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EMPOWERMENT THROUGH THE BIRTH OF CANADIAN DEMOCRACY CANADA: 1850 - 1920

GRADE 7 - FINAL UNIT PLAN

Course: EDUC 5843 – Methods in Secondary Social Studies Team Members: Martha Bell, Leslie Bransfield, Heidi Anderson Jared Holder, Kim Beers, Leigh Muething Date: Wed. Oct 8, 2008

Social Studies Final Unit Plan 2 Grade 7 – Empowerment

Contents

INTRODUCTION ............................................................................................................................................................... 3

Information for Teachers ............................................................................................................................................. 3

Information for Parents ................................................................................................................................................ 4

SAMPLE VISION FOR THE YEAR ......................................................................................................................................... 5

CURRICULUM MAP .......................................................................................................................................................... 6

CONCEPT CHART .............................................................................................................................................................. 7

ORGANIZER ...................................................................................................................................................................... 8

Community Involvement/Awareness ........................................................................................................................... 8

CURRICULUM OUTCOMES ............................................................................................................................................... 9

RESOURCES .....................................................................................................................................................................10

Students .....................................................................................................................................................................10

Online Resources ....................................................................................................................................................10

Text Resources ........................................................................................................................................................11

Teachers .....................................................................................................................................................................12

Online Resources ....................................................................................................................................................12

Text Resources ........................................................................................................................................................12

UNIT PLAN OUTLINE ........................................................................................................................................................13

Lesson Plan #1 Experiencing Empowerment and Disempowerment ............................................................................15

Lesson Plan # 2: Northwest Rebellion and Red River Resistance ..................................................................................16

Lesson Plan # 3: First Nations in Atlantic Canada .........................................................................................................17

Lesson Plan # 4: Immigration .......................................................................................................................................18

INTRODUCTION TO THE UNIT ..........................................................................................................................................19

Hook Lesson: Experiencing Empowerment and Disempowerment – ............................................................................19


INTRODUCTION

Information for Teachers

Theme: Exploring the concept of empowerment through the birth of Canada (1850-1920) A thorough understanding of empowerment is crucial due to its involvement in each unit of the curriculum. Therefore, empowerment, in relation to the curriculum, can be defined as the introduction of individual rights and responsibilities in order to foster critical thinking and social awareness amongst students. A variety of topics will be explored in order to furnish students with a multitude of perspectives into empowerment. A well-rounded approach will not only reinforce concepts but also provide a basis for personal development. The units to be examined include:

- Introduction to Empowerment/Disempowerment - Economic Empowerment - Political Empowerment - Cultural Empowerment - Societal Empowerment - National Empowerment - Personal Reflection

In order to better reinforce the notion of empowerment, the classroom should act as a reflection for student empowerment. Creating a learning environment that fosters student engagement through decision making skills and communication will add a personal connection to the content which extends beyond the classroom. This is achieved through a variety of evaluation methods, testing options for students, aesthetic and technological expression, and classroom dynamics. Personal reminders for class:

- Weekly in-class discussions - Class reaction to content - Question period (encourage questions) - Personal rapport with students


Information for Parents

Social Studies Seven Monday & Wednesdays 1:00 pm-1:50 pm

Empowerment Through the Creation of the Canadian Nation 1850-1920 The grade seven Social Studies curriculum content focuses on the concept of Empowerment. Students will explore:

The general concept of Empowerment and Disempowerment

Political Empowerment

Economic Empowerment

Cultural Empowerment

Societal Empowerment

National Empowerment Upon completion of the course students will be expected to have an understanding of the extent of the empowerment of individuals, groups, and the nation up to 1920. In addition to content knowledge, students will be expected to strengthen their:

Information collection and reporting skills

Critical thinking skills

Social interaction skills We will strive to create a learning environment that emphasizes the rights and responsibilities of each student, an environment which is conducive to personal and collective empowerment.


SAMPLE VISION FOR THE YEAR Theme for the Year Empowerment Through the Birth of Canadian Democracy 1850 - 1920

Grade 7 (Middle School)

Rationale My ideal student individual learning outcomes:

- Is able to understand and deal with new and complex issues as they arise - Has a positive vision for the future and is engaged in working for it - Has a wide knowledge base - Respects multiple viewpoints and experiences (backgrounds, beliefs and opinions) - Is comfortable expressing their emotions and interacting within social situations - Employs a balance of listening and speaking to develop well-rounded opinions - Works well within groups - Is engaged in constantly challenging their ideas and convictions - Has an engaged sense of social awareness - Has a complex understanding of the rights and responsibilities of citizenship

PRIORITY GOALS

Content Knowledge - Know basics of Canadian Confederation and early

development of Canada - Good knowledge of world cultures and religions - Understanding of origins of Canadian government - Knowledge of everyday lives of average people from

1850 to 1920 - Knowledge of cultural changes in Canada and worldwide

1850-1920 (including native communities) - Knowledge of development of CP Railway and impact of

early history of Canada - Understanding of causes of WWI and impact of the war on

Canadian society - Can apply knowledge of early Canadian history in analyzing

current events

Personal & Social Values - Recognizes value, complexity and

challenges of multi-cultural society - Awareness of different kinds of

empowerment (social, political, legal, culture) and how this affects different groups of people

- Understands rights and duties as a citizen (ex. voting)

- Aims to empower others

Critical Thinking - Able to critically analyse new information - Able to develop and express an opinion in both writing and

speaking - Can understand the many ways that we are empowered.

Examples: Nationally, culturally, politically, etc. - Able to separate opinion from fact

Individual & Collective Action - Engaged in influencing various levels of

government - Interested and engaged in developments in

local community - Work well with others, and plan well.

Information Gathering and Reporting - Able to find, analyse and synthesize information on a topic - Can use many sources for information including but not

limited to, technology, primary sources, secondary sources, media, etc.

- Able to summarize and present information in an effective way (ex. public speaking, essays, articles)

Other - Works well in a group setting

CLASSROOM CLIMATE

- Students and teacher respect each other’s ideas and beliefs - Achievements are evaluated in a variety of ways (written, oral, progress)

- Everyone in the classroom considers new ideas and opinions before expressing their own opinion


CURRICULUM MAP Unit 1: Our Introduction aims to begin the discussion of empowerment and disempowerment in the Canadian context.

We introduce students to these concepts using an affective (emotional learning) activity designed to help them

experience these concepts personally and to reflect on the experience. During this unit we also make sure students

know our expectations for them in the social studies course. We allotted a bit of time for “settling in” at the beginning of

the year and creating a positive class environment. (Approx 5 classes – September 3-17)

Unit 2: We have decided not to spend as much time on the Economic Unit because we felt that it was slightly less

engaging for grade seven students and it does not appear to be as academically challenging or complex. The

requirements will largely draw from previous knowledge regarding the economics of society. (Approx 8 classes –

September 22-October20)

Unit 3: We are spending more time on the Political Empowerment unit because it encompasses a very wide range of

people and issues. It is centered on the politics during Confederation and involves many perspectives on the Dominion,

such as those from the media and religious organizations. This unit has great potential for lots of hands-on, interactive

activities that could help to establish students’ understanding of foundation terms such as federalism, confederation,

responsible government. (Approx 13 classes – October 22-December 8)

Unit 4: We are spending even more time on the Cultural Empowerment unit because we feel that it builds on unit 3 and

provides extensive knowledge of cultures key to the history of Canada. Students examine cultural groups such as First

Nations, Métis and various groups of immigrants in detail. They also learn about key events relating to cultural issues

such as the settling of the West and the Northwest rebellions. Again, this provides ample opportunity for interactive

classroom activities and learning that are sure to engage students. We allotted an extra couple of classes because this

period extends over the Winter(December) break. There are usually many activities taking place the week before the

Winter break and students may need a refresher to get back on track the week that school resumes. (Approx 15 classes

December 10-February 11)

Unit 5: This unit has fewer outcomes than the previous two units but we have chosen to spend approximately the same

amount of time on it because Societal Empowerment has great potential for discussion and development of personal

opinions. This unit also involves women’s movements, a group which is generally neglected in the rest of the curriculum.

(Approx 13 classes – February 16-April 6)

Unit 6: National Empowerment is another unit we chose to spend a bit of extra time on because it is a concluding unit

that examines Canada’s path to independence and position in WWI. It summarizes how Canada’s independence affected

the people of Canada and expands this discussion to the global level. Key topics include Canada’s relationship with

Europe, our role in World War I and how this affected both the international and national vision of Canada as a nation.

(Approx 13 classes – April 8-May 27)

Unit 7: Reflection expects students to “portray an understanding of the extent of empowerment of individuals, groups

and the nation up to 1920”. We envision this as a time for final reflections, projects and predictions of the direction that

Canada was heading post 1920. We also know that this time of year is ideal for field trips and student activities for which

we allotted time. (Approx 6 classes – June 1-17)

TOTAL: 73 classes, (3650 minutes) September 3 - June 17


CONCEPT CHART

Cultural Empowerment

Experimental Introduction - Simulation of multiple cultural groups in Canadian Society in 1870’s and 1880’s. Students are divided into groups, each labeled as a specific cultural group with its own privileges and/or limitations. Groups give presentations on what they want reflected in “Confederation

- Ask students to identify what they understand about cultural empowerment after this activity.

Definition The struggles that take place when distinct groups with common languages, histories and/or beliefs and practices attempt to maintain their way of life while finding their places within a new or changing environment.

Exemplars - Democracy: Government of the people, for the people, by the people; masses are empowered.

- Inclusion - Cultural Expression

Non-exemplars - Those who do not have right the vote are disempowered.

- Discrimination - Assimilation

Synonyms and Antonyms - From the Latin Potis (842) meaning powerful. - Synonyms: (Empower) entrust, authorize, strengthen,

entitle, validate - Antonyms: (Empower) weaken, repress,

disenfranchise, disempower

Derivative Words - Potent - Power - Potential


ORGANIZER

Community Involvement/Awareness

In order to further the student’s exploration and understanding of cultural empowerment the class will attempt to raise cultural awareness within the school. The content in class will provide students with the necessary background to develop an understanding of issues surrounding cultural empowerment and disempowerment during confederation and today. Armed with this knowledge students will venture beyond the classroom to promote community involvement.

The nature of the strategies used in this unit will help to develop various skills amongst students. These skills include cultural awareness, empathy, critical thinking, making informed decisions, and an appreciation for multiple cultural perspectives. This will aid in fostering a sense of personal responsibility amongst the students about their role within the school community.

Students will establish a connection with the Multi-Cultural Association of Fredericton. This relationship will help students to understand immigration issues and develop a sense of appreciation for various cultures. Students will create and submit to MCAF a poster depicting cultural awareness. These are compiled and distributed to schools in a book which provide students with sense of pride and accomplishment. This can also be seen as an empowering opportunity for students as they make a visible difference in their community. The poster will be displayed in classrooms around the school in order to raise awareness amongst other students.

As an ongoing class project, students will form a ‘Welcoming’ group within the school. This group will help ease the transition into the school community for new students. The ‘Welcoming’ group’s focus will be to create an inclusive school community for all students. This incorporates all components of the Empowerment unit and will, therefore, be an ongoing venture throughout the year for which the students will be responsible and assessed.


CURRICULUM OUTCOMES

Unit Outcomes

Students will be expected to:

7.4.1 Explain how the expansion and development of Canada during the 1870s and early 1880s affected

its various peoples and regions.

- Trace the political growth of Canada in the early 1870s

- Explain the key factors of the Red River Rebellion of 1870

- Identify the outcomes of the Rebellion

- Investigate how the National Policy empowered and disempowered the regions of Canada

7.4.2 Analyze the events of the Northwest Rebellion to determine its impact on internal relations in

Canada.

- Research the key factors that led to the Northwest Rebellion of 1885

- Identify the events and results of the Northwest Rebellion

- Assess past and present perspectives on Louis Riel’s role in Canada’s history

- Identify the long term impact of the rebellions on Canadian internal relations

7.4.3 Analyze the degree of empowerment and disempowerment for Aboriginal peoples in present day

Atlantic Canada during this period.

- Identify the various Aboriginal groups in present day Atlantic Canada during this period

- Describe the way of life of Aboriginal peoples in present day Atlantic Canada at this time

- Explore how national policies, treaties and the Indian Act impacted the Aboriginal peoples of present

day Atlantic Canada

7.4.4 Analyze the struggle for empowerment by new cultural groups immigrating to Canada

between 1870 and 1914.

- Identify the various cultural groups that came to Canada between 1870 and 1914

- Investigate the push and pull factors that brought these groups to Canada

- Describe the conditions these groups faced in Canada

- Explain why it is important for ethnic groups to retain their cultural and linguistic identity, heritage,

tradition and spirituality

- Determine whether and how they became more empowered or less empowered by moving to Canada

compare Canada’s immigration policies during the 20th

century to identify examples of prejudice


RESOURCES

Students

Online Resources

Resource Libraries http://www.proquestk12.com/ http://web.ebscohost.com/

Encyclopaedias http://encarta.msn.com/

Maps Atlantic Canada Map

http://www.ambassatours.com/portals/11/Images/Products_Download/MapOfAtlanticCanada.pdf Canada Map http://www.worldatlas.com/webimage/countrys/namerica/ca.htm “Confederation 1867”, The Atlas of Canada

http://atlas.nrcan.gc.ca/site/english/maps/archives/5thedition/historical/mcr4051

Confederation “Canada, 1867-1914”, E-Library’s History Study Centre

http://www.historystudycenter.com/search/displayMultiResultStudyunitItem.do?Multi=yes&ResultsID=11C0BDB8056&fromPage=search&ItemNumber=1&QueryName=studyunit

“Canadian Confederation”, Library and Archives Canada http://www.collectionscanada.gc.ca/confederation/index-e.html “Canadian Confederation, 1860-1867”, E-Library’s History Study Centre


“Confederation of Canada”, MSN – Encarta http://encarta.msn.com/encyclopedia_761588438/confederation_of_canada.html

“Confederation: The Creation of Canada”, McCord Museum of Canadian History

http://www.mccord-museum.qc.ca/en/keys/webtours/GE_P1_2_EN.html “Pre-Confederation Canada” E-Library’s History Study Centre


“Canadian Confederation”, Wikipedia*

http://en.wikipedia.org/wiki/Canadian_Confederation

http://www.proquestk12.com/

http://web.ebscohost.com/

http://encarta.msn.com/

http://www.ambassatours.com/portals/11/Images/Products_Download/MapOfAtlanticCanada.pdf

http://www.worldatlas.com/webimage/countrys/namerica/ca.htm

http://atlas.nrcan.gc.ca/site/english/maps/archives/5thedition/historical/mcr4051



http://www.collectionscanada.gc.ca/confederation/index-e.html



http://encarta.msn.com/encyclopedia_761588438/confederation_of_canada.html

http://www.mccord-museum.qc.ca/en/keys/webtours/GE_P1_2_EN.html



http://en.wikipedia.org/wiki/Canadian_Confederation


“Post-Confederation Canada”, Wikipedia* http://en.wikipedia.org/wiki/Post-Confederation_Canada_(1867-1914)

Louis Riel and the Northwest Rebellions “Louis Riel”, Library and Archives Canada

http://www.collectionscanada.gc.ca/confederation/023001-2390-e.html “Louis Riel”, Métis Nation

http://www.metisnation.org/culture/Riel/home.html “Riel, Louis”, The Canadian Encyclopedia

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0006837 The Virtual Museum of Métis History and Culture

http://www.metismuseum.ca/

World War I “Canada and the First World War”, Canadian War Museum

http://www.civilization.ca/cwm/chrono/1914first_ww_e.html “Canada and the First World War”, Library and Archives Canada

http://www.collectionscanada.gc.ca/firstworldwar/index-e.html “Discover Canada's Contribution in World War I and World War II at the VMC!”, Virtual Museum of Canada

http://www.virtualmuseum.ca/English/Teacher/world_war.html “Military History of Canada During World War I”, Wikipedia*

http://en.wikipedia.org/wiki/Military_history_of_Canada_during_World_War_I “The First World War”, Veterans Affairs Canada

http://www.vac-acc.gc.ca/remembers/sub.cfm?source=history/FirstWar

Text Resources Brown, Chester (2003). Louis Riel: A Comic-Strip Biography. Vancouver, BC: Drawn &Quarterly. Ferguson, W. (2000). Canadian history for dummies: A reference for the rest of us. Toronto, Ontario: CDG Books Canada. Howard, R., Riddoch, S. & Watson, P. (1977). Canada since confederation: An Atlantic perspective. Toronto, Ontario:

Copp Clark Publishing. Ed. Thorner, Thomas, Frohn-Nielsen, Thor. “A country nourished on self-doubt”: Documents in post-confederation

Canadian history. Peterborough, Ontario: Broadview Press Flanagan, Thomas (1996). Louis 'David' Riel: Prophet of the New World. Toronto, Ontario: University of Toronto Press. *Students are encouraged to use Wikipedia as a base to find other resources but they should not cite Wikipedia directly.

http://en.wikipedia.org/wiki/Post-Confederation_Canada_(1867-1914)

http://www.collectionscanada.gc.ca/confederation/023001-2390-e.html

http://www.metisnation.org/culture/Riel/home.html

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0006837

http://www.metismuseum.ca/

http://www.civilization.ca/cwm/chrono/1914first_ww_e.html

http://www.collectionscanada.gc.ca/firstworldwar/index-e.html

http://www.virtualmuseum.ca/English/Teacher/world_war.html

http://en.wikipedia.org/wiki/Military_history_of_Canada_during_World_War_I

http://www.vac-acc.gc.ca/remembers/sub.cfm?source=history/FirstWar


Teachers Online Resources “Canada, 1867-1914”, History Study Center

http://www.historystudycenter.com/search/displayStudyunitItemById.do?fromPage=toc&topicId=2874&QueryName=studyunit&ItemID=934

“First World War Propaganda Posters”, First World War.com http://www.firstworldwar.com/posters/canada.htm

“Louis Riel Trial”, Famous Trials http://www.law.umkc.edu/faculty/projects/ftrials/riel/riel.html

NB Teacher Resource Center, Parks Canada http://www.pc.gc.ca/apprendre-learn/prof/itm2-crp-trc/crp-trc1_e.asp

“Red River Rebellion” – student projects on You Tube http://www.youtube.com/watch?v=e8HPU8ybo7E http://www.youtube.com/watch?v=5QTxN2jimVM&feature=related

Text Resources Ajzenstat, J., Romney, P., Gentles, I. & Gairdner, D. (1999). Canada’s founding debates. Toronto, Ontario: University of

Toronto Press.

Bumsted, J. (2003). Canada’s diverse peoples: A reference sourcebook. Oxford, England. ABC CLIO Inc.

Bumsted, J. (2008). The peoples of Canada: A post-confederation history. New York: Oxford University Press.

Conrad, M., & Finkel, A. (2007). Canada: A national history. Toronto, Ontario: Pearson-Longman.

Ferguson, W. (2000). Canadian history for dummies: A reference for the rest of us. Toronto, Ontario: CDG Books Canada.

Francis, D., Jones, R. & Smith, D. (2000). Origins: Canadian history to confederation. Toronto, Ontario: Harcourt Canada.

Flanagan, Thomas. (1984). Rebellion in the Northwest : Louis Riel and the Métis people. Toronto, Ontario: Grolier.

Harris, C. (2002). Making native space: Colonialism, resistance, and reserves in British Columbia. Vancouver, British Columbia: UBC Press.

Hou, Charles and Cynthia. (1984). The Riel Rebellion: A biographical approach. Vancouver, B.C.: Tantalus Research.

Hou, Charles and Cynthia. (1984). The Riel Rebellion: A biographical approach. Teacher’s guide. Vancouver: Tantalus Research.

Labarge, Margaret Wade. (1997). Cultural tradition of Canadian women: the historical background. In Labarge, Margaret Wade, A Medieval Miscellany (pp. 119-146). n.p.p.: McGill-Queen's Press.

Roberts, John A., with activities by Montgomery, Sproule, Fredrick C Sproule, Randy Montgomery. (2006). First Nations, Inuit, and Métis Peoples: Exploring Their Past, Present, and Future. n.p.p.: Emond Montgomery Publication.

Statistics Canada. (2000). 100 years of Canadian society: Teacher’s kit. n.p.p.: Statistics Canada.

Thorner, T. (Ed.). (2003). A few acres of snow: Documents in pre-confederation history. Peterborough, Ontario: Broadview press.



http://www.firstworldwar.com/posters/canada.htm

http://www.law.umkc.edu/faculty/projects/ftrials/riel/riel.html

http://www.pc.gc.ca/apprendre-learn/prof/itm2-crp-trc/crp-trc1_e.asp

http://www.youtube.com/watch?v=e8HPU8ybo7E

http://www.youtube.com/watch?v=5QTxN2jimVM&feature=related


UNIT PLAN OUTLINE Grade/Course: Grade 7 Empowerment Title: Cultural Empowerment Unit #: 4 Synopsis of Unit - Examine the expansion of Canada and its affect on people in different regions

- Explore the Northwest Rebellion and Red River Resistance and its implications on Canadian attitudes - Struggles of First Nation and Inuit communities in the Maritimes - Cultural preservation of new immigrants during the formation of Canada

Type of Unit or Unit Organizer

Community Based Learning: The class will explore content through establishing connections within the community. Comparisons with modern day issues will provide students with a context to critically examine past issues and develop an understanding of the impacts of various in the formation of the Canadian nation.

Main Goals

- Expose students to the historical perspectives of the Métis, First Nations, Inuit, and Immigrants - Use critical thinking skills to examine how events affected specific cultural groups - Relate learning to modern day events and issues - Promote cultural awareness in the school community

Unit Objectives

Content Knowledge Students should examine the concept of empowerment and how it has affected various cultures in Canada

Critical Thinking Examine content in order to foster cultural understanding Compare and contrast past and present cultural issues

Info Gathering & Reporting Library, primary sources, textbook, internet resources, presentations, visual, class discussion, role play

Personal & Social Development

Recognize value, complexity and challenges of a multi-cultural society, develop respect for a variety perspectives

Individual & Collective Action Aim to develop an understanding of the value of a multi-cultural society and a students role within his or her community


Lesson Title Specific Outcomes Methods/Strategies with Tasks Resources Assessment Strategies/Criteria

Hook Lesson: Experiencing Empowerment and Disempowerment – A Simulation of Cultural Groups at Confederation

Identify power and lack of power with specific cultural groups in Canada in the late 1800s. Identify cultural groups that are empowered and disempowered in our society.

Cultural Simulation

Index Cards, Colored Arm Bands, Dictionary, Encyclopedia, Confederation Document (written by teacher based on previous presentations but mainly on English perspective)

Engagement and participation in presentations, discussion, and journal entries. Reflection in discussion, journal entries, and group poster.

Northwest Rebellion and Red River Resistance

(7.4.1) Explain how the expansion and development of Canada affected various peoples regions (7.4.2) Examine the impact of the Northwest Rebellion

Video clip, KWLS, T-chart, create newspaper article using primary sources, horse shoe opinion meter, debate

Primary documents, video clip

Newspaper article, participation, debate role play (informal) Rubrics provided for formal evaluation

First Nations in Atlantic Canada

(7.4.3) Struggles of First Nation and Inuit communities in the Maritimes

Maps, material cultural artifact, brainstorming, visual comparison

Textbook, internet resources (maps and artifacts)

Material cultural artifact presentation, test, participation Rubrics provided for formal evaluation

Immigration (7.4.4) Cultural preservation and issues facing new immigrants during the formation of Canada

Role play simulation, interview, guest speaker, poster, school involvement

Textbook, internet, guest speaker

Question formation, poster, participation, discussion Rubrics provided for formal evaluation


Lesson Plan #1 Experiencing Empowerment and Disempowerment Hook Lesson - A Simulation of Cultural Groups at Confederation (2 classes) Day 1:

Cultural Simulation

The class will be placed into six different cultural groups and will have to present a speech based on handout about issues and facts about the specific group. The power structure within the simulation that empowers one group over others will provide an affective learning of empowerment and disempowerment, which will be explored further during the unit and for the final project. For homework, students will respond in their journals about how the simulation made them feel and how they think other cultural groups may have felt.

Day 2:

Confederation Document

Group Posters

Students will discuss journal entries in groups and then as a class. The Confederation Document (CD) will then be presented to the class. In their cultural groups, students will discuss how each culture is represented (or not) in the CD. They will then illustrate their reaction to the CD through pictures and/or words on poster paper. Students will then report on the main issues of their posters.


Lesson Plan # 2: Northwest Rebellion and Red River Resistance (4 classes) Day 1:

Video Clip of Northwest Rebellion (5 Minutes) Introduction

KW – What do we know? What do we want to know?

Brainstorm and T-chart defining resistance and rebellion

Class begins with a video clip providing overview of NW and Red River Resistance. Based on the clip the class will record what they now know and what else they would like to know. Teacher discusses concepts of resistance versus rebellion. The class then examines whether Louis Riel was a traitor or a hero. In small groups using a T-chart the class will define/provide examples of resistance and rebellion. See: http://ca.youtube.com/watch?v=_38RWs00ago

Day 2:

Class is provided primary documents on Northwest Rebellion Red River Resistance

Reminder of author bias regarding primary documents

Research documents pertaining Northwest Rebellion Red River Resistance (Library)

Assignment: Newspaper article – determine whether you believe it was a resistance or a rebellion and present your view in a newspaper article appropriate of the times. (Rubric provided)

See: Insurrection of the French half breeds (1869, October 26). The Norwester and Pioneer. Page 1. Thorner, T. (Editors). (2003). A country nourished on self doubt: Documents in post confederation Canadian history. Peterborough, Ontario. Broadview Press Ltd.

Day 3:

Horseshoe opinion generator – Students are asked to place themselves accordingly on the spectrum, those who believe that Louis Riel was a traitor on the far right of the Horseshoe and those that believe he was a hero on the far left.

Class is divided into two groups and given time to prepare debate role-play for next class. Day 4:

Re-enact the trial of Louis Riel, debating his guilt or innocence using the research the class has already conducted guided by the teacher

Class discussion: LS – What did the class learn about Northwest Rebellion Red River Resistance? Explore questions that were left unanswered concerning what they learned, and what they wanted to learn?

http://ca.youtube.com/watch?v=_38RWs00ago


Lesson Plan # 3: First Nations in Atlantic Canada (4 classes) Day 1:

Introduction to First Nation culture using textbook

Review concepts from text pages 171-180 assigned for homework

Comparison of maps – Traditional Native lands versus Land today

Introduce Material Cultural Artifact assignment – Teacher provides example

Material Cultural Artifact assignment: Assign students a piece of First Nations material culture to research and present to the class. Include how it was made, what it was used for, why it is significant, how it evolved, who it was used by.

See: Sterling, S. (2005). Changing your world: investigating empowerment. Don Mills, Ontario. Oxford Press.

Artifacts: http://www.canadianheritage.org/galleries/firstnations0500.htm#Artifacts:%20Ontario Day 2:

Reintroduce maps from previous day

Group brainstorming – Reasons for the change in land

Class discussion on changes (Treatment of First Nations, assimilation, Residential Schools, Native Reserves, Aboriginal treaties)

Individual graphic representation – What was life like for First Nations before Confederation versus Life after assimilation See: http://www.nativemaps.org/?q=top_menu/1/88/90/23 Day 3:

Presentation on Material Cultural Artifact Day 4:

Assessment – Test requiring students to analyze and form conclusions on First Nation issues.

Examples: Provide your own definition of assimilation? How were First Nations people assimilated? Do you have examples of this in your own life?

http://www.nativemaps.org/?q=top_menu/1/88/90/23


Lesson Plan # 4: Immigration (4 classes) Day 1:

Introduction to immigration using role-play simulation

Discussion and debriefing of role-play

Students complete timed tasks while simulating moving to a new land. An emphasis is put on materials and student’s feelings during the adventure. Students develop a sense of empathy for the disempowerment experienced by many immigrants to Canada during its early years.

See: http://www.unrefugees.org/usaforunhcr/uploadedfiles/Passages.pdf for refugee simulation, to be modified as needed.

Day 2:

Class discussion and introduction into the Multi-Cultural Association of Fredericton (what they do, who is involved, process)

In groups students will prepare questions for MCAF guest speaker concerning immigration

See: www.mcaf.nb.ca Sterling, S. (2005). Changing your world: investigating empowerment. Don Mills, Ontario. Oxford Press.

Day 3:

MCAF guest speaker – to discuss immigration issues facing newcomers today, what students/family can do to help

Class poses prepared questions to speaker, and any new questions which may arise Day 4:

Create poster raising awareness multiculturalism and issues facing immigrants to display around school incorporating ideas from MCAF speaker

Send copy of poster to MCAF

http://www.unrefugees.org/usaforunhcr/uploadedfiles/Passages.pdf

http://www.mcaf.nb.ca/


INTRODUCTION TO THE UNIT

Hook Lesson: Experiencing Empowerment and Disempowerment –

A Simulation of Cultural Groups at Canadian Confederation

Overview & Purpose:

This activity will introduce students to the concepts of cultural empowerment and disempowerment. It will provide students with an affective understanding of these terms which will provide a base for them to conceptualize the information that will be presented throughout the unit. This will help create an awareness of multiple perspectives when looking at our country’s history.

Curriculum Outcome: Identify cultural groups that are empowered and disempowered in our society.

Strategy Idea: Cultural Simulation as a means for introducing cultural groups in Canada. This will be explored in more detail throughout the unit and in the final project.

Reference for article on which this strategy is based: Joseph, B. (2008, July/August). Why are your students sleeping through the French Revolution? The Social Studies, 99(4), 161-63.

Objectives (Specify skills/information that will be learned.)

- Introduce students to concepts of empowerment and disempowerment using an affective (emotional) strategy

- Increase students’ understanding of some Canadian cultures present during time of Confederation

- Increase students’ understanding that different cultures had varying degrees of empowerment in Canada in the late 1800s

- Develop students’ group planning and presenting skills - Develop students’ discussion skills - Develop students’ application of critical analysis

Materials Needed: Paper Pencils Index Cards w/ Cultural Groups Colored Arm Bands Gavel Dictionary Encyclopedia

Information (Give and/or demonstrate necessary information)

- Research information on cultures present in Canada in late 1800s - Brief synopsis of specific (prominent) cultural identities - Highlight concerns and issues related to each individual culture during

Confederation - Overview of Canada at time of Confederation


Verification (Steps to check for student understanding)

- Reflecting and summarizing their experiences as a cultural group during the activity and recognizing the different levels of power between the cultural groups.

- Example - Recognizing that some groups had more of a voice than others, explaining

o How this empowerment and disempowerment could be seen and listing some

o Of the reasons for the power imbalances - Journal entries (based on students’ experiences during the simulation) show a

reflection on how empowerment affected groups in the activity and connecting this to other cultural groups in society

Other Resources (e.g. Web, books, etc.)

Activity (Describe the independent activity to reinforce this lesson)

- Introduce “Confederation” and explain the expectations for groups to compile a speech

- Based on their cultural position to create a final Confederation document. - Assign cultural groups - Provide time for each group to plan their speech - Groups present speeches - The moderator will interrupt certain groups depending on their cultural status - Example: The English group will be given extra time and priority over other

groups o While the French will be told to speak “more clearly” or “in the King’s

English”. - As time allows, begin to discuss emotional responses to the simulation - Assign homework for students to write a journal entry based on how they felt

during the activity and how they think others may have felt - Summarize lesson by explaining that Canadians were empowered through the

process of confederation. Many cultural groups, however, were underrepresented and/or ignored disempowering them. Generally, it was British interests that dominated the British North America Act. Explain that we will delve into a deeper discussion in the next class based on their journal reflections.

Additional Notes

- A Confederation Document will be presented in our debriefing section. It will be created from comments and concerns that students express during their speeches as members of the cultural groups. The final Confederation document will be mostly a reflection of the English position. Students will be given time to reflect on the document, who is represented in it, the reasons for this and how this affects their understanding of empowerment and disempowerment.

- Students can be given time after this activity to present their cultural groups in more depth.


TEACHING STRATEGY DEMONSTRATION

Using the strategy, how will we accomplish the following? How will I adapt or differentiate this lesson for grade and skill level? For higher grade levels, we would expect more extensive research on students’ cultural groups, greater skill in speech presentations and a deeper reflection on empowerment and disempowerment during Confederation in Canada. Extra class time could be provided to research assigned cultural groups. Higher grade levels would be expected to incorporate their research into their speeches and would be given more time to present their positions. They would also be required to provide a written summary of the position of their cultural group on Confederation. We will be addressing the range of students’ skill levels by pre-assigning group members. Groups will consist of some students with higher abilities in social studies and some students with lower abilities. This will help ensure that each group is able to prepare a presentation sufficient to ensure the success of the activity. How will I engage students in a reflection of how this strategy has developed this particular skill? We will use key questions to elicit emotional responses to the activity and how this developed their understanding of empowerment: How did you feel during the activity? How do you think other groups felt? Do you think the activity is a good representation of the different cultural groups during Confederation? How did you feel with the extra time to speak? How did you feel when you got cut off? Do you think that some cultural groups in Canada today are still affected this way? These questions would be discussed in class (time permitting) so that each cultural group would have the chance to express how they felt during the activity. They would also be assigned as homework for journal entries so that students could further reflect on the simulation. We would encourage personal views and opinions to be expressed.