Unit Plan Overview - Brock University
The Development of Western Canada
Laura Dichiaro, Ashley Jack, Helen Petrullo
Dave Pidberezny, & Jessica Swift
EDUC 8Y29
Brock University
Dr. Rutherford
Unit Plan Overview
Strand:
The Development of Western Canada; History: Grade 8
Purpose/goals:
The purpose of the Development of Western Canada unit for grade eight students is to identify and explore the factors that contributed to the change and growth of the new Dominion westward during the late 18th century.
This is the second strand of the grade eight Social Studies curriculum being taught at St. Alexander; however, it is the students’ first, in-depth look, at the study of how and why the Dominion expanded as a result of the settlement and development of Canada west. Such rudimentary exposure to early Canadian history denotes that a strong emphasis must be placed on capturing the students’ attention early on in the unit through engaging learning activities, meaningful discussions, and inclusive culminating tasks. It is hoped with this type of instruction students will be motivated to continue on with their investigation of Canadian History in secondary school.
Overall Expectations:
Include the following p.61:
• Use a variety of resources and tools to gather, process, and communicate information about conflicts and changes that occurred during the development of Western Canada.
• Describe the effects of development on various groups of people in the region from a variety of perspectives.
Context:
During this five week unit (double period/70 minute classes), it is anticipated that students will complete a number of assignments through various hands-on learning activities to further stimulate and enhance their inquiry/research and communication skills surrounding the particular strand being studied. It is intended that through such authentic activities as web quests, power point presentations, visual arts assignments, and role play, student awareness and understanding of the early history of their country will be improved significantly.
This unit will culminate with a final group project in which students present their findings in a power point presentation using largely primary and secondary resources they found on such themes as:
o Rupert’s Land
o Hudson’s Bay Company
o Métis, First Nations peoples
o Louis Riel
o Red River Settlement
o Red River Rebellion
o Opening of the West – the railway and populating the west
Challenges:
• The subjects commonly taught on rotary in grade eight (history/geography/science/physical education) are taught in blocks at St. Alexander. Therefore, the students study each in isolation for a specified period of time instead of on a daily cycle format. Such a structured course schedule can impose time constraints and limitations which can make it difficult and challenging to cover all the intended material.
• There will be many cross-curricular connections made throughout this unit with Language, Visual Arts, and Drama
• Technology will play an integral component in the teaching and learning process during this unit. For example, web quests, power point presentations, and pictures will be incorporated to enrich the lessons.
Organization Frameworks:
• Centers will be utilized throughout this unit. It is intended that these groups will be designed so that students feel comfortable and confident working together on assignments and projects as well as with helping each other during individual seat work and participating in group discussion.
• This collaborative setting in the classroom is also more conducive to activities like role play, debate and discussion, and art projects.
• Instructional strategies for this unit will be based primarily on the design down approach while also including cooperative learning, centers, hands-on, problem-solving, and computer assisted strategies.
• Tasks for the students during this unit will include: research and investigation projects, oral reports, role-play, multi-media presentations, and work samples.
Development of Western Canada
Lesson 1
Introduction to primary and secondary research and studying Canadian history.
Students will be presented with primary and secondary historical research and asked to determine why it is important to the study of history. They will compile notes in a lecture/discussion style fashion with teacher assistance.
Resources: Canada at the Turn of the Century: The Impact of Industrialization 1890s - 1920s website
Evaluation: Notebook Submission and presentation/discussion of primary or secondary evidence in class.
70 minutes
Lesson 2
Students will become introduced to their culminating task which will be due in lesson nine. During this lesson, the teacher will provide an in depth description of the assignment, what is expected, how it will be assessed. Students will then form their groups and are given a work period.
Resources: N/A
Evaluation: Final project using power point and costume to present research.
70 Minutes
Lesson 3
Students will describe the everyday life of various groups (i.e. First Nation peoples, Metis, Europeans) in Western Canada in the late nineteenth century. Specifically, students will locate relevant information about three major groups living in Rupert’s Land (Woodland Cree, Siksika, and the Metis) and use appropriate vocabulary.
Resources: Canada Revised 8 textbook
Evaluation: Observation sheet and anecdotal notes
70 minutes
Lesson 4
Students will describe the everyday life of various groups (i.e. First Nation peoples, Metis, Europeans) in Western Canada in the late nineteenth century. Specifically, students will locate relevant information about three major groups living in Rupert’s Land (Woodland Cree, Siksika, and the Metis) and use appropriate vocabulary.
Resources: Canada Revised 8 textbook
Evaluation: Metis worksheet
70 minutes
Lesson 5
Students will describe the causes and results of the Red River Settlement and explain the roles of key individuals and groups. In addition, students will also use appropriate vocabulary.
Resources: Canada Revised 8 textbook
Evaluation: Anecdotal records
70 minutes
Lesson 6
Students will research, analyze, and summarize the life and times of Louis Riel. Through a web quest students will look at his life and contributions to history. They will discover information about the Métis, Thomas Scott, and the Red River Rebellion. Based on their findings they will discuss whether Riel should be deemed a Canadian hero or traitor.
Resources: Youth Encyclopaedia of Canada website, historical minutes, and the Collections Canada Websites.
Evaluation: Students will complete a web quest.
70 minutes
Lesson 7
Students will identify, elaborate, and explain some of the factors that led to the settlement and expansion of the Canadian west including the role of the Canadian Pacific Railway. Students will design a poster to attract settlers to the west.
Resources: Collections Canada Websites
Evaluation: Rubric
70 Minutes
Lesson 8
Students are given the entire period to meet with their group to work on their culminating task. This lesson is to be used as a useful work period to ensure students have obtained the necessary resources and to pose any questions or clarifications they may have.
Resources: N/A
Evaluation: Observation
70 Minutes
Lesson 9
Students will present their final projects! Students will demonstrate their knowledge of the topics discussed within the unit, their technology skills, as well as their creativity through PowerPoint.
Resources: N/A
Evaluation: Rubric
70 Minutes
Lesson #1
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: History/The Development of Western Canada |
|School: St. Alexander |Lesson Type: Introduction |
|Date: 2007 Duration: 70 Minutes |Students Absent for this Lesson: |
2. Lesson Topic: Introduction to primary and secondary research when studying history
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
1. Specific Curriculum Expectations: (Ministry of Education. 2004. Ontario Curriculum Grades 1-8: Social Studies Document Grades 1 to 6 and History and Geography Grades 7 and 8)
Specific Social Studies Expectations:
• Use a variety of primary and secondary sources to locate relevant information about the settling of the land, and social and cultural life in the developing west (e.g. primary sources photographs and secondary sources maps, print material).
• Use appropriate vocabulary (e.g., treaties, Métis, Rupert’s Land) to describe their inquiries and observations.
• Analyze, synthesize, and evaluate historical information.
Specific Language Arts Expectations:
• Making Inferences/Interpreting Texts - develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations.
• Produce pieces of writing using a variety of specific forms (e.g. journalistic-style captions, explanatory texts, poems or short stories), techniques and resources appropriate to the form and purpose, and materials from other media.
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 | |
Assessment:
• Notebooks will be collected and marked on the first day of this lesson to set the tone for what is expected with note taking skills. Using a checklist, the following is expected to be included: date, title, underlining, summary of important and relevant points discussed in class, definitions copied correctly, spelling. The checklist will be stapled into their notes for further reference.
4.b. Tools for the Teacher: Mark with an x:
|Observation: x |Checklist: x |Rubric: |Quiz, Test: |Other: Projector |
|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Since I will be introducing this topic to students using an interactive website where the students will be encouraged to read the provided text out loud, follow along, ask questions, and contribute to the overall development of a class set of notes, I will use anecdotal comments to reflect students’ participation, oral communication skills, inference, summarization and written skills to complete the intended tasks. It is intended that over the course of the unit all students will get the opportunity to read aloud. This will contribute to their oral communication mark in language. The students will also present a piece of primary and secondary research in the next class – they will be graded using observation and anecdotal comments.
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: x |
|Peer Tutor: |Visuals: x |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Present a detailed overview of the lesson plan for today with clear instruction. Provide a copy of the instructions for student to take home in their agenda. Ensure that the website we are working with is provided so that students are able to complete the assigned task during work periods and/or at home.
• If students attempt to copy down the notes created in class but are struggling or cannot finish, a completed copy will be provided to them.
• Students who require assistance may work with an E.A, when an EA is present, to complete their assignment.
• Repeat/demonstrate/clarify any concerns that the students may have regarding the topic and/or expectations.
6. Materials and Equipment Required:
6.a. For the Students: history notebook, red pen and pen
6.b. For the Teacher: Pen, paper, class list, projector, website, chart paper
7. Instructional Strategies:
7.a. Student-Centered: Mark with an x:
|Cooperative: x |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |
7.b. 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
8.a. Introduction: ………………………………………………………………15 Minutes
Include reviewing, motivating, and providing a context.
• Brainstorming web – what do students know about valid academic research, primary sources, secondary sources and reliable historical sources.
• Why is it important to know the differences between the above terms? What are the implications that will arise if we receive biased information?
• What is a bias?
• What images do students have with regards to historical data?
• What is an example of a primary source and a secondary source?
• How do students think they might be able to find data from that era?
8.b. A Sequence of Teaching and Learning:…………………….……………10 Minutes
Include checking for understanding and reviewing key points.
Instructions/Overview for Students
• Students will follow along with the information shown on screen.
• Students will participate in oral reading of information.
• Students are encouraged to ask questions, generate debate, and contribute to overall completion of class set of notes.
• Teacher will circulate around the class to answer questions and ensure that students remain on task.
8.c. Application:………………………………………..........………………35 Minutes
Include facilitating guided and/or independent practice.
• Begin at
• Read the introduction - Canada at the Turn of the Century: The Impact of Industrialization 1890s - 1920s.
• Based on what you now know from our discussion on primary and secondary resources, why do you think its important that we continue to study Canadian history and find new discoveries to share with people about our heritage? Or, do you think we should just accept what has been found, continue to study it and not make any new contributions or discoveries?
• A student will read the first paragraph and another will read the second.
• Remind students to think about the questions presented during our discussion because they will be discussed towards the end of the lesson.
• A student will read the differences between primary and secondary research charts and students copy down the chart presented on the projector.
• What are some examples of primary sources?
• What are some examples of secondary sources?
• Students will read, “where do I find primary sources”. Students will summarize and make notes.
• What are some of the important elements of this information? – Teacher will copy them onto chart paper.
• Students will read, “are some sources better than others”.
• What are some of the important elements you found? – Teacher will copy them onto chart paper.
• Address the key questions presented – and allow for students questions and debate that may form.
8.d. Closure and Assessment:…………………..………..…......………………5 Minutes
Include sharing, reflecting, and considering next steps.
• Students will complete the online quiz about primary and secondary resources together.
For homework – Find a piece of research (based on what we learned today) that is a primary source or secondary source. Example’s included a grandfather’s war medal, a newspaper clipping, a photograph, diary or map from a collections website – Its characteristics will be discussed in class. You should be able to share its meaning and value. This will be discussed in the next class.
• Hand in note books at the end of period
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Notebook Checklist
*** PASTE THIS INTO YOUR NOTEBOOK AND ENSURE THESE STEPS ARE COMPLETED EACH TIME YOU HAND YOUR NOTEBOOK IN***
Date/Underline
Title of note/Underline
Neatly written and easy to follow
Good paragraph and sentence structure
Summary of important and relevant points highlighted in class
Definitions copied correctly
Term Underlined
Check for spelling errors
Lesson #2
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: History/The Development of Western Canada |
|School: St. Alexander |Lesson Type: Application |
|Date: 2007 Duration: 70 mins |Students Absent for this Lesson: |
2. Lesson Topic: Introducing the final culminating task.
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
1. Specific Curriculum Expectations: (Ministry of Education. 2004. Ontario Curriculum Grades 1-8: Social Studies Document Grades 1 to 6 and History and Geography Grades 7 and 8)
Specific Social Studies Expectations:
• Use a variety of primary and secondary sources to locate relevant information about the settling of the land, and social and cultural life in the developing west, building of the railway (e.g primary sources photographs and secondary sources maps, print material)
• Analyze, synthesize, and evaluate historical information
Specific Language Arts Expectations:
• Making Inferences/Interpreting Texts - develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
• Produce pieces of writing using a variety of specific forms (e.g. journalistic-style captions, explanatory texts, poems or short stories), techniques and resources appropriate to the form and purpose, and materials from other media
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: x |Portfolio: |Conference: |Multi-media: x |Other: |
|Journal: |Projects: |Presentation: x |Work Samples: | |
Assessment:
o Students will be graded on their participation in the completion of this group task using observation and anecdotal comments. Oral reports of their photo essay (using power point) will be graded based on a rubric.
4.b. Tools for the Teacher: Mark with an x:
|Observation: x |Checklist: |Rubric: x |Quiz, Test: |Other: Projector |
|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Students will be working in groups to complete this task. It will require at least 2 work periods in the lab. I hope to be able to listen in on a few groups per period to make notes about participation, discussion, and contribution. At the end of the day I will elaborate on those comments to ensure they are constructive and useful for both myself and the student.
5. Lesson Modifications: (Where applicable, provide student names.)_______________
5.a. Mark with an x:
|Increase Time: x |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
| | |x | | |
|Oral Explan.: x |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: x |
5.b. Teacher’s Routine for Lesson Modifications:
• Present a detailed overview of the lesson plan for today with clear instruction. Provide a copy of the instructions for student to take home in their agenda. Ensure that the website we are working from is provided in case they work from home.
• Students make work alone and complete the same project but with fewer expectations. Student will meet with the teacher to discuss
• They can continue to work on this activity during free work periods by using the computer in the class
• They can also work with the E.A during resource time to finish any uncompleted work.
• Repeat/demonstrate/explain any student’s concerns about the topic and what is expected so there is minimal confusion
6. Materials and Equipment Required:
6.a. For the Students: history notebook, pen, computer lab
6.b. For the Teacher: Pen, paper, class list, website, chart paper, computer lab
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: x |Centres: |Inquiry; Problem-solving: |Computer-Assisted: x |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: x |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction:……………………………………………………………..…20 Minutes
Include reviewing, motivating, and providing a context.
Introduction
• Teacher will review the important concepts from the previous lesson.
• Who would like share some of their primary and secondary resources they found?
● In this lesson we will look at –
• Useful images on the Images Canada database from which to make reasoned generalizations about one or two aspects of life in Canada in the late 19th century – everyday life, culture, and politics for example.
• Working in groups of 3 you complete the assigned task – note each group will do a different topic – they are first come first serve. There may be a group of 4 and one who does the same topic but focuses on a different aspect of society
• As a large group – lets do an example so everyone knows what is happening:
• Make a table listing features of the students' lives today, using the following categories:
• Clothing
• School
• Food
• Leisure
• Introduce students to the Images Canada website. Demonstrate how to brainstorm and use keywords to find images on a topic. Generally, each search topic will yield many results. Model the process of selecting appropriate and revealing images using the following criteria:
• Is the picture clear?
• Does it show what you are looking for?
• What is the context? Is it a genuine depiction of an aspect of life at the time or a romantic
or biased representation?
• How much useful information is there in the image?
8.b. A Sequence of Teaching and Learning:……………………………………15 Minutes
Include checking for understanding and reviewing key points.
Instructions/Overview for Students Final Project
Students follow the following steps as shown on your handouts:
• Choose a theme to study for a specific group in Canada in the late 19th
o Hudson’s Bay Company
o Rupert’s Land
o Métis/First Nations peoples
o Louis Riel
o Red River Rebellion
o Red River Settlement
o Opening of the West – the railway and populating the west
• Brainstorm key words to help search for images
• Select images (8 to 12)
• Interpret images using questions (provided in student handout) and observation
• Make generalizations about chosen aspect of life
• Compare and contrast with life today
• This will be completed as a power point presentation and your findings will be presented to the class –
Extension activities
• Students will select one article that strikes them as particularly interesting and write a story about it.
Modification activities
• Some students may be given the picture by the teacher and asked to complete the inference and analyzing. They may also meet to conference if the power point is not effective.
8.c. Application:………………………………..........…………………………30 Minutes
Include facilitating guided and/or independent practice.
• As a group decide who is going to fulfill what role in this project? Power point and story
• Make sure you utilize your time wisely this assignment is to be completely almost entirely in class
Remember to think about the following:
• Is the picture clear?
• Does it show what you are looking for?
• What is the context? Is it a genuine depiction of an aspect of life at the time or a romantic
or biased representation?
• How much useful information is there in the image?
• How do you want to set up your power point,
• If you’re attempting the story, are you integrating your story into the slide show?
• Your story should have an introduction, focus, and conclusion
• Do you want to act out your story?
8.d. Closure and Assessment:………………..…...................………………5 Minutes
Include sharing, reflecting, and considering next steps.
Applying your knowledge:
• We will continue on with this lesson next period, picking up where we left off, but in the meantime…
• Tell me one thing you learned about the theme you are investigating today? How do you know that it is a primary or secondary resource?
• Presentations will commence in about 4 weeks!
Final Assignment: History: The Development of Western Canada
Images Canada Educational Resources
Due Date: LAST CLASS
A. Choose a theme. Some possibilities:
o Hudson’s Bay Company
o Rupert’s Land
o Métis
o Louis Riel
o Red River Rebellion
o Red River Settlement
o Opening of the West – the railway and populating the west
B. Brainstorm key words that will help you find images on the Images Canada website. For example:
|Louis Riel |Métis, Red River Rebellion, Provisional Government |
Brainstorm Table
| | |
| | |
| | |
| | |
| | |
The words you use in your brainstorm will produce many search results.
C. The next step is to select the images that seem most useful.
Remember! If you use an image from a photo taken on or after January 1, 1949, you must add the appropriate copyright notice. See examples below:
©Canadian Science and Technology Museum
© Glenbow Library and Archives
Hint: you can find the date and the image source institution (the copyright owner) by clicking on the More Information link under each image.
Here are some ways to help you choose images:
• Is the picture clear?
• Does it show what you are looking for?
• Does it have a good amount of detail and useful information about the aspect of life you are investigating?
• Consider the context: Is it a genuine depiction of real life or a romantic or unrealistic view? (Note that many pictures are posed. This is not necessarily bad, but it should be considered.)
• Is the date of the image close to the date of other images you have chosen? (Much changed in a few years during this period.)
• Does the image have a similar setting to other images you have chosen? Experiences might be very different in different regions -- between the Far North and the Maritimes, for example.
D. Make notes on the following:
• Describe the focus of the image:
o What is it?
o What is happening in the image?
o Are there people?
▪ How many?
▪ What are they doing?
▪ How are they dressed?
▪ Do they look rich, poor, or in-between?
▪ What is their expression? Happy? Sad? Serious? Something else?
▪ Why do you think they are in the picture?
▪ Is there anything interesting about them?
o If the focus is an object (or building or place), what does it look like?
▪ What is it made of?
▪ Why do think it was chosen for a picture?
▪ Is there a technological aspect of the object that interests you?
• Describe the setting:
o Is it indoors or outside?
o What objects, plants and animals do you see?
o Why do you think they were included in the image?
• Why do you think this picture was taken?
o Was it to celebrate an event? (For example, a party or holiday.)
o Was it to celebrate a family or person? (For example, a family portrait.)
o Was it to celebrate success? (For example, a rich farm or business.)
o Was it to show how life was? (For example, a work crew resting.)
• Is this picture a real depiction of life at the time, or is there something about the picture that tells you that it is not? Is this important, and if so, why?
E. Based on all your pictures, can you now make any generalizations about the theme of your study? Consider, among other things:
• Characteristics of the physical environment (and its effect on people)
• Technology and its effects on people's relationship with the land
• Roles and responsibilities of citizens in various groups in early Canada
For example:
Before the building of the railway, pioneers on the prairies travelled across the land using...
Or
Many of the first homes built on the prairie were made from local materials like…
F. Finally, compare and contrast this aspect of life with your life today.
• In what ways are things the same now?
• In what ways are things different?
G. Prepare a poster or other artistic representation showing and describing this aspect of life in the late 19th and/or early 20th century. You might include:
• Images with captions
• Explanatory text
• Your own poem or short story about what life would have been like
This representation will be presented to the class when completed.
REFER TO THE RUBRIC TO SEE HOW YOU WILL BE MARKED!
Canada West Assignment Evaluations:
Student’s name:
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |
|Content (historical accuracy) |Very little of the historical |Most of the historical information was accurate|Almost all historical information |All historical information appeared |
| |information was accurate and/or in |and in chronological order. |appeared to be accurate and in |to be accurate and in chronological |
| |chronological order. |Shows minimal understanding of material |chronological order. |order. |
| |Shows limited understanding of |presented |Shows some understanding of material |Shows strong understanding of |
| |material presented | |presented |material presented |
|Organization |Limited ability to present the |Some ability to present the material in an |Considerable ability to present the |The material was presented in an |
| |material in an organized fashion |organized fashion where one requirement was not|material in an organized fashion |organized fashion where all |
| |where more than one requirement was |completely met |where most requirements are met |requirements are met and exceeded |
| |not completely met | | | |
|Oral Communication |Delivery not smooth and audience |Delivery not smooth, but able to hold audience |Relatively interesting, rehearsed |Interesting, well-rehearsed with |
| |attention lost |attention most of the time |with a fairly smooth delivery that |smooth delivery that holds audience |
| | | |usually holds audience attention |attention |
Lesson #3
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: Social Studies/History |
|School: St. Alexander |Lesson Type: Introductory Lesson |
|Date: Duration: 70 min |Students Absent for this Lesson: |
2. Lesson Topic: An Introduction to Rupert’s Land and the Hudson’s Bay Company
prior to Confederation.
3. Specific Expectations: Mark with an x: Concepts: [x] Skills: [x] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
a) Describe the everyday life of various groups (i.e. First Nation peoples, Metis, Europeans) in Western Canada in the late nineteenth century.
b) Locate relevant information about three major groups living in Rupert’s Land (Woodland Cree, Siksika, and the Metis).
c) Use appropriate vocabulary
Cross Curricular Connections:
Language Expectations:
a) Develop and explain interpretations of text using stated or implied ideas from the text to support their interpretations (p. 141).
b) Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including working in groups/partners (p. 138).
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: x |
| | | | |Worksheets |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: x |Checklist: |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Using the teacher’s observation sheet and jotting down notes, the teacher is able to identify students’ ability to stay on task, work with others, share ideas, listen to others, and use appropriate terminology.
5. Lesson Modifications: (Where applicable, provide student names.) N/A
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |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:
(One pencil per student
(One grade 8 history textbook per student
(1 worksheet per student to start (by the end, students will have 3 worksheets per student)
6.b. For the Teacher:
(One pencil or pen
(Observation sheet
(2 Overhead sheets of Canada
(Overhead markers (at least 3 different colours)
(Enough photocopies of the three worksheets (3 worksheets per student)
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; |Computer-Assisted: |Other: |
|X | |Problem-solving: x | | |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: x |Demonstration: |Other: |
| |x | | | |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction:……………………………………………………..…………15 Minutes
Include reviewing, motivating, and providing a context.
W: -Introduce lesson by briefly recalling what aspect of Canada the students just finished looking at in their previous unit (i.e. the pacific, specifically British Columbia)
-Using an overhead, which depicts the map of Canada, the teacher will then inform students that they are now going to be concentrating on central Canada and moving more toward the east.
-Teacher will outline Rupert’s Land on the overhead and introduce Rupert’s Land to the students by stating its name and informing students that it is owned by the Hudson’s Bay Company.
-Teacher will inform students that they will be looking at three important groups living in Rupert’s Land, the Woodland Cree, the Siksika, and the Metis, which will already be written on the chalk board.
-Teacher will also place three dots on the same map on the overhead indicating where these three groups lived to give students an idea as to where exactly these groups inhabited.
-Teacher will then put up another overhead, which illustrates the trading routes through Hudson Bay to once again give students an idea as to where the trading was occurring.
-Teacher will split students up into groups of four and quickly go over the instructions on the worksheets.
8.b. A Sequence of Teaching and Learning:………………………………………………………………Minutes
Include checking for understanding and reviewing key points.
S:-In groups of three or four, students will work together to fill in the blanks on the worksheet. Not all groups will be given the same worksheet. For example, some groups will have the worksheet that pertains to the Woodland Cree, others will have the Siksika, and others will have the Metis. Once a group finishes one worksheet they are given another. It is predicted that no group will finish answering two complete sheets during the time allocated.
-Teacher uses guided inquiry by facilitating around the classroom visiting and revisiting each group by observing and posing questions to ensure each group comprehends the task and remains on task.
8.c. Application:………………………………………...………………………50 Minutes
Include facilitating guided and/or independent practice.
S: The rest of the period is a work period to allow students to use the text and fill in the blanks provided on the worksheets. The goal of the lesson is to have students work together and educate themselves on each First Nations group in order to be able to describe the everyday life of the three groups in Western Canada in the late nineteenth century.
-Unfinished work is not assigned for homework, students will continue to work on the worksheets next class. All three worksheets will be completed at then end of the following class and one of the sheets will be collected.
8.d. Closure and Assessment:………………………………..………..…..........………………….5 Minutes
Include sharing, reflecting, and considering next steps.
W: With 5 minutes remaining, the teacher will get the students’ attention and inform them that there is no homework and to put their sheets in their history workbook for the next class.
-Tell students that they will be given time to finish them next history class.
-The next class will involve a work period as well as taking up and discussing two of the three worksheets orally as a class. One of the three worksheets will be handed in to be graded however the students are not told which one to ensure that all three get completed and that the same amount of effort is put into all three.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Observation Sheet
Student: Date:
|Student on task |Anecdotal Notes: |
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|Sharing ideas | |
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|Working well with peers | |
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|Actively listening to others ideas | |
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|Using terminology from the book | |
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Student: Date:
|Student on task |Anecdotal Notes: |
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|Sharing ideas | |
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|Working well with peers | |
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|Actively listening to others ideas | |
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|Using terminology from the book | |
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Student: Date:
|Student on task |Anecdotal Notes: |
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|Sharing ideas | |
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|Working well with peers | |
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|Actively listening to others ideas | |
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|Using terminology from the book | |
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Student: Date:
|Student on task |Anecdotal Notes: |
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|Sharing ideas | |
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|Working well with peers | |
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|Actively listening to others ideas | |
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|Using terminology from the book | |
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Student: Date:
|Student on task |Anecdotal Notes: |
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|Sharing ideas | |
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|Working well with peers | |
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|Actively listening to others ideas | |
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|Using terminology from the book | |
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Student: Date:
|Student on task |Anecdotal Notes: |
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|Sharing ideas | |
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|Working well with peers | |
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|Actively listening to others ideas | |
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|Using terminology from the book | |
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Other Observations:
Overhead Sheet #1: Rupert’s Land
[pic]
Overhead Sheet #2: Hudson’s Bay Company-Trading Routes
[pic]
Rupert’s Land Prior to Confederation
As a group, you will become experts on a group of people living in Rupert’s Land known as the Woodland Cree. Refer to pages 55, 56, & 57 of your history text to help you fill in the blanks below.
1) Woodland Cree is a _____________________ group of people living in
Rupert’s Land and were important in the fur trade & in the settlement of the west.
2) ____________________ was part of everyday life for the Woodland
Cree. Their spiritual practices related to everyday needs of life such as
__________________.
3) The Woodland Cree are ___________________-speaking people & were
greatly influenced by their ___________________.
4) The Woodland Cree did not live in permanent villages because they often
had to move from place to place in order to find new food sources. As a result, they lived in ______________ family groups.
5) Animals such as the _______________, _______________________,
____________, and _____________ were commonly hunted by the
Woodland Cree.
6) Elders believed all forms of life and all parts of Earth (rocks, lakes, rivers, trees, animals, the moon, thunder, the spirits, & people) were _______________ & if one part was injured, everything was affected.
7) Provide at least one example of co-operation among the Woodland Cree
Example(s):
8) The Woodland Cree were heavily involved in trading and built ________ for travel purposes. Trading season was in the ____________ because water-ways were open.
9) Briefly explain how the men and women contributed to the basic needs of the group.
|Men |Women |
| | |
| | |
| | |
| | |
| | |
| | |
10) The Woodland Cree often traded their ____________ for other products such as _____________, _________________, ________________, ______________, & ___________________ which were unavailable in their environment.
11) The lives of the Woodland Cree changed according to the seasons. Briefly explain the difference between their lives in the winter as opposed to the summer.
|Winter |Summer |
| | |
| | |
| | |
| | |
| | |
12) Their homes were temporary structures made of ______________ or ________________.
13) The Woodland Cree acted as go-betweens for fur trade with the ______________________. They exchanged furs for European goods, then traded the goods to inland ________________ for more furs.
Rupert’s Land Prior to Confederation
As a group, you will become experts on a group of people living in Rupert’s Land known as the Siksika. Refer to pages 55, 58, & 59 of your history text to help you fill in the blanks below.
1) The Siksika is a __________________ group and were important in the fur trade & in the settlement of the west.
2) The Siksika believed all living things were ___________________ and they lived on the land as they found it, treating nature with respect.
3) The Siksika speak an ___________________ language similar to the Woodland Cree.
4) They were _________________ hunters and skilled hunters of antelope & deer.
5) Sharing was very important to them since their survival depended on _____________________.
6) Their culture was based on following migrating herds of _____________ across the plains.
7) Because they followed the buffalo, their homes were not permanent. Therefore, their homes and possessions had to be ______________ enough so they could move from place to place.
8) Cooperation with each other and the environment was extremely important to the Siksika. List at least 2 examples of co-operation among the Siksika.
9) The Siksika used ____________________, usually deer or buffalo, to make clothing including robes and mittens for the winter.
10) The lives of the Siksika changed according to the seasons. Briefly explain the difference between their lives during the winter, spring, and summer.
|Winter |Spring |Summer |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
11) They used deer or buffalo hides to stretch over a frame of poles in order to make __________________.
12) ____________ were highly respected for their advice and knowledge of the group’s history and customs.
13) The _____________ was an important sacred symbol to the Siksika. It represented the cycle of life in which children were an important part.
14) The Siksika did not believe in ______________ ownership of land. They believed the land was made for all to use.
15) Name one role/job that males perform and one role/job that females perform.
Male/young men Female
← (
Rupert’s Land Prior to Confederation
As a group, you will become experts on a group of people living in Rupert’s Land known as the Metis. Refer to pages 52, 55, 60, 61, & 69 of your history text to help you fill in the blanks below.
1) Metis are people of mixed ______________ & _____________ ancestry (refer to page 52).
2) Most of the Metis spoke either _____________ or _______________.
3) Metis who were of English or Scottish background were usually _______________ and those who were of French background were usually __________________________.
4) They used _______________ and ______________ as materials for their clothing.
5) Their clothing was decorated with ________________, ______________, and bright woven sashes. Also, unlike today, ____________ often carried brightly beaded bags over their shoulders.
6) Metis farms were often in long _____________ as opposed to the block method of dividing land.
7) In their gardens they grew _________________________ such as ______________, __________________, and _____________________.
8) Two key parts of the Metis way of life in Red River were the _________________ and the ___________________.
9) Many Metis people settled at __________________ and built semi-permanent homes or started small farms.
10) During this time there was no local __________________ system and because there were few people and plenty of space, they lived on the land and used it to meet their needs.
11) Eventually, the Metis population expanded which led to them to develop a _____________________ and pride in their community. The Metis had their own leaders and became the largest group in the ________________ region (refer to page 69 for the 2nd blank).
12) During the winter they lived in ___________________ and in the summer they engaged in ____________________ away from Red River.
13) List at least three ways Metis people made a living
14) Some of the Metis people supported themselves by working for fur trade posts at Red River established by the ___________________________and _____________________________.
15) The annual ____________________ was a major source of food as well as an important part of Metis life.
16) Buffalo meat that was not eaten was dried to make ________________. The Metis used pemmican to trade at fur trade posts for other items.
17) Briefly list some of the duties or roles that the Metis men and women performed.
|Men |Women |
| | |
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| | |
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| | |
Rupert’s Land Prior to Confederation
Teacher’s Copy
As a group, you will become experts on a group of people living in Rupert’s Land known as the Woodland Cree. Refer to pages 52, 55, 56, 57, & 68 of your history text to help you fill in the blanks below.
1) Woodland Cree is a First Nations group of people living in Rupert’s Land and were important in the fur trade & in the settlement of what is now known as Western Canada. (p. 55)
2) Spirituality was part of everyday life for the Woodland Cree. Their spiritual practices related to everyday needs of life such as hunting. (57)
3) The Woodland Cree are Algonquian-speaking people & met all of their needs from the environment. (52 & 56)
4) The Woodland Cree did not live in permanent villages because they often had to move from place to place in order to find food. As a result, they lived in small family groups in northern woodlands. (56 or 52)
5) Animals such as the moose, woodland caribou, deer, and bear were commonly hunted by the Woodland Cree for food sources (56).
6) They (especially elders) believed all forms of life and all parts of Earth (rocks, lakes, rivers, trees, animals, the moon, thunder, the spirits, & people) were sacred & if one part was injured, everything was affected. (57)
7) Briefly explain how the men and women contributed to the basic needs of the group.
|Men |Women |
|-hunted ducks, geese, & big game |-women gathered plants for food & medicines. |
| |- women made clothing from hides which they prepared & tanned |
| |(56) |
| |-women & children snared rabbits & fished |
| | |
| | |
| | |
8) Provide at least one example of co-operation among the Woodland Cree
-hunting moose (56)
9) The Woodland Cree were heavily involved in trading and built canoes for trading purposes. Trading season was in the summer because water-ways were open. (57).
10) The Woodland Cree often traded their furs for other products such as corn, tobacco, birchbark, wild rice, & maple sugar which were unavailable in their environment. (57).
11) The lives of the Woodland Cree changed according to the seasons. Briefly explain the difference between their lives in the winter as opposed to the summer.
|Winter |Summer |
|-lived in small, isolated groups (approx 25-30 people) |-Groups formed larger communities for activities such as duck |
|-everyone in the extended family group was related through |hunting & fishing |
|kinship or marriage |-visited & held celebrations & ceremonies |
| |(56) |
| | |
| | |
| | |
12) Their homes were temporary structures made of hides or bark. (56)
13) The Woodland Cree acted as go-betweens for fur trade with the Hudson’s Bay Company. They exchanged furs for European goods, then traded the goods to inland First Nations for more furs. (57).
Rupert’s Land Prior to Confederation
Teacher’s Copy
As a group, you will become experts on a group of people living in Rupert’s Land known as the Siksika. Refer to pages 55, 58, & 59 of your history text to help you fill in the blanks below.
1) The Siksika is a First Nations group and were important in the fur trade & in the settlement of what is now known as Western Canada today. (p. 55)
2) They believed all living things were interconnected and they lived on the land as they found it, treating nature with respect (59)
3) The Siksika speak an Algonquian language similar to the Woodland Cree. (58)
4) They were buffalo hunters and skilled hunters of antelope & deer. (58)
5) Sharing was very important to them because their survival depended on co-operation. (59)
6) Their culture involved following migrating herds of buffalo across the plains (52 or 58)
7) Because they followed the buffalo, their homes were not permanent. Therefore, their homes and possessions had to be light enough so they could move from place to place. (58)
8) The lives of the Siksika changed according to the seasons. Briefly explain the difference between their lives during the winter, spring, and summer. (58)
|Winter |Spring |Summer |
|-lived in small family groups in sheltered |-moved out onto the prairie where they were|-came together in large groups for the |
|river valleys or in the foothills of the |joined by other family groups. |buffalo hunt |
|Rocky Mountains | | |
| | | |
| | | |
| | | |
9) Cooperation with each other and the environment was extremely important to the Siksika. List at least 2 examples of co-operation among the Siksika.
-to hunt large animals (58)
-in consensus, no action is taken until all people involved agree with it (59)
-used resources they found in the environment to make tools & other products (59)
-survival (59)
10) The Siksika used animal skins, usually deer or buffalo, to make clothing including robes and mittens for the winter. (59)
11) They used deer or buffalo hides to stretch over a frame of poles in order to make teepees. (59)
12) Elders were highly respected for their advice and knowledge of the group’s history and customs. (59)
13) The circle was an important symbol to the Siksika. It represented the cycle of life in which children were an important part.
14) The Siksika did not believe in private ownership of land. They believed the land was made for all to use.
15) Name one role/job that males perform and one role/job that females perform.
Male Female
-hunter -dried the meat (58)
-warrior
-acquired skills for high level of physical fitness
-hunt large game
-defence
Rupert’s Land Prior to Confederation
Teacher’s Copy
As a group, you will become experts on a group of people living in Rupert’s Land known as the Metis. Refer to pages 52, 55, 60, 61, 68, & 69 of your history text to help you fill in the blanks below.
1) Metis are people of mixed First Nation & European ancestry. (52)
2) The majority of the Metis speak English or French. (60)
3) Metis who were of English or Scottish background were usually Protestant and those who were of French background were usually Roman Catholic. (60)
4) They used leather and fabric as the main materials for their clothing. (61)
5) Their clothing was decorated with beadwork, embroidery, and bright woven sashes. Also, unlike today, men often carried brightly beaded bags over their shoulders. (61)
6) Metis farms were often in long strips as opposed to the block method of dividing land. (61)
7) In their gardens they grew barley and root vegetables, including: potatoes, onions, and prairie turnips. (61)
8) Two key components of the Metis way of life in Red River were the fur trade and the buffalo hunt. (60)
9) Many Metis people settled at Red River and built semi-permanent homes or started small farms.
10) During this time there was no local land-owning system and because there were few people and plenty of space, they lived on the land and used it to meet their needs.
11) Eventually, the Metis population expanded which led to them to develop a distinct identity and pride. The Metis had their own leaders and became the largest group in the Red River region. (60 & 69)
12) During the winter they lived in log cabins and in the summer they engaged in buffalo hunts away from Red River. (60)
13) Name at least three ways Metis people made a living
-labourers, interpreters, and company clerks at fur trade posts.
-hunters or trappers for fur trading companies or on York boats that transported trade goods and furs
-trap furs and hunt buffalo independently
14) Some of the Metis people supported themselves by working for fur trade posts at Red River established by the Hudson’s Bay Company and North West Company. (60)
15) The annual buffalo hunt was a major source of food as well as an important part of Metis life. (61)
16) Buffalo meat that was not eaten was dried to make pemmican. The Metis used pemmican to trade at fur trade posts for other items.
17) Briefly list some of the duties or roles that the Metis men and women performed. (55, 60, 61)
|Men |Women |
|-hunted the buffalo |-skinned the buffalo & cut them up |
|-worked for fur trade companies |-dried meat to make pemmican |
| | |
| | |
| | |
| | |
| | |
Lesson #4
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: Social Studies/History |
|School: St. Alexander |Lesson Type: Continuation Lesson |
|Date: Duration: 70 min |Students Absent for this Lesson: |
2. Lesson Topic: An Introduction to Rupert’s Land and the Hudson’s Bay Company
prior to Confederation.
3. Specific Expectations: Mark with an x: Concepts: [x] Skills: [x] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
a) Describe the everyday life of various groups (i.e. First Nation peoples, Metis, Europeans) in Western Canada in the late nineteenth century.
b) Locate relevant information about three major groups living in Rupert’s Land (Woodland Cree, Siksika, and the Metis).
c) Use appropriate vocabulary
Cross Curricular Connections:
Language Expectations:
a) Develop and explain interpretations of text using stated or implied ideas from the text to support their interpretations (p. 141).
b) Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including working in groups/partners (p. 138).
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: x |
| | | | |Worksheets |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: x Collect the |
| | | | |Metis worksheet |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Teacher will be facilitating around the classroom to assist students and answer any questions or concerns the students may have. The teacher will be collecting the Metis worksheet at the end of the period, which will be marked out of 35.
5. Lesson Modifications: (Where applicable, provide student names.) N/A
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
-If a group finishes all three worksheets before the rest of their peers they will be encouraged to make a chart and state as many similarities and/or differences amongst the three groups. This will be a useful study aid for their final assessment at the end of the unit.
6. Materials and Equipment Required:
6.a. For the Students:
(One pencil per student
(One grade 8 history textbook per student
(1 worksheet per student to start (by the end, students will have 3 worksheets per student)
6.b. For the Teacher:
(One pencil or pen
(2 Overhead sheets of Canada (same as previous lesson)
(Overhead markers (at least 3 different colours)
(Enough photocopies of the three worksheets (3 worksheets per student)
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; |Computer-Assisted: |Other: |
|X | |Problem-solving: x | | |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: x |Demonstration: |Other: |
| |X | | | |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction:…………………………………………………..…………5 Minutes
Include reviewing, motivating, and providing a context.
W: -Introduce lesson by briefly recalling the introduction to the previous lesson. For example, put the overhead sheet up which depicts an outline of Rupert’s Land and pose the question, “What is this territory called?”
-Ask students, “Who owns Rupert’s Land?” “What are the three main groups living in Rupert’s Land that I outlined the last class?”
-Questions will be answered voluntarily and orally by students.
-Teacher will then inform students that one of the three worksheets will be collected and graded and therefore they are to use their time wisely.
-Teacher will remind students that they will work in the same groups as the previous class to complete the worksheets and that two of the three worksheets will be taken up orally towards the end of the period.
8.b. A Sequence of Teaching and Learning:………….………………………Entire Period
Include checking for understanding and reviewing key points.
S:-In the same groups as the previous class (groups of three or four), students will continue to work on the three worksheets. Students are reminded that one of the three worksheets will be collected and graded at the end of the period.
-Teacher uses guided inquiry by facilitating around the classroom visiting and revisiting each group, posing questions to ensure each group comprehends the task and remains on task.
8.c. Application:…………………………………..........………………………40 Minutes
Include facilitating guided and/or independent practice.
S: The majority of the period is a work period to allow students to use the text and fill in the blanks provided on the worksheets. The goal of the lesson is to have students work together and educate themselves on each First Nations group in order to be able to describe the everyday life of the three groups in Western Canada in the late nineteenth century.
-If for some reason, a group does not complete the Metis worksheet it is assigned for homework. The remaining two worksheets will be taken up orally within the last twenty minutes.
8.d. Closure and Assessment:………………..…...................………………….25 Minutes
Include sharing, reflecting, and considering next steps.
W: During the last twenty minutes, I will collect the Metis worksheet from each student. Then I will first take up the worksheet on the Woodland Cree followed by the worksheet on the Siksika. These two worksheets will be taken up orally whereby students will volunteer to read the entire sentence(s) which includes their answer and I will state whether it is correct or incorrect. If someone states the wrong answer I will state, “Can anyone help him/her out” in order to avoid potential embarrassment.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Lesson #5
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: Social Studies/History |
|School: St. Alexander |Lesson Type: Introductory Lesson |
|Date: Duration: 70 Minutes |Students Absent for this Lesson: |
2. Lesson Topic: Understanding and applying knowledge regarding the Red River
Settlement in terms of the conflicts that arose as a result of land grants, laws, and treaties.
3. Specific Expectations: Mark with an x: Concepts: [x] Skills: [x] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
a) Explain the factors that led to the settlement of the Canadian west (Red River Settlement) and understand how conflicts and change affected the everyday lives of First Nations peoples and the Metis.
b) Explain the role of key individuals and groups (i.e. Lord Selkirk, Sir Alexander Mackenzie, Miles Macdonell, Cuthbert Grant, Nor’Westers).
c) Use appropriate vocabulary (i.e. monopoly, pemmican, grant, etc).
d) Read, understand and use written materials effectively (ICE Document/Religious expectations)
Cross Curricular Connections:
Drama Expectations:
a) Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations (p. 61).
Language Expectations:
a) Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including working in groups/partners (p. 138).
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: x |
| | | | |Read handout |
|Journal: |Projects: |Presentation: |Work Samples: |Other: x |
| | | | |Activity |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: x |
|x | | | |Anecdotal records |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Through observation and anecdotal records, the teacher is able to identify students’ strengths and weaknesses in terms of reading aloud, cooperating with others, and their ability to recall information (during the activity). Teacher’s anecdotal records are tracking documents, which are compiled in a binder in order to re-access and refer to in the future.
5. Lesson Modifications: (Where applicable, provide student names.) N/A
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |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:
(1 copy of “The Story of The Red River Settlement” per student
(1 piece of the activity per student whereby another student has the matching piece.
6.b. For the Teacher:
(Overhead sheets: Lord Selkirk, Lord Selkirk’s Grant, & the trading routes by the HBC & NWC.
(Enough photocopies of “The Story of The Red River Settlement” (1 per student)
(Enough pieces of the activity (1 per student)
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; |Computer-Assisted: |Other: |
|X | |Problem-solving: x | | |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: x |Demonstration: |Other: |
| |x | | | |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction:…………………………………………………………..…20 Minutes
Include reviewing, motivating, and providing a context.
-Introduce lesson by informing students that they will be looking at a new topic called the Red River Settlement. Remind students that they are still focusing on a time period prior to confederation, in Rupert’s Land.
-Teacher will put up the first overhead which is a picture of Lord Selkirk (Thomas Douglas). Teacher will ask the question, “Who is this individual?” It is highly unlikely that anyone in the class will know who it is. The teacher will then inform students that the individual is a man named Thomas Douglas/Lord Selkirk.
-Teacher will provide some important information about Selkirk such as: he is an extremely important individual in terms of the Red River Settlement and a very wealthy Scottish nobleman. During the mid to late 1800’s Scottish settlers were being forced off their rented farms by land owners. As a result, Selkirk wanted to help these settlers by buying some land and giving them a place to stay and continue farming. Eventually this is what he did! He bought enough shares in the HBC to gain control of the company. He was provided with a huge area, which was called Assiniboia. The Red River is located in Assiniboia.
-Teacher will put up the second overhead which depicts a map of Assiniboia.
-Teacher will ask, “Which of the three groups living in Rupert’s Land that we just finished looking at settled in the Red River?” “What problems do you foresee with Selkirk taking over a land that is already inhabited by the Metis?”
-Teacher will then mention more problems as a result of Selkirk’s land grant in terms of the NWC.
-The third overhead is then shown which illustrates the two trading routes, one by the HBC and the other by the NWC.
-Teacher’s introduction sets student’s up for the handout they are about to read in order to help them better understand what is taking place.
8.b. A Sequence of Teaching and Learning:……………………………20-25 Minutes
Include checking for understanding and reviewing key points.
W:-Once each student has been given a handout, the teacher will inform the class that each student has a section that is highlighted on their handout. Each student is responsible for reading that specific section of the handout aloud. Using a tactic such as this avoids centering students out, allows all students to participate, and forces students to follow along.
W:-The handout will then be read aloud as a class. Students are expected to use enthusiasm, appropriate use of voice, and gestures as they have already done previous work in this area in drama. The teacher may interrupt and pose questions in order to ensure students are comprehending the material.
-The teacher is following along and is observing and listening to students in order to track students’ strengths and weaknesses in terms of reading aloud, listening to others, and responding to questions.
8.c. Application:………………………………………..........…………………20 Minutes
Include facilitating guided and/or independent practice.
W:-After reading the handout, the teacher will ask students if they have any questions.
W:-The teacher will then provide each student with a small piece of paper for the activity they are about to engage in. On the paper is a term, a person or group, a definition or a description. For every term another student has the matching definition and vice versa. For every person or group another student has a description about them and vice versa.
W:-When the teacher gives the signal, students will stand up from their seats, tuck their chairs in, and walk around the classroom and try to find their partner, the person whose piece corresponds with theirs.
S:-Once students have found their partner they will go to a pair of desks and sit beside each other.
W:-Once all students have found their partner and are seated beside their partner, the teacher will then have each pair read their term and the corresponding answer/explanation.
-The point of the activity is to force students to use appropriate terminology, understand the role of key individuals and/or groups, understand and use written materials effectively, and to become more familiar with key aspects that took place during the Red River Settlement.
-During the activity the teacher is using guided inquiry by facilitating around the classroom to ensure students remain on task and that the noise level does not get too loud.
8.d. Closure and Assessment………..………..…...................……………5-10 Minutes
Include sharing, reflecting, and considering next steps.
W:-Once all pairs have read their term and corresponding definition or explanation the teacher will end the lesson by stating that although the information we have learned today happened several years ago, before Canada was even established as a country, “Do you think the types of conflicts that existed (ie. between the HBC and the NWC, incident at Seven oaks, etc.) are much different than conflicts existing today?” Teacher will encourage students to provide examples of competition in today’s world and factors that lead to conflict and change and even war.
-Lesson is ended by informing students that their unit test is the following day and today’s information is not on the test.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Overhead Sheet #1: Lord Selkirk
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Overhead Sheet #2: Lord Selkirk’s Grant---Assiniboia
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Overhead Sheet #3: Hudson’s Bay Company & North West Company Trading Routes
[pic]
Anecdotal Records
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Date: ____________________________
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The Story of The Red River Settlement
Setting: Rupert’s Land; specifically in Assiniboia where the Red River Settlement is located.
Characters: Lord Selkirk, British government, Nor’Westers, the Metis, Selkirk’s First Settlers, Selkirk’s Second Settlers, Miles Macdonell, Cuthbert Grant.
Narrator: Within Rupert’s Land laid a settlement called the Red River. The Earl of Selkirk (Thomas Douglas), a Scottish nobleman, wanted to help Scottish farmers who were forced off their small rented farms by land owners who wanted to put the land to a different use.
Lord Selkirk: I have an idea! I am going to help the Scottish farmers who no longer have a land on which to farm. In order to do this I must first speak with the British government. I will ask them for a land grant in the Red River Valley in Rupert’s Land.
British government: Lord Selkirk we cannot give you that land grant because we have already given the Hudson’s Bay Company (HBC) a monopoly for fur trading on that land.
*Monopoly: A situation in which a single company owns all or nearly all of the market for a given type of product or service.
Narrator: Although the British government refused to give Lord Selkirk the grant, Lord Selkirk was not going to give up, he was very determined. Eventually, he and Sir Alexander Mackenzie bought enough shares in the HBC to gain control of the company.
*Sir Alexander Mackenzie: the explorer of northwestern North America.
Lord Selkirk: I have now obtained a land grant of 300,000 square kilometers along the banks of the Red River (what is now Manitoba). The part of Rupert’s Land that was granted to me is called Assiniboia. As part owner of the HBC, I can now provide a new life for those Scottish farmers who were forced off their rented farms.
Narrator: Not everyone was happy about Selkirk’s plan. The Red River Settlement was part of the land that the North West Company (NWC) lived and traded fur on; they thought of it as their own. The Nor’Westers were extremely angry.
*Nor’Westers: people who worked for the NWC.
Nor’Westers: We believe that Selkirk and the HBC are bringing Scottish settlers here on purpose to interfere with our fur trading.
The Metis: We too are angry. We are worried that these settlers from Scotland are going to drive away the buffalo, which is our main source of food.
Lord Selkirk: Those Nor’Westers and Metis should be worried because I want to stop the NWC from competing for furs in the region.
Narrator: It is important to know that the Nor’Westers relied on the Metis living in the Red River area to provide them with pemmican & other supplies. To add further conflict, the route the NWC used to take furs to Montreal also ran through the Red River region.
*Pemmican: a food made of dried buffalo meat, buffalo fat, and berries. It was an ideal food to tie people over (make them feel full) during long journeys.
Selkirk’s First Settlers: We are a group of about 80 Scottish settlers who arrived in late 1811 at York Factory, an HBC fur trade post. It was winter and therefore, we had to wait until winter was over before we could continue our journey to our new home. It was a difficult winter. We suffered from homesickness, cold, and starvation. Finally, spring came, the rivers were thawed, and we could now begin our long journey to the Red River Valley.
*York Factory: a settlement located on the Southwestern shore of Hudson Bay.
Narrator: The first settlers reached the Red River Settlement in August of 1812. Although they were exhausted, there was no time to rest. The settlers built a fort and named it Fort Douglas. By this time it was fall, too late to plant crops. As a result, another difficult winter followed. This winter the settlers were able to survive from help they received from the Saulteaux First Nation and food from the local Metis.
Selkirk’s Second Settlers: We are another group of settlers from Scotland who were sent to the Red River Valley by Lord Selkirk in the spring of 1813. Our group consisted of the first group of European women to settle in the West, 18 women over the age of 15, 1 girl, and 11 children under the age of 8.
Narrator: Further conflict arose over the formation of Assiniboia. Due to the fact that the Red River Settlement was located in Assiniboia; Assiniboia was on the transportation route and in the midst of the trading territory used by the NWC.
Nor’Westers: We believe the HBC is trying to block our supplies of pemmican from reaching the fur trading posts. Losing our source of supplies would greatly disrupt our trading practices.
Metis & First Nations people: We are afraid that the Scottish settlers who are farmers are going to interfere with our buffalo hunting.
Nor’Westers: If the Scottish settlers interfere and the Metis can no longer hunt buffalo, we too will be affected by this because our food, especially pemmican, would become scarce.
The Metis: Many of us are farmers however, we have no legal rights or title to the land even though we have been farming on it for generations. The Nor’Westers warned us that we could loose our land to settlers in the future because they are likely to receive the legal title.
Narrator: Greater conflict presented itself when the governor of the Red River, Miles Macdonell stepped in. Macdonell was worried that the Selkirk’s settlers would starve. As a result, he issued the “Pemmican Proclamation”.
Miles Macdonell: In January 1814, I issued a law called the “Pemmican Proclamation”. This law stated that, for the next year, no food could be taken from Assiniboia without a license.
The Metis: The “Pemmican Proclamation” has directly affected us because we made pemmican to sell to fur traders for their long trips to the North-West. We are furious because our sales of pemmican and buffalo meat was an important source of income for us. We feel that Governor Macdonell has no right to pass laws in our land. We are going to take matters into our own hands.
Narrator: The Metis were so angry that they began to destroy the settlers’ crops. They attacked Fort Douglas in the Red River Settlement and burned some of its buildings. By 1815, only 60 of Selkirk’s settlers remained, many fled to Upper Canada.
The Incident at Seven Oakes
Cuthbert Grant: I am one of four captains of the Metis. In 1814 I played an active role in the campaign to drive the settlers out of the Red River area. On June 19, 1816, myself and a group of Metis and Nor’Westers met with the new governor, Robert Semple, and his men (settlers) near a grove of trees called Seven Oaks.
Narrator: While at Seven Oakes, shots were fired. It is uncertain as to whether the Metis and Nor’Westers fired the first shot or if Semple and his settlers fired the first shot. Regardless, the incident quickly became violent and by the end, one Metis, 21 of Semple’s men as well as Semple himself were dead. Following the incident at Seven Oaks, the remaining settlers were forced to flee.
Lord Selkirk: The following year I arrived in the colony with about 90 Swiss and German soldiers to take control so that many settlers could return to the Red River Settlement and they did.
Narrator: Eventually, in 1821, the HBC and NWC merged to become one. The HBC was the stronger of the two and therefore, the HBC was able to once again run the fur trade with no competition. This merger of the two companies brought many changes to the Red River region. Fewer workers were needed, so men were out of work. Fewer supplies were needed to feed them so the pemmican trade declined. The establishment of farms helped to feed them and therefore, buffalo meat and pemmican were not a necessity. The HBC could pay lower prices for furs because they regained their trading monopoly. All of the above changes greatly affected the Metis people’s way of life.
Red River Settlement Activity Pieces
Monopoly
A situation in which a single company owns all or nearly all of the market
for a given type of product or service.
Sir Alexander Mackenzie
Lord Selkirk and I bought enough shares in the Hudson’s Bay Company to gain control of the company. I am also known as the explorer of northwestern North America.
Lord Selkirk
The part of Rupert’s Land that was granted to me was Assiniboia. As part
owner of the HBC, I can now provide a new life for those Scottish farmers who
were forced off their rented farms.
Nor’Westers
We are angry. We believe that Selkirk and the HBC are bringing Scottish settlers here on purpose to interfere with our fur trading and block our supplies of pemmican from reaching fur trading posts.
Metis & First Nations
We are angry and worried that the settlers from Scotland are going to drive away the buffalo and therefore, interfere with our buffalo hunting which is our main source of food.
Miles Macdonell
I was once the governor of Red River. In January 1814, I issued the “Pemmican Proclamation”.
“Pemmican Proclamation”
A law issued by Miles Macdonell which stated, for the next year, no food could be taken from Assiniboia without a license.
Selkirk’s First Settlers
We are a group of about 80 Scottish settlers who arrived in late 1811 at York Factory, an HBC fur trade post. We suffered from homesickness, cold, and starvation.
Selkirk’s Second Settlers
We are another group of settlers from Scotland who were sent to the Red River Valley by Lord Selkirk in the spring of 1813. Our group consisted of the first group of European women to settle in the West, 18 women over the age of 15, 1 girl, and 11 children under the age of 8.
Cuthbert Grant
I am one of four captains of the Metis. In 1814 I played an active role in the campaign to drive the settlers out of the Red River area. On June 19, 1816, myself and a group of Metis and Nor’Westers met with the new governor, Robert Semple, and his men (settlers) near a grove of trees called Seven Oaks.
Seven Oakes
Shots were fired at this location, which quickly became violent. By the end, one Metis, 21 of Semple’s men as well as Semple himself were dead.
Lesson # 6
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: History/The Development of Western Canada |
|School: St. Alexander |Lesson Type: Introduction |
|Date: Duration: 70 mins |Students Absent for this Lesson: |
2. Lesson Topic: Introduction to the development of Canada West
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
1. Specific Curriculum Expectations: (Ministry of Education. 2004. Ontario Curriculum Grades 1-8: Social Studies Document Grades 1 to 6 and History and Geography Grades 7 and 8)
Specific Social Studies Expectations:
• Identify, elaborate, and explain some of the factors that led to the settlement of the Canadian west (e.g., federal government policy of opening up the prairies for European settlement).
• Use a variety of primary and secondary sources to locate relevant information about the settling of the land, and social and cultural life in the developing west (e.g. primary sources photographs and secondary sources maps, print material).
• Describe and analyze conflicting points of view about a historical event
Specific Language Arts Expectations:
• Demonstrating Understanding - demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea (e.g., theme or argument and supporting evidence in reviews, essays, plays, poems; key information and related data in public documents, online and print reference articles, manuals, surveys, graphs, tables and charts, websites, transcripts).
• Making Inferences/Interpreting Texts - develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
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 | |
Assessment:
• The Microsoft Word document that the students will be formulating to complete this assignment will be collected and marked to examine and review how students are doing in regards to formulating their own notes –summarizing and analyzing material presented in class/ web quest.
4.b. Tools for the Teacher: Mark with an x:
|Observation: x |Checklist: x |Rubric: |Quiz, Test: |Other: Projector |
|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Since students will be performing a web quest, I will use anecdotal comments to reflect students’ participation, oral communication skills -discussion, inference, summarization skills, and written skills, to complete the intended tasks. A checklist will be used to examine their completed assignment.
5. Lesson Modifications: (Where applicable, provide student names.)_________________________
5.a. Mark with an x:
|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
| | |X | | |
|Oral Explan.: X |Repeat: |Re-teach: |Scribe: X |E. A. Assistance: X |
|Peer Tutor: |Visuals: X |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Present a detailed overview of the lesson plan for today with clear instruction. Provide a copy of the instructions for student to take home in their agenda. Ensure that the website we are working with can be accessed by students at home.
• They will have fewer questions to answer.
• They will have the opportunity to work on this activity during free time by using the computer in the class.
• When an EA is present, students will be provided with further assistance.
• Repeat/demonstrate/explain any students’ concerns about the topic and what is expected so there is minimal confusion.
6. Materials and Equipment Required:
6.a. For the Students: history notebook, red pen and pen, computer lab
6.b. For the Teacher: Pen, paper, class list, projector, website, computer lab
7. Instructional Strategies:
7.a. Student-Centered: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |
7.b. 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
8.a. Introduction: …………………………………………………………………………..…………20 Minutes
Include reviewing, motivating, and providing a context.
Introduction
• In this lesson we will look at –
Louis Riel – his life and contributions to the development of the west, the Métis, and the protection of their rights.
• I will show the students a video from the CBC archives -
• Write the words hero, rebel, traitor, and treason on the board. Ask students for definitions of these words and have students confirm their answers using a dictionary.
• Have students name some important figures from Canadian history that can be viewed as rebels or traitors. What did they do? Why are they viewed that way?
• Finally, write the name Louis Riel on the board and ask students to share anything they know about him.
8.b. A Sequence of Teaching and Learning:………………………………………………………5 Minutes
Include checking for understanding and reviewing key points.
• In the computer lab, students will complete the assigned web quest on Louis Riel and answer the questions.
• The teacher will hand out the web quest worksheet.
• Each student will hand in his or her answers following our group discussion.
• Be sure to use your time wisely.
• Students will be given the option to work independently or in pairs in the lab.
8.c. Application:………………………………………..........………………………………………35 Minutes
Include facilitating guided and/or independent practice.
• Students will begin the web quest in the computer lab at the following website:
• Students will type the answers to the questions from the web quest worksheet in Microsoft Word.
• Students will print their answers once they are complete. If students work in pairs, they must print two copies so each student can add the information to their notebooks.
Closure and Assessment:………………………………..………..…...................…………………10 Minutes
Include sharing, reflecting, and considering next steps.
• Take up the answers at the beginning of the next lesson.
• What are some facts that you learned about Louis Riel? In your opinion, is Louis Riel a Canadian Hero or Traitor?
Remind students to add the information they collected to their notebooks. This information is important to the completion of their final assignment. Also, remind students that on presentation day, they will be dressing up in western clothes and enjoying some snacks.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Web Quest Checklist
*** PASTE THIS CHECKLIST AND YOUR WORD DOCUMENT INTO YOUR NOTEBOOK AND ENSURE THESE STEPS ARE COMPLETED EACH TIME YOU HAND IN A WEBQUEST***
Title of note/Underline
Questions typed and numbered
Answers brief and to the point
Answers show fluency – you will be able to study from these answers – not simply cut and pasted.
Easy to follow your work
Good paragraph and sentence structure
Summary of important and relevant points highlighted for each question
Definitions copied correctly
Louis Riel Web Quest
Louis Riel was a political leader born on October 22, 1844, at St-Boniface, Red River Settlement Manitoba. He died on November 16, 1885. Louis Riel's role in history is still disputed, even today. To some, he defended aboriginal people (the Métis) against unfair treatment by the Canadian government. To others, he is a traitor for having instigated Canada's only civil war. Finally, he is seen by many as the founder of Manitoba and as a defender of western Canada's interests in the new Canadian nation.
This web quest is designed to have you browse the topic of Louis Riel by researching the Youth Encyclopedia of Canada website, historica minutes, and the Collections Canada Websites. As you browse, you should record your impressions of Riel, the main events in which he participated, his beliefs and the causes he promoted, the enemies he made, the reasons for his trial and execution, and how his historical memory is preserved to this day.
Instructions:
• Please answer the following questions in Microsoft Word.
• You MUST TYPE THE QUESTION FOLLOWED BY YOUR ANSWER in Microsoft Word. Save your work and print it.
• If you would like summarize the information rather than cut and paste it that is acceptable,
1. Who was Louis Riel? -family history, education, and
2. What prompted Riel to enter into politics?
3. What is the “red river settlement”
4. Who did Riel try to protect and why?
5. Who were the Métis? – provide a definition of what exactly constitutes a Métis?
6. Why did Riel work to achieve a “provisional government” in 1869 and what does that term refer to?
7. What is the Red river Rebellion?
8. What was the significance of Thomas Scott in the Red River Rebellion?
9. What new province was created in 1870 as a result of the Red River Rebellion? please view the video posted here.
10. Why was Riel tried, convicted, and hanged for treason in 1885?
11. Why do the Métis people regard Riel as one of their great heroes? Please view the video here and create a summary of it
Discussion questions to be answered in Class:
Having gathered this research, be able to answer and defend why Riel’s memory continues to arouse controversy to this day, over a century following his death. Also, what evidence is there that Riel was a hero and/or a traitor?
Lesson # 7
1. Identification:
|Candidate: |Grade: 8 No. of Students: 21 |
|Associate: Miss Rutherford |Subject/Strand: The Development of Western Canada |
|School: St. Alexander |Lesson Type: Introduction |
|Date: 2007 Duration: 70 mins |Students Absent for this Lesson: |
2. Lesson Topic: Introduction to building the Canadian Pacific Railroad and populating the west
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
(Ministry of Education. 2004. Ontario Curriculum Grades 1-8: Social Studies Document Grades 1 to 6 and History and Geography Grades 7 and 8)
Specific Social Science Expectations:
• Explain and identify some of the factors that led to the settlement of the Canadian West.
• Describe the role of the Canadian Pacific Railway in furthering Canada’s expansion westward.
• Use a variety of primary and secondary sources to locate relevant information about the building of the railways, the settling of the land, and social and cultural life in the developing west.
Specific Language Arts Expectations:
• Demonstrating Understanding - demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea (e.g., theme or argument and supporting evidence in reviews, essays, plays, poems; key information and related data in public documents, online and print reference articles, manuals, surveys, graphs, tables and charts, websites, transcripts).
• Making Inferences/Interpreting Texts - develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations.
• Reading Fluently - read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g. orally read to entertain a younger class, using suitable emphasis, intonation, and phrasing).
Specific Art Expectations:
• Produce two and three-dimensional works of art that communicate a range of thoughts, feelings, and experiences for specific purposes and to specific audiences.
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: X |Presentation: |Work Samples: X | |
Assessment:
• Notebooks will be collected and marked again today to examine and review how students are doing in contributing and making their own notes on the material presented in class. Using the checklist provided yesterday, the following is expected to be included: date, title, underlining, summary of important and relevant points discussed in class, definitions copied correctly, and spelling. Suggestions will be made to students on how to improve their notes. For the thematic poster/billboard to come to the west will be marked using a rubric.
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: X |Rubric: X |Quiz, Test: |Other: Projector |
|Self-assess.: |Rating Scale: |Notes: X |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Since I will be introducing this topic to students using an interactive website where the students will be encouraged to read the provided text out loud, follow along, ask questions, and contribute to the overall development of a class set of notes, I will use anecdotal comments to reflect students’ participation, oral communication, inference, summarization and written skills to complete the intended tasks. Different students will be marked for their oral communication each day throughout this unit.
5. Lesson Modifications: (Where applicable, provide student names.)_________________________________
5.a. Mark with an x:
|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
| | |X | | |
|Oral Explan.: X |Repeat: |Re-teach: |Scribe: X |E. A. Assistance: X |
|Peer Tutor: |Visuals: X |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Present a detailed overview of the lesson plan for today with clear instruction. Provide a copy of the instructions for student to take home in their agenda. Ensure that the website we are working with is provided.
• If students attempt to copy down the notes created in class but are struggling or cannot finish, a completed copy will be provided.
• They can continue to work on this activity during free work periods by using the computer in the class
• They can also work with the E.A during resource time to finish any uncompleted work.
• Repeat/demonstrate/explain any student’s concerns about the topic and what is expected so there is minimal confusion
6. Materials and Equipment Required:
6.a. For the Students: history notebook, red pen and pen,
6.b. For the Teacher: Pen, paper, class list, projector, website, chart paper
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |
7.b. 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
8.a. Introduction: ………………………………………………………………..…………10 Minutes
Include reviewing, motivating, and providing a context.
Introduction
• Take up questions from the web quest.
• Begin with a brainstorming web – what do you think the railway will do for the development of western Canada and how it impacted the Métis, transportation, immigration, society and culture?
• In this lesson, we will look at –
Making the Canadian West: Factors that led to settlement of the West
o Homestead
o Transportation
o Immigration
o
8.b. A Sequence of Teaching and Learning:…………………………………………………...20 Minutes
Include checking for understanding and reviewing key points.
Instructions/Overview for Students
• A student will read the slides aloud to the class, about the western homesteads.
• What was their value, why were they important? What was the meaning of “open to commercial agriculture”?
• Who was responsible for the development of the railroad.
• We will examine The Canadian Pacific Railway land grant in Manitoba and the North-West Territories. It gives a good visual indication of the specific area we are focusing on.
• What was transportation going to do for the West?
• What does the term immigration mean?
• How does it relate to the west? Why was there a push for immigration to the west?
• Who was Clifford Sifton and what was his role in “populating the west?”.
• We will look at his efforts to attract new settlers at the following website:
8.c. Application:…………………………………...…………………………………………30 Minutes
Include facilitating guided and/or independent practice.
• You realize that your country “Canada” is working very hard to attract new settlers to the west. You, as a concerned Canadian must make a contribution to help attract new settlers to the west. Therefore, you are going back in time. Surprisingly, when you arrive and get settled, you see an empty billboard. It is probably not being used because people do not know what it is, but you do. You are going to design a poster that will attract people to come to Canada west. This poster will be placed in a very well traveled and eye-catching place so make sure you present all the relevant information needed (e.g. a vast landscape, transportation, valuable resources etc.).
• Students will create a thematic poster about “Canada west”. They may refer to the posters and pamphlets we looked at throughout the unit for ideas. Students may view the Canada Collections website, youth encyclopedia, and Canada in the Making website to look at pictures, photographs and telegrams.
8.d. Closure and Assessment:………………………..………..…...................……………5 Minutes
Include sharing, reflecting, and considering next steps
The next class will be devoted to a work period, so remind students to bring in any materials and/or resources they will need for their presentations.
9. Post-lesson Reflections and/or Notes:
Canada West Billboard Evaluation
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |
|Organization |Poster shows poor |Poster shows signs of |Poster is organized, logical,|Poster is very well|
| |organization and lack of |organization but some |and interesting |organized, logical,|
| |preparation |information is not relevant | |interesting, and |
| | |to the topic | |eye-catching |
|Content (historical |Small amount of material |Some material presented is |Almost all material is |All material is |
|accuracy) |presented is related to this |not related to the topic |related to the topic |relevant to the |
| |topic | | |topic |
|Creativity |Little or no effort was made |Original ideas in poster are |Several original ideas in the|Many original ideas|
| |to use original ideas in the |evident and stimulated some |poster were evident and |in the poster were |
| |poster to stimulate interest |interest |stimulated much interest |evident and |
| | | | |stimulate a great |
| | | | |deal of interest |
|Labeling |Not positioned carefully or |Wording difficult to |Print neat and in orderly |Print neat and |
| |accurately; many inaccuracies|read/messy; not very orderly;|fashion; few inaccuracies and|accurate; in |
| |and spelling/grammatical |some inaccuracies and |spelling/grammatical errors |orderly fashion, no|
| |errors |spelling/grammatical errors | |missing, inaccurate|
| | | | |or misspelled words|
Most Overall Achieved Level:
Comments:
Lesson 8
*Work period*
Students will be working on their culminating tasks-70 Minutes
Lesson 9
*Presentations* 70 minutes
Resources
Ministry of Education. 2004. Ontario Curriculum Grades 1-8: Social Studies Document Grades 1 to 6 and History and Geography Grades 7 and 8.
Ministry of Education. 2004. Ontario Curriculum Grades 1-8: The Arts Document.
Ministry of Education. 2004. Ontario Curriculum Grades 1-8: Language Arts Document.
Arnold, P. (2000). Canada revised 8: Confederation, the development of western Canada, a changing society. Edmonton, Ontario: Arnold Publishing.
Canada at the Turn of the Century: The Impact of Industrialization 1890s - 1920s website
Canada in the Making website:
Images Canada Teacher Educational Resources website:
CBC Archives website: Louis Riel Moments -
Canadian Youth Encyclopedia website:
Collections Canada website:
History by the minute website:
Overhead resources:
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