Critical Challenge Lesson Plan



|Social Studies Unit Planning | Critical Challenge Lesson Planning |

Kali Singer

Course: CTL 7003: Social Studies (P/J 131) Grade Level: 3

Strand: Heritage and Identity: Communities in Canada, 1780 - 1850

Overall Expectations/Objectives:

A1. Application: compare ways of life among some specific groups in Canada around the beginning of the nineteenth century, and describe some of the changes between that era and the present day (FOCUS ON: Continuity and Change; Perspective)

A2. Inquiry: use the social studies inquiry process to investigate some of the major challenges that different groups and communities faced in Canada from around 1780 to 1850, and key measures taken to address these challenges (FOCUS ON: Significance; Cause and Consequence)

A3. Understanding Context: identify some of the communities in Canada around the beginning of the nineteenth century, and describe their relationships to the land and to each other (FOCUS ON: Interrelationships)

Specific Expectations/Objectives:

A1:

A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of selected groups living in Canada between 1780 and 1850 (e.g., First Nations, Métis, French, British, Black people; men and women; slaves, indentured servants, habitants, seigneurs, farmers; people from different classes)

A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day (e.g., the roles of women, men, and children; challenges related to the environment, work, community life, the law)

A2:

A2.2 gather and organize information on major challenges facing different groups and communities, and on measures taken to address these challenges, using a variety of primary and/or secondary sources (e.g., settler journals, artefacts, period paintings and drawings, historical fiction)

A2.3 analyse and construct print and digital maps, including thematic maps, as part of their investigations into challenges facing different groups and communities in Canada during this period, and measures taken to address these challenges (e.g., find main roads and canals on a digital thematic map showing transportation routes; plot settlements on a map in order to determine their proximity to water; compare a map showing traditional precontact territories of First Nations to a map showing reserves in 1850)

A2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., First Nations, Métis, Upper Canada, Lower Canada, settler, refugee, Loyalist, allies, land grant, seigneurie, habitant, slave, hardship, isolation) and formats (e.g., a booklet entitled “How to Survive in Upper Canada”; a comic book that shows settler life before and after the construction of roads; a diary entry from the perspective of a Mohawk child detailing the family’s relocation in response to settlers’ encroachment on their land; a poster that shows how people adapted to the climate; a map showing how European settlement affected First Nations territories)

A3:

A3.2 identify various settler communities in Canada during this period (e.g., French along the St. Lawrence River; English and Irish in Kingston, Bytown, and York/Toronto, Upper Canada; African Canadians in Grey County, Upper Canada; Scots in Nova Scotia and the Red River Valley; Mennonites in Waterloo County, Upper Canada; United Empire Loyalists in Upper and Lower Canada; Black Loyalists in Nova Scotia), and locate the areas where they lived, using print, digital, and/or interactive maps or a mapping program

A3.4 describe some of the major challenges facing communities in Canada during this period (e.g., challenges relating to the climate; isolation in backwoods settlements; competition for resources; European diseases among First Nations; colonial wars and other conflicts; racism)

A3.6 describe some key aspects of life in selected First Nations, Métis, and settler communities in Canada during this period, including the roles of men, women, and children (e.g., with reference to diet; how food was obtained; clothing; housing; recreation; education; the division of labour between men, women, and children)

Critical Tasks/Question:

Canada has always been a diverse place with many different individuals occupying its land. How have Canada’s land, and its inhabitants, changed since the 1700’s and 1800’s?

Overview:

Students will be engaged to think about their own lives, as well as the lives of those living in Canada between 1780 and 1850. They will critically think about how their lives are different now than they would have been then, and in which ways they are the same. It is important for students to recognize that Canada, as it is today, is not the way it has always been, or always will be. The lives of men, women, and children have changed drastically in many ways, and students should understand how their lives are impacted by these changes. Students will engage in research, hands on experience in crafts, cooking, other daily activities, as well as map-making and role taking in order to understand the lives of those in old Canada. They will engage in thoughts about what they might have been doing if they were born in 1800, what land they would be living on, and how this may impact them. Students will be encouraged to think about if individuals worry about the same things, or have the same type of problems that they may have had in the 19th century. What challenges may be different? Which ones might be the same?

This unit is expected to take 4 weeks to complete, but may be extended or reduced depending on critical thinking, engagement, and the level of depth in which the students are engaging the unit. Each lesson is an approximation of time and will be considered on a lesson-by-lesson basis. The students will direct the study. If they are highly engaged in one lesson, we may extend it in order to develop it further. On the other hand, if they are disengaged with an aspect of the unit, it likely will not extend past the lesson that it was designed for. It is important that students engage in the material in order to get the most out of it and to understand the lives of others. In the timeline below, lessons are broken down into a day-by-day basis, with corresponding topics that will be covered. The two lessons I have prepared are marked specifically to show when and where they will be placed within the larger unit.

|Topics/Themes |Lesson Plan |

|My Life |Lesson 1: |

| |Students will brainstorm various aspects of everyday life (where they live, what they eat and drink, what they wear, |

| |religious and spiritual practices, what they do for fun and where they go to school). As a class, we will discuss |

| |similarities and differences that exist within the group. Critical thinking: Why do these differences exist? |

| |Lesson 2: |

| |Children will be able to present their lives in terms of clothing, housing, food, religion, recreation and schooling in |

| |any way they choose. They will be provided with materials (paper, fabric, markers, pencil crayon etc.) in order to present|

| |this information to the class. A sample will be provided based on the teacher’s life. The students will be able to play |

| |“hot seat”. Each Students work will be hung up in the classroom, and students will engage in a gallery walk, to see the |

| |similarities and differences that exist within the group |

|Pioneer Life |Lesson 3: |

| |Take the children to Gibson house (1/2 day trip) to discover how the pioneers ate and how they baked, how they made |

| |clothing, and what their clothing looked like. They will discover what their rooms looked like and get a general overview |

| |of how they lived. |

| |Lesson 4: |

| |Debrief on Gibson House. Add onto our aspects of everyday life to include things we learned about on our field trip. How |

| |are their lives different than our own? |

| |Focus on: clothing, housing, recreation and food |

|My Canadian Life |Lesson 5: |

|* Lesson Plan #1 |Why did settlers come to Canada? Why and when did your parents/ grandparents come to Canada? |

|completed for Lesson 5* |In pairs, complete a Venn Diagram in order to compare the reason that settlers came to Canada versus why modern day people|

| |came to reside in Canada. |

| |Share together as a class and make a master diagram including all the reasons that were created as a class. |

| |As a class, map out where their ancestors came from, and where in Canada they moved. |

| |Lesson 6: |

| |Children will research their first names, the origins, and their meanings. Following, the students will take the |

| |information on their last names (homework the previous night) to discover how they would fit into life in the time of |

| |early settlers. Did your last name change in the journey to Canada? Does it reflect a job, a trade or something else? Are |

| |there religious reasons for your name? |

| |Have children present their research in pictures and words for the class. |

| |Compare their names now to the names of early settlers. How have names changed? Why have names changed? |

|Getting to Know Ontario |Lesson 7: |

| |Now that students have begun to understand lives of early settlers and their identities as Canadians, it is important for |

| |them to understand where early settlers settled within Canada and why? |

| |Critical thinking: What role did water play when building pioneer community? |

| |Students work in small groups of 3-4 to map out the areas in which settlers moved to within Canada and why? Was there a |

| |particular area many individuals moved to? Patterns that you notice? |

| |Lesson 8: |

| |In the same groups, students will map the settlements of the Indians specific to Ontario. Prior to this, students will |

| |have discovered the movement of individuals to Canada as a whole, but have yet to understand where individuals lived |

| |within Ontario. They will be read a book about Indian settlers and students will map the settlements of different tribes |

| |(such as the Mohawk tribe). |

| |How are these settlements different than the rest of Canada, if at all? |

|Families and Homes |Lesson 9: |

| |Students read: Houses of Bark: Tipi, Wigwam and Longhouse (Native Dwellings: Woodland Indians) and shown various pictures |

| |and websites that have information regarding indigenous dwellings. Video: |

| |Students are grouped into 2 groups: the tipi group and the longhouse group. They will be given chart paper to gather all |

| |the information they can about the dwelling they are assigned: who lives there, what it looks like etc. |

| |Critical thinking: Why is your particular dwelling important for a certain group? |

| |Lesson 10: |

| |Students will, as groups, build a model tipi or longhouse; depending on which group they were placed in. Students will be |

| |given the chance to present their findings, as well as their models, to explain to the other group all the information |

| |that was found. |

| |As a group: create a Venn Diagram about the differences and similarities between the longhouses and the tipis. |

| |Critical thinking: Do we live the same way now that early settlers or indigenous people lived? |

| |Link: Science curriculum – understanding structures and mechanisms ( structure with form and function – features of |

| |structure, environmental impacts of structures built by humans |

| |( How to build a structure as a supporting framework, definite shape, size, purpose, maintain balance, purposes of |

| |materials |

|I get my food and |Lesson 11: |

|clothing from the |As a class, brainstorm where our food and clothing comes from. What do we, as individuals living in Ontario, typically |

|Supermarket |eat? What do we typically wear? |

| |Critical thinking: What aspects of life were harder for early settlers? What aspects were easier? |

| |Complete interactive quiz: |

| |( This will help students to understand the types of food that early settlers ate and had access to |

| |As a class, we will make Bannock, fried bread that early settlers would have regularly eaten when they came to Canada. |

| |Discuss: is the process of cooking different than you are used to? What about the ingredients? How did early settlers get |

| |their ingredients? |

| |Lesson 12: |

| |Bring in many different pictures of clothing that women, men and children would have worn in the 17 and 1800’s. How did it|

| |change over time? How is it different from what we wear today? |

| |Critical thinking: What changes have happened in the pioneer communities through time? What has remained the same? |

| |Allow students to view the labels of each other’s clothing. What is it made of? What materials do our clothes commonly |

| |use? – Discuss how this may be the same or different from the times of pioneers. What was their clothing made of? What |

| |about Indian tribes? |

| |Critical thinking: Do clothes serve different purposes now than in 1700 and 1800s? |

| |Think, pair, share: similarities and differences for clothing materials and purposes for clothing - share with the larger|

| |group |

|Schooling – way back |Lesson 13: |

|when, and now |Present the students with Rules for Teachers in 1872 : |

| | |

| |VaughanDocuments/PIONEER%20LIFE%20GRADE%203%20WORKBOOK.pdf |

| |Critical thinking: Do teachers or students have the same rules now? |

| |Take children to: Zion Schoolhouse to discover what schooling was like in the 1800’s. |

| |Lesson 14/15: |

| |Discuss the changes that occurred between 1780 and 1850 in terms of schooling. Did children always go to school like we do|

| |today? Present various websites for students to take information from. |

| |Introduce the idea of residential schools to the students. In groups of 3 or 4, have students research the residential |

| |schools (from given websites). Focus: how school life became so governmentally controlled rather than the way early |

| |settlers would have educated, or not educated, their children. |

| |Current Events Assignment: How have residential schools impacted Indian tribes today? In what ways have they left their |

| |marks on children and education? |

| |Lesson 16: and 17: Current Events Presentations |

|How to pass the time? |Lesson 18: |

| |Have 3 stations set up within the class for: men, women and children. The students will travel in groups to each of the 3 |

| |stations spending 20 minutes learning about the jobs, chores, games, and recreational activities that each group would |

| |have participated in. They will have both information as well as materials/ concrete objects to investigate. As an |

| |extension: they will create a Bristol board comparing their lives as children now to the lives of children living between |

| |1780 and 1850. |

|Culminating Task |Lesson 19 (Part 1): |

|* Lesson Plan #2 |Go back in time to become a family living in the 1700’s and 1800’s. They will create quilts (in family groups) to sell to |

|completed for the lesson |the general store and make anywhere from $10 - $45 for the quilts. With these quilts, they will be able to purchase other |

|19* |items that they may need for daily life. |

| |Lesson 20 (Part 2): |

| |Students will now sell their quilts, count their money, and buy the items that they need. Students will be required to |

| |justify their purchases in presentations to the larger class. The items that they buy will need to sustain their families.|

Objectives:

Lesson One: My Canadian Life

❖ Students will reflect on why settlers came to Canada by making connections to their own ancestors

❖ Students will understand their own ancestry and their own lineage and history within Canada, and more specifically Ontario

❖ Students will be able to understand geographically where they have come from

❖ Students will be able to formulate similarities and differences between themselves and Early Settlers to Upper Canada

Lesson Two: Culminating Task

❖ Students will bring together the aspects from the unit that were discussed (clothing, food, recreational activities, homes and families)

❖ Students will place themselves in a global setting by becoming part of a pioneer family in the 1700’s

❖ Students will learn about life in the pioneer community

❖ Students will learn about selling important items they have been learning about in order to earn money to buy the essential things in settler life

❖ Students will use problem solving skills to work as a family

❖ Students will have to engage in mutual respect and teamwork skills

Broad Understanding:

Lesson One: My Canadian Life

❖ What is the impact of moving or immigrating to Canada?

❖ Why do individuals choose to move to Canada and where do they move?

❖ How is your ancestry important to your identity?

❖ How is geographical location related to ancestry and in what ways is that important?

Lesson Two: Culminating Task

❖ What was life like in the 1700’s and 1800’s?

❖ What items were important to life for settlers and how is this different from what is important now?

❖ How are students able to manage their money?

❖ How are students able to bring together all the aspects of the early settlers unit?

❖ Background Knowledge:

The students will use their schema and prior knowledge in order to perform this critical challenge work. They would have a basic understanding of the fact that we, as a generation, or several generations, are not the first people to have settled on the land we now call Canada. They will reflect upon their journeys to Canada through their parents and grandparents, as well as their own journeys within Canada. As well, Students will be able to draw upon their knowledge of their daily life: what they eat, wear, do for fun, where they go to school and what they use for transportation, which will help them to relate to their early settler counterparts. As not all students have had the exact same experiences in life, they will be able to learn from each other and build upon their preexisting schemas in order to expand their horizons. Lastly, students will be able to use their prior knowledge of where they go to get food and clothing in order to complete the assigned tasks. Students can use their individual schemas in order to build upon the lessons and the group discussions while allowing the ideas and prior knowledge of other children in order to expand their knowledge and further their learning of early settlers in Upper Canada.

❖ Criteria for Judgment:

As most of the lessons within this unit require students to pull upon their previous knowledge of their individual lives, their criteria for knowledge will be within their preexisting schema. However, in order to determine the diversity of Canada, students will need to know what diversity is, and in what ways Canada is a diverse country. The students will be given all the information and tools that they need in order to evaluate evidence in order to gain understanding. Students will be guided, rather than told about information, allowing them to create their own criteria for judging information presented to them throughout the unit. In considering what made life hard for early settlers, students will brainstorm what makes life difficult and in what ways life is considered to be hard. Considering a hard life will be an important part of how students view their own lives in contrast to early settlers to Canada.

❖ Critical Thinking Vocabulary:

|Pioneer |Schoolhouse |

|Early settler |Quilt |

|Indigenous |Settler |

|Indian (Mohawk) |Iroquois |

|Residential school |Crop rotation |

|Tipi |Carrying place trail |

|Longhouse |Immigrated |

|Wigwam |Spindle |

|Bannock |Chemise |

|Dutch oven |Abacus |

|General store |Burlap |

|Homestead |Kiln |

|Rafter |Moccasins |

|Smokehouse |Tribe |

❖ Concepts of Disciplinary Thinking:

There are several different concepts of disciplinary thinking that are incorporated into the unit. The students will be looking at continuity and change within Canada both throughout the 1700’s and 1800’s as well as the changes that have occurred within the present time. Additionally, the students will be looking at the past, present and future through a global lens. They will focus specifically on the significance of different aspects of life (food, clothing, transportation, recreation) and the significance of each of these aspects through the past and present, and the impact these things will have in the future and if they will change. Lastly, the students will look at the different perspectives when completing their current events assignment on residential schools in order to understand the perspectives of early settlers and Indians, as well as those who came to Canada later.

❖ Strategies:

Many different strategies will be used in order to engage student’s critical thinking. A strategy that will be used a lot in engaging students to expand their knowledge will be brainstorming. Creating personal, as well as class, brainstorms will help students to explore information in a quick and succinct way. As well, the use of KWL charts will be used when learning new information in a whole class group. KWL charts will help the class to organize information easily. Around the classroom we will also use t-charts, Venn diagrams, and other graphic organizers. Lastly, when students are given worksheets or other information, they will be encouraged to highlight and underline important information that may aid their learning. They will have early settler folders in order to keep all their information in one place in an organized way.

In terms of technology, students will be given computer and iPad time to complete their research and promote student-centered learning. They will be welcome to search whichever website they choose in order to complete the assignments.

❖ Habits of Mind:

Students will be constantly encouraged to engage in self-reflection by relating life of early settlers to their own lives. In which ways is life different? In which ways is it the same? How has life changed since early settlers came to Canada in the 17 and 1800’s? Thus, the students will complete reflexive thinking on a daily basis. They will practice critical thinking skills in each lesson when they are presented with critical thinking questions and challenges. They will be required to support their beliefs with information and facts that they find or are presented with.

❖ Lesson Plans

Lesson Plan One:

|LESSON # 5 – Unit Plan |

|Date: February 7, 2014 Title of the Lesson: My Canadian Life |

|Curriculum Area: Social Studies |

|Learning Expectations: |

|Academic: |

|A2.3 analyse and construct print and digital maps, including thematic maps, as part of their investigations into challenges facing different groups and |

|communities in Canada during this period, and measures taken to address these challenges |

|A2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., First Nations, Métis, Upper Canada, Lower Canada, settler, refugee, |

|Loyalist, allies, land grant, seigneurie, habitant, slave, hardship, isolation) and formats (e.g., a booklet entitled “How to Survive in Upper Canada”; a |

|comic book that shows settler life before and after the construction of roads; a diary entry from the perspective of a Mohawk child detailing the family’s |

|relocation in response to settlers’ encroachment on their land; a poster that shows how people adapted to the climate; a map showing how European |

|settlement affected First Nations territories) |

|A3.2 identify various settler communities in Canada during this period (e.g., French along the St. Lawrence River; English and Irish in Kingston, Bytown, |

|and York/Toronto, Upper Canada; African Canadians in Grey County, Upper Canada; Scots in Nova Scotia and the Red River Valley; Mennonites in Waterloo |

|County, Upper Canada; United Empire Loyalists in Upper and Lower Canada; Black Loyalists in Nova Scotia), and locate the areas where they lived, using |

|print, digital, and/or interactive maps or a mapping program |

|Social: |

|Mutual respect, right to participate, right to pass, attentive listening, cooperative skills |

|Critical Thinking Vocabulary: |Concepts of Disciplinary Thinking: |

|- Pioneer |- Continuity and change from the time of early settlers to the time |

|- Early settler |our own ancestors travelled to Canada |

|- Immigration |- Significance as to why individuals chose to immigrate to Canada |

|- Indigenous |rather than elsewhere |

| |- Links to past, present and future |

|Criteria for Judgment: |

|- students required to pull upon their prior individual knowledge of independent lives |

|Background Information: |Grouping: |

|- If their parents/grandparents immigrated to Canada (if so, where from) |- Pairs to complete Venn Diagram |

|- Basic understanding that we were not the first people in Canada |- Whole group for master diagram |

|- Basic mapping skills | |

|Habits of Mind: | |

|- Self-reflection, independent thought, critical thinking | |

| Assessment: |

|- Anecdotal notes |

|- Observation |

|- Group evaluation |

|- Group working skills |

|Lesson: |[pic] Mental Set |

|Prior to this lesson, a note was sent home to parents in order to gather information about their ancestors and their travels |[pic] Sharing the Purpose/ |

|to Canada. |Objectives |

|(10 minutes) Video: |[pic] Input |

| |[pic] Modelling |

|- This video will get the students thinking about why settlers come to Canada, and the reasons that Canada is the chosen place|[pic] Check for Understanding|

|for immigration. |[pic] Guided Practice |

|Critical thinking questions: |[pic] Independent Practice |

|- Why did settlers come to Canada? |[pic] Closure |

|- Why did your parents or grandparents come to Canada? | |

|(10 min) After watching the video, students will independently brainstorm in their journals about the critical thinking | |

|questions. | |

|(15 min) Students will then get into self determined pairs to complete Venn Diagrams about why early settlers came to Canada | |

|and why students ancestors came to Canada | |

|(10 min) We will get together as a large group to create a master diagram on chart paper, which will be hung up for the | |

|duration of the early settlers unit, with differences in each circle and similarities in the middle of the diagram. | |

|Check for understanding: Is that a reason that could fit both sides? What makes that reason only applicable for that side? | |

|As a class, map out where their ancestors came from, and where in Canada they moved. | |

|(15 min) Since the students have spoken to their parents about where their ancestors have come from and settled, it is | |

|important for them to map out the immigration of individuals to Canada. Students will have the opportunity to share their | |

|personal ancestry stories, and place on the map where they have come from, and where their ancestors settled once they got to | |

|Canada (Ontario or otherwise) | |

| |Materials/Resource |

| |- Smartboard and Elmo to show|

| |the video |

| |- Chart paper and markers |

| |- Journals |

| |- Paper with Venn diagram |

| |skeleton (1 for each student |

| |but they will work in pairs) |

|Bloom's Taxonomy: |Multiple Intelligences: |

|[pic] Knowledge |[pic] Linguistic |

|[pic] Understanding |[pic] Logical/Mathematical |

|[pic] Application |[pic] Spatial |

|[pic] Analysis |[pic] Musical |

|[pic] Synthesis |[pic] Bodily/Kinesthetic |

|[pic] Evaluation |[pic] Interpersonal |

| |[pic] Intrapersonal |

| |[pic] Naturalistic |

|Modifications: |

|- Student placed in group where another student may scribe for him/her |

|- Change pace |

|- Constant check for understanding |

|- Change location of the student – closer to teacher |

|Personal Notes/Reminders/Homework/Other Considerations: |

|- Have students research their names (first and last) |

Lesson Plan Two:

|LESSON # 5 – Unit Plan |

|Date: February 7, 2014 Title of the Lesson: My Canadian Life |

|Curriculum Area: Social Studies |

|Learning Expectations: |

|Academic: |

|A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, |

|work, recreation, the role of children) of selected groups living in Canada between 1780 and 1850 (e.g., First Nations, Métis, French, British, Black |

|people; men and women; slaves, indentured servants, habitants, seigneurs, farmers; people from different classes) |

|A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day |

|(e.g., the roles of women, men, and children; challenges related to the environment, work, community life, the law) |

|A2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., First Nations, Métis, Upper Canada, Lower Canada, settler, refugee, |

|Loyalist, allies, land grant, seigneurie, habitant, slave, hardship, isolation) and formats (e.g., a booklet entitled “How to Survive in Upper Canada”; a |

|comic book that shows settler life before and after the construction of roads; a diary entry from the perspective of a Mohawk child detailing the family’s |

|relocation in response to settlers’ encroachment on their land; a poster that shows how people adapted to the climate; a map showing how European |

|settlement affected First Nations territories) |

|A3.6 describe some key aspects of life in selected First Nations, Métis, and settler communities in Canada during this period, including the roles of men, |

|women, and children (e.g., with reference to diet; how food was obtained; clothing; housing; recreation; education; the division of labour between men, |

|women, and children) |

|Social: |

|Mutual respect, cooperative skills, problem solving |

|Critical Thinking Vocabulary: |Concepts of Disciplinary Thinking: |

|- Pioneer |- Continuity and change – how early settlers spending and buying |

|- Early settler |habits are different in the 1700’s and 1800’s than they would be |

|- Immigration |today |

|- Indigenous |- Links to past, present and future |

|- Quilt |- Looking at different perspectives (between and within families) |

|- General store | |

|- Tribe | |

|Criteria for Judgment: |

|- students required to pull upon all the information that they have gathered throughout the unit |

|Background Information: |Grouping: |

|- Quilting skills |- Groups of 3 or 4 that are placed into |

|- What pioneers needed for everyday life |“families” |

|- What a general store is |- Whole class for presentations |

|- Information about early settlers | |

|Habits of Mind: | |

|- Self-reflection, independent thought, critical thinking | |

| Assessment: |

|- Observation |

|- Group evaluation |

|- Group working skills |

|- Problem solving skills |

|- Overall quilting skills |

|- Quality of purchases |

|Lesson: |[pic] Mental Set |

|(5 min) Welcome the students dressed as a pioneer and explain the layout of the room – the general store, the bank and the |[pic] Sharing the Purpose/ |

|family homes. Explain the activity: Today we are going back in time to see what it would be like as a traditional family in |Objectives |

|the 1700’s and 1800’s |[pic] Input |

|(15 minutes) |[pic] Modelling |

|- No modeling or examples will be given to the class. They will be drawing on all information that has been given throughout |[pic] Check for Understanding|

|the entire unit. They will be given the following instructions: |[pic] Guided Practice |

|1. Your family needs to create quilts to sell to the general store. The quilts will be bought if they have 6cm x 6cm covering |[pic] Independent Practice |

|their patterned surface. They must be colourful and have some kind of pattern to it. Neat sewing is a necessity! |[pic] Closure |

|2. The money that you make from these quilts will be used to purchase things that your family will need to survive in the | |

|community and the conditions that they live in. Here are your families and resources (just like in real life, your resources | |

|will not be exactly the same, and they will not be exactly equal) | |

|Smiths – 5 glue sticks, 2 pieces of construction paper, 1 pair of scissors, 3 rulers, 1 pencil | |

|Browns – 5 pencils, 2 pieces of construction paper, 3 pairs of scissors, 2 glue sticks and 1 ruler | |

|Harris – 5 pieces of construction paper, 2 pairs of scissors, 1 glue stick, 3 rulers and 3 pencils | |

|Williams – 5 rulers, 1 piece of construction paper, 2 pairs of scissors, 3 glue sticks and 2 pencils | |

|Arnold – 5 pencils, 2 pieces of construction paper, 3 pairs of scissors, 2 glue sticks, 1 ruler | |

|(10 min) Go over the success criteria with the class and have them create their own | |

|(30 min) Students will work in their families to create as many quilts as they can to sell to the general store. They will | |

|sell from $10 - $45 depending on the quilt. They are to work thins out both socially and based on their knowledge of pioneer | |

|life. | |

|The teacher is to run the general store. | |

| |Materials/Resource |

| |- Fake money |

| |- Images of items to purchase|

| |- General store sign |

| |- Bank sign |

| |- Glue sticks |

| |-Scissors |

| |- Bins |

| |- Pioneer costumes |

| | |

| | |

| | |

|Bloom's Taxonomy: |Multiple Intelligences: |

|[pic] Knowledge |[pic] Linguistic |

|[pic] Understanding |[pic] Logical/Mathematical |

|[pic] Application |[pic] Spatial |

|[pic] Analysis |[pic] Musical |

|[pic] Synthesis |[pic] Bodily/Kinesthetic |

|[pic] Evaluation |[pic] Interpersonal |

| |[pic] Intrapersonal |

| |[pic] Naturalistic |

|Modifications: |

|- Pair students strategically in groups |

|- Change pace |

|- Constant check for understanding |

|- Change location of the student – closer to teacher |

|Personal Notes/Reminders/Homework/Other Considerations: |

|- Allow students to take home/share their quilts |

|Next steps: |

|- Lesson part 2 |

❖ Assessment and Evaluation

The students will be assessed and evaluated using authentic assessment and evaluation. Throughout the unit, their work will be collected within an Early Settlers unit folder that will be looked at periodically and assessed for their ability to justify their beliefs and identify difficulties for early settlers. Additionally these skills will be assessed through anecdotal notes throughout classes. Furthermore, the students understanding will be assessed based on their ability to justify responses and the level of critical thinking that they were able to engage in. It will be taken into consideration if they were able to provide accurate and engaging information throughout the unit of study. In the culminating task, they will be assessed on their ability to bring together all the information that they gathered throughout the unit. They will be assessed on their critical thinking; their depth of thinking and their overall engagement throughout the unit. Lastly, they will be assessed based on their willingness to work in groups and independently solve problems.

❖ Extension:

Lesson One: My Canadian Life

❖ Create a timeline in order to show the movement of early settlers to Canada as well as timelines to show personal immigration stories. These may be displayed together to indicate the similarities and differences that exist over time

❖ Students would be able to bring in photos of their ancestors to make personal connections as well as make their timelines come to life

Lesson Two: Culminating Task

❖ Have students create quilts to be sold in a fundraiser that can be connected to early settlers.

❖ Students will be able to justify their quilt making with written words connecting students understanding to their quilt making.

❖ References:

Eigenbrod, R., Kakegamic, G., & Fiddler, J. (2003). Aboriginal Literatures in Canada: A Teacher’s Resource Guide.

Ontario Curriculum (2013). Social Studies

Shemie, B. (1990). Houses of Bark: Tipi, Wigwam and Longhouse (Native Dwellings: Woodland Indians). Plattsburgh: NY

Toronto and Region Conservation for The Living City (2014). Black Creek Pioneer Village. Retrieved from

York Region District School Board. (2011). Pioneer Life in Upper Canada.

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