Identify the roles of key individuals, the main events leading to the signing of the British North America Act, and the reasons for the exclusion of certain groups from the political process (pg. 59)

• Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs (pg. 60)

Language Arts Curriculum Document:

• Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations (pg. 147)

The Arts Curriculum Document:

• Produce two- and three-dimensional works of arts that communicate a range of thoughts, feelings, and experiences for specific purposes and to specific audiences (pg. 44).

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: | |

| | | |X | |

4b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X |X |X | | |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

| | | | | |

4c. Teacher’s Routine for Marking, Tracking, and Reporting:

The students will engage in discussion to hash out some of the major points addressed in the political cartoons. After analyzing one cartoon as a whole, students will be broken into groups. There will be four stations set up around the room, each with a corresponding political cartoon and one large piece of chart paper. Each group will begin at a station and be provided with a different coloured marker. Student will be given five (5) minutes to record thoughts and feelings on the large chart paper. After the allotted time, students will proceed to the next station, and repeat the process until all groups have visited each station. A checklist will be used to assess group work. Since each group is using different coloured marker, it will be easy for the teacher to see which groups participated and which groups did not. Students will be asked to complete political cartoons on Confederation. Students will be asked to hand in these cartoons, and they will be evaluated using a rubric.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | |X | | |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E.A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

| | | | | |

5b. Teacher’s Routine for Lesson Modifications:

With respect to modifications, some students will not be asked to complete political cartoons related to Confederation. Rather, students will be given the opportunity to write captions for some of the political cartoons analyzed during group work and discussion. The extra time allowed will allow the teacher to work more closely with them and guide them through analyzing and understanding the visual texts.

6. Materials and Equipment Required:

6a. For the Students: pencil, paper, eraser, textbook, markers

6b. For the Teacher: pencil, paper, eraser, markers, overhead projector, large chart paper.

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: |Centers: |Problem-solving: |Computer-Assisted |Other: |

|X |X | | | |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| | |X | | |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………………Minutes: 8 min (W)

Include reviewing, motivating, and providing a context.

1. Ask students if they have ever view political cartoons. Where do we usually see/find political cartoons?

• Editorial pages of newspapers, magazines

2. Explain that political cartoons generally deal with events or issues current in the news.

3. Caricature is the primary technique used by political cartoonists. Ask students to define “caricature.”

• Exaggerates an individual’s unique characteristics to make them easily recognizable

4. Explain that another important technique used by political cartoonists is the use of analogy. Ask students to define “analogy.”

• In which one event is represented by another.

5. Explain that cartoons, especially during the Confederation period, displayed a number of biases such as political, religious, racial, ethnic, vocational, economic, and/or gender biases)

8b. A Sequence of Teaching and Learning:………………………………..Minutes: 8 min (W)

1. Display cartoon #1 on overhead. The captions on this overhead cannot be deciphered by the class, so teacher must read the captions to students

2. Ask students to DESCRIBE (not interpret) what they see in the picture presented?

• A child, with the name “Confederation”

• Dignitaries; important Canadian officials that appear to be disgruntled or upset

3. Ask students to INTERPRET the cartoon being presented. Remember to remind students of the three conferences that led to Confederation as a point of review.

• Depicts politicians, or Canadian Founding Fathers, arguing over who deserves credit for giving birth to Confederation

• In fact, over 33 men participated in the political conferences that led to the formations of Canada.

4. Inform students that during this time period debates and discussions surrounding Confederation existed not only in provincial parliaments, but in local newspapers.

5. Inform students that they will be split into groups, and asked to analyze various political cartoons set-up across the room.

8c. Application:…………………………………………………………………Minutes: 115 min (W)

Include facilitating guided and/or independent practice.

1. Split students into four equal groups. Since this is a cooperative learning exercise (“Graffiti”), ensure that groups are purposely structured to include a range of learning styles and learning ability.

2. Each group will begin with one political cartoon.

3. Each group will be asked to analyze the political cartoon, and record feelings/attitudes/observations on large chart paper.

4. After five (5) minutes, groups will be asked to leave the political cartoon at the station and move clockwise to the next station, repeating the process.

5. As students complete this cooperative learning exercise, the teacher will walk around, observing progress and aiding groups in their analysis

6. Once complete, groups will be back at their original station. Groups will be given approximately five (5) minutes to review all of the analysis that now exists on the large chart paper.

7. Allow groups to address any of the analysis offered by other groups on the large chart paper.

8. After allowing time for closing discussion, students will be asked to return to their regular seats.

9. Students will be asked to create their own political cartoons independently.

10. These cartoons must communicate information about Confederation (ex: significant figures, events, conferences, reasons for Confederation)

8d. Closure and Assessment:……………………………………………………Minutes: 3 min (W)

Include sharing, reflecting, and considering next steps

1. Explain to students that political cartoons are important because they allow the general public to be involved in debate. Since they often arise in newspapers and magazines, political cartoons directly engage the ‘people’ in discussion regarding important subjects of the time.

2. Explain that creating political cartoons allows students to be concerned and informed citizens.

3. Students will receive the next history class and one art class to complete their political cartoons

4. Once complete, students will be given the opportunity to share their cartoons with the rest of the class

5. Students will be asked to hand in political cartoons

6. These cartoons will be evaluated using the attached rubric.

The Confederation Series: Political Cartoons

Name:

|Criteria |Level 4 |Level 3 |Level 2 |Level 1 |

| |Student demonstrates high|Student demonstrates |Student demonstrates some|Student demonstrates |

| |degree of understanding |considerable |understanding of |limited understanding of |

|Subject Matter |of political concept (s) |understanding of |political concept (s) |political concept (s) |

| |presented. |political concept (s) |presented. |presented. |

| | |presented. | | |

| |Expression of ideas is |Expression of ideas is |Expression of ideas is |Expression of ideas is |

| |well-established and |considerably established |somewhat established and |poorly established and |

|Visual Expression of |clear |and considerably clear |somewhat clear |not clear. |

|Ideas | | | | |

| |Final product is uniquely|Final product is |Final product is somewhat|Final product lacks |

|Creativity of Product |creative |considerably creative |creative |creativity. |

Comments:

Lesson #5: The British North America Act:

The Foundation of Greatness

1. Identification:

|Candidate: Joe Naso |Grade: 8 No. of Students: 30 |

|Associate: |Subject/Strand: Social Studies: History |

|School: Mount Carmel |Lesson Type: Student-Centered |

|Date: February 22, 2007 |Students Absent: |

2. Lesson Topic:

To outline the basic aim of the British North America Act (BNA) of 1867 and to assist students in learning about federalism (the notion of a strong central government, the role of provincial governments, and the branches of government outlined by the Act)

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

• Identify the roles of key individuals, the main events leading to the signing of the British North America Act (Social Studies Curriculum Document).

• Identify colonies that joined confederation, and their dates of entry (Social Studies Curriculum Document).

• Construct and interpret a variety of graphs, charts, diagrams, maps, and models to organize and interpret information (Social Studies Curriculum Document).

• Identify the contribution of each political region to Canadian confederation today (Social Studies Curriculum Document).

• Sing and play instruments with expression and proper technique (e.g., with correct breathing or fingering) (Arts Curriculum Document)

• describe some aspects of the historical context of music that they sing, play, or listen to (e.g., identify some major political events, social or philosophical movements, architectural or painting styles) (Arts Curriculum Document)

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: | |

| | | |X | |

4b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X |X | | | |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

| | | | | |

4c. Teacher’s Routine for Marking, Tracking, and Reporting:

The students and I will engage in a discussion regarding the distribution of powers as outlined by the BNA Act, 1867. Students will complete a Venn diagram that complements the discussion of these distinctive powers. Moreover, students will complete a worksheet that deals with the branches of government.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: X |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E.A. Assistance: X |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

| | | | | |

5b. Teacher’s Routine for Lesson Modifications:

IEP students will begin by completing a “Confederation” Word Search with words pertaining to this unit and lesson. Moreover, they will continue by copying down some information regarding the BNA Act in daily journals. Finally, IEP students will be provided with a colouring page.

6. Materials and Equipment Required:

6a. For the Students: pencil, paper, eraser, textbook.

6b. For the Teacher: pencil, paper, eraser, ‘flashcards,’ overhead projector, overhead transparencies, compact disc (CD), compact disc player (CD player).

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: |Centers: |Problem-solving: |Computer-Assisted |Other: |

|X | | | | |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| | |X | | |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………………Minutes: 6 min (W)

Include reviewing, motivating, and providing a context.

1. Have students stand to attention for the playing of “God Save the Queen.”

2. Have students sing “God Save the Queen”.

3. Ask students why “God Save the Queen” was played?

• God Save the Queen was Canada’s national anthem in 1867, when the British North America Act was ratified. It is currently Canada’s Royal anthem.

4. Explain historical background of God Save the Queen from a musical standpoint.

• A hymn is a type of song, usually religious, specifically written for the purpose of praise, adoration or prayer, and typically addressed to a god or other religiously significant figure

5. Explain that the British North America Act created the Dominion of Canada in 1867.

6. The aim of the BNA Act: to create a federal union (Confederation) of the colonies of British North America associated with Great Britain.

7. Prompt students to explain why Britain was so eager to allow Confederation?

• Threat of US invasion; easier taxation; easier to organize and coordinate defence.

8b. A Sequence of Teaching and Learning:………………………………..Minutes: 20-25 min (W)

1. Handout worksheet to be used during the sequence of teaching.

2. Explain that the BNA Act set out rules for the United Province of Canada (Ontario and Quebec), Nova Scotia, and New Brunswick. Make analogy with sports—just as hockey requires rules of proper play, so do countries. These rules, written in the BNA Act, become the country’s constitution.

3. Explain that one of the most important rules set out in the BNA Act was the distributions of powers.

4. This is known as Federalism. Ask students to provide a definition for Federalism. Draw simple diagram on chalkboard to illustrate the idea of central and periphery.

• Federalism is a system of government in which power is constitutionally divided between a central governing authority and its smaller units (provinces).

5. Draw a Venn Diagram on the chalkboard having sections labeled “Federal Powers” and “Provincial Powers.”

6. Use flashcards to discuss with students the responsibilities for federal and provincial governments. Students will be shown a specific responsibility, and asked to determine whether it falls under federal or provincial jurisdiction.

7. Students will complete the Venn diagram located on their worksheet during this activity. Note: this activity is done cooperatively with teacher and students.

8. As the activity comes to an end, students will view three flashcards that do not fall in either of the two categories. Agriculture, immigration, and education were shared powers in the BNA Act of 1867.

9. Remind students about the initiative of peace, order, and good government discussed during the London Conference session. Explain that the POGG resolution was written in the British North America Act.

10. Ask students why this clause would be important for the federal government?

• This clause is very broad and potentially allows the federal government to be very powerful in their decision-making.

11. In addition to the distribution of powers, the BNA Act established three branches of government.

12. Ask students to name the three branches of government

• Legislative branch, Executive branch, Judiciary branch.

8c. Application:…………………………………………………………………Minutes: 7-12 min (W;S)

Include facilitating guided and/or independent practice.

1. Tell students that they are to use their textbook (pg. 132) to complete the back of the worksheet handed out at the beginning of class. This worksheet corresponds with the branches of government established in the BNA Act.

2. This worksheet will be handed and assessed for completion.

3. **Application is also being conducted when the class helps to fill out the federal-provincial powers Venn diagram.

8d. Closure and Assessment:……………………………………………………Minutes: 2 min (W)

Include sharing, reflecting, and considering next steps

1. Explain that the BNA Act is another example of how we became a country—by people working together to achieve a common goal.

2. Reflect on the unit to this point—you will notice that many of the conferences discussed highlight compromise and cooperation to achieve a larger goal.

Lesson #6

1. Identification:

|Candidate: |Grade: 8 No. of Students: |

|Associate: |Subject/Strand: Social Studies: History |

|School: |Lesson Type: Student-Centered |

|Date: Duration: 90 min |Students Absent for this Lesson: |

2. Lesson Topic:

Describe the effect of recent developments in Canada since confederation, including the Constitution Act (1982), the Meech Lake Accord (1987), the Charlottetown Accord (1992), the Quebec Referendum (1995), and the Supreme Court Decision (1998). Engage the students in a physical education activity showing knowledge and comprehension of information learned.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

← Use appropriate vocabulary to describe their inquiries and observations.

← Compare Canada as it was in 1867 to the Canada of today, including political, social, and other issues facing the country in both periods.

← Describe and analyze conflicting points of view about a historical issue or personality.

← Participate vigorously in all aspects of the program (Physical Education)

← Demonstrate respectful behaviour towards the feelings and ideas of others (Physical Education)

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: X | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: X |Checklist: |Rubric: |Quiz, Test: |Other: |

|Self-assess.: X |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Students will be responsible for reading through pages 140 and 141 and responding to various questions. As they complete this work, I will walk around and observe their progress. We wil take up this work at a later date.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________________

5.a. Mark with an x:

|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explan.: X |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students: pencil, paper, eraser, textbook.

6.b. For the Teacher: pencil, paper, eraser, textbook, overhead projector, overhead transparencies

7. Instructional Strategies:

7.a. Student-Centered: Mark with an x:

|Cooperative: |Centres: X |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture:X |Guided Inquiry: |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: Minutes 8 (w)

Include reviewing, motivating, and providing a context.

1. Although confederation in Canada happened 139 years ago, there are many recent issues and developments that affect the original structure of confederation.

2. Ask students to brainstorm some current issues (in current I mean in the past 30 years that affect Confederation).

a. Constitution Act and Charter of Rights and Freedoms

b. Quebec Referendums (1980 and 1995)

c. Meech Lake Accord 1987

d. Charlottetown Accord 1992

e. Quebec Reference Question 1998

3. Explain that we will be looking at some of these current issues and their impact on Confederation.

8.b. A Sequence of Teaching and Learning: Minutes 10 (w)

Include checking for understanding and reviewing key points.

1. There are many examples of desired or proposed constitutional change since 1867.

2. Inform students that I will be introducing them to the topics we will be studying, but they will read pages 140-141 to gain a greater understanding of the issues.

3. In 1982, The BNA Act was renamed and revised and recognized Canada as a much more diverse nation.

4. Although the Constitution Act was positively received by Canadians, the province of Quebec refused to support the new act.

5. With the new constitution driving Canadian politics, the Meech Lake Conference was set in order to persuade Quebec to join in on the new act.

6. Although those involved with the Meech Lake process were hopeful, it was not accepted by all provinces and failed.

7. In 1992, the Prime Minister and Premiers met again to discuss an accord similar to Meech Lake. This accord, known as the Charlottetown Accord, included recognition of Quebecois issues and even Aboriginal desires.

8. This accord seemed to be what the province were waiting for- inform students that they will have to read to find out what happened regarding the Accord.

9. Another major issue arose in 1995- the province of Quebec elected the Parti Quebecois. This referendum that attempted to re-evaluate Quebec’s position as a province in Canada.

10. Explain that the Quebec question has been the most prominent development in Confederation.

8.c. Application: Minutes 40 (w- in class) & 22 (w- in gym)

Include facilitating guided and/or independent practice.

1. Students will be provided with various questions regarding recent developments in Confederation.

2. Have students copy questions from the overhead into their notebooks and work through them reading pages 140-141.

3. Take up answers with students at the end of 40 minutes (allotted).

4. Take the students to the gym. Labels: Constitution Act (1982), the Meech Lake Accord (1987), the Charlottetown Accord (1992), the Quebec Referendum (1995), and the Supreme Court Decision (1998); will be posted around the gym. Students will answer questions related to each event by running to the area of the gym that corresponds to the answers.

5. Students will discuss their answers, and the correct answer will be revealed.

8.d. Closure and Assessment: Minutes 10 (w)

Include sharing, reflecting, and considering next steps.

1. Ask students what issues they found most interesting? Is there anything they would like to comment on?

2. Inform students that while the book does not note it, Quebec held a referendum in 1980 which asked a similar question – it was defeated 60% to 40%.

3. Show students that two questions as they were written in 1980 and 1995- explain that there was a lot of debate over the length of the question in 1980. Ask them their feelings on this.

4. Explain that the most interesting issue is Quebec. Quebec has always been the “glue” that has kept this nation together. Think to the time of confederation- it was John A. MacDonald and others that recognizes the coalition needed and made concessions to French, speaking Canadians. Even in these cases, the Meech and Charlottetown conferences sought to give Quebec more of what they wanted. Explain that I read and article back entitle “Quebec- Canada’s Poisonous Foundation”. It is a very interesting article because while it suggests Quebec is a poison for Canada, some believe that Quebec has been the remedy of many problems in the nation.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Lesson #8:Confederation Jeopardy

1. Identification:

|Candidate: Eric Sabatini |Grade: 8 No. of Students: 30 |

|Associate: Mr. Rian Bishop |Subject/Strand: Social Studies: History |

|School: Notre Dame Elementary |Lesson Type: Student-Centered |

|Date: November 22, 2006 |Students Absent: |

2. Lesson Topic:

To review entire Confederation unit with students using an interactive jeopardy game.

3. Specific Expectations: Mark with an x: Concepts: [X ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

4. Assessment and/or Evaluation of Student Achievement:

4a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: | |

| | | |X | |

4b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X | | | | |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

| | | | | |

4c. Teacher’s Routine for Marking, Tracking, and Reporting:

Students will participate in a game of jeopardy to review the Confederation unit. As I perform my duty as Alex Trebek, I will observe to determine who is not involved in answering questions. Individuals who choose not to participate in the team-oriented game will be called on randomly to answer questions.

5. Lesson Modifications: (Where applicable, provide student names.)

5a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | | | | |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E.A. Assistance: |

|X | | | | |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Tech.: |

| | | | | |

5b. Teacher’s Routine for Lesson Modifications:

Individuals who require modifications will not be called on to answer questions randomly. At the conclusion of the game, I will speak with these individuals to ensure they understand the material presented throughout the game. As a guide for studying, these students will be given the jeopardy questions and answers to review prior to the culminating activity.

6. Materials and Equipment Required:

6a. For the Students: pencil, paper, eraser

6b. For the Teacher: pencil, paper, eraser, textbook, jeopardy board, jeopardy questions and answers.

7. Instructional Strategies:

7a. Student-Centered: Mark with an x:

|Cooperative: |Centers: |Problem-solving: |Computer-Assisted |Other: |

|X | | | | |

7b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

|X | | | | |

8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent

8a. Introduction:……………………………………………………………………Minutes: 2 min (W)

Include reviewing, motivating, and providing a context.

1. Begin lesson by playing the theme music from “Jeopardy” game show.

2. Inform students that they will be participating in a jeopardy game in order to review the Confederation and in preparation for the culminating activity.

3. Explain that it is in their best interest to pay attention to the questions and answers, and to even jot them down in their notes **HINT, HINT**

8b. A Sequence of Teaching and Learning:………………………………..Minutes: 3 min (W)

1. Split students into two teams. Be aware of students that require accommodations and modifications, and structure teams with a variety of learning styles and abilities.

2. Allow students to huddle together in their group, while remaining in their seats.

3. The game will proceed by asking questions to each group alternately.

8c. Application:…………………………………………………………………Minutes: 35 min (W)

Include facilitating guided and/or independent practice.

1. Students will work in groups and independently to answer questions presented in jeopardy format.

2. Inform students that should one group fail to answer a question, the other group will be given the opportunity to steal.

8d. Closure and Assessment:……………………………………………………Minutes: 5 min (W)

Include sharing, reflecting, and considering next steps

1. Remind students that a lot of this information will be of help during the culminating activity

2. Instruct students to review their history notes and the textbook pgs. 94-101; 118-141, as most of the topics discussed are also accompanied by textbook write-ups

3. Things to remember:

• Reasons for confederation (6)

• Three Conferences

• British North America Act

• Recent Issues in Confederation

• Important and significant figures during the Confederation time period.

Name:

History Unit: Confederation

Part A: Matching (10)

Match Column A with phrases in Column B. Write the correct letter in the space provided.

Column A

Sir John A. Macdonald

George Brown

Fenians

Legislative Branch

Reciprocity Treaty

British North America Act

Constitution Act

Charlottetown Accord

Charlottetown Conference

Great Coalition

Part B: Fill in the Blanks (10)

Use the word bank below to complete the sentences.

1. In 1864, as leader of the Le Parti Bleu, , John A, Macdonald, and George Brown initiated the great coalition.

2. felt that they had little in common with the people of the United Province of Canada. Therefore, they were not interested in Confederation.

3. The stated the powers of the provincial and federal governments and outlined the way in which the government would be structured.

4. The Parti Quebecois initiated the in 1995 because they were committed to establishing Quebec as an independent country in an economic partnership with the rest of Canada.

5. The clause created a federal (central) government that was very powerful.

6. In 1987, the failed because it did not recognize the distinctiveness of Aboriginal peoples.

7. The deals with such things as natural resources, hospitals and asylums, civil law, and issuing licensing to shops, saloons, and taverns.

8. includes members of Parliament (MPs) who are chosen by the Prime Minister to head up ministries (i.e. health, taxation, education) across the nation.

9. At the end of the , delegates from the United Province of Canada, New Brunswick, Nova Scotia, and PEI drafted seventy-two resolutions.

10. The shortage of good farmland in Canada West contributed to the desire to expand into .

Part C: Short Answers (10)

Answer the following questions.

1. For each of the following conferences listed, identify one key development: (3)

a) Charlottetown Conference:

b) Quebec Conference:

c) London Conference:

2. Identify three areas in which the federal and provincial governments share power. (3)

3. Why did the creation of a strong central government create concern among the French-speaking people of Canada East? (3)

4. Identify one recent (since 1982) change that has been made to Confederation. (1)

Part D: Long Answer (10)

Answer the following question. **Quality, not quantity**

Based on what you have learned in this unit, describe and explain the major factors and events that led to the creation of the Dominion of Canada in 1867?

Cross-Curricular Connections

All cross-curricular connections are found within all lessons of the unit. The following is a list of the subjects covered in each lesson:

• Social Studies

• Arts (Drama, Visual Arts, Music)

• Language Arts

• Health & Physical Education

• French as a Second Language

-----------------------

Column B

A) created the Dominion of Canada in 1867

B) called for the recognition of Quebec distinctiveness and the protection of Aboriginal rights

C) first Prime Minister of Canada

D) makes laws and votes on taxes

and other sources of revenue

E) also known as the “Maritime Union”

F) Irish-American group dedicated to

overthrow British rule in Ireland

G) the compromise that took place

due to political deadlock

H) publisher of the Globe newspaper

until his death in 1880

I) includes the Charter of Rights and Freedoms

J) its cancellation led colonies to contemplate joining together

h) called for the recognition of Quebec distinctiveness and the protection of Aboriginal rights

Quebec Referendum BNA Act

POGG Newfoundland

The Cabinet Nova Scotia

Georges Etiénne-Cartier Provincial Government

Meech Lake Accord Rupert’s Land

Quebec Conference Federal Government

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