History 30- Unit One

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History 30:

Relationships: People and Paradigms

Developed By: Julia Thomson


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Julia Thomson

Title of the Unit: Relationships: People and Paradigms Grade Level: 12

Length of Unit (# of Hours or Weeks): 3 weeks

UNIT OVERVIEW

This unit will focuses on two relationships; the relationship between the peoples and the land and the relationshipbetween people and the values/assumptions that govern their society. One of the points that will explicate these val

and present a foundation for the study of these themes, is period of contact between the First Peoples of Canada and

Europeans. These interactions and sustained contact led to paradigm shifts and acculturation.

FOUNDATIONAL OBJECTIVES

As outlined in the History 30: Canadian Studies Curriculum Guide, Unit One, Relationships: Peoples and Paradigm

1. Know that the organization of a society and its behaviour is influenced by a number of assumptions that surroun

certain relationships.

2. Know that every society will evolve assumptions and practices that surround the key societal relationship betwe

the peoples and the land.

3. Know that within every society, there will exist a contest among groups to gain influence over the societal

decision-making processes.

4. Know that the well-being of every society will be influenced by sustained contact with other societies.

5. Know that dialectical thinking is a system of reasoned exchanged between points of view in which the merits ofeach case (thesis) are discussed and evaluated.

6. Know that every society will evolve, through debate and consensus, assumptions and practices concerning keysocietal relationships.

History 30: Unit One


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PRE-ASSESSMENT / PRIOR KNOWLEDGE

Students have just completed a pre-unit one unit and a corresponding summative assessment They know the definitions of words related to understanding the relationship between the First Peoples and

the land and how this shapes ones worldview Oral questioning about the content Discussion in order to compile information and knowledge on content Diagnostic assessment quiz on Canadian History, Soooooo You think you know what it means to be

Canadian, eh?

Facebook student information sheet Many of the students have taken History 20

DIVERSITY ISSUES

Diverse academic backgrounds of students Different learning styles preferred Teaching controversial topics Different Socio-Economic Stations Modified Students (3) Repeat students English as an Additional Language students (3) First Nations student (1) Different reading, writing, and comprehension abilities 19 students total


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Unit Organizer

Relationships:

People & Paradigms

First Peoples:

Sovereignty and

Autonomy

Europeans:

Settlement and

Sustained Contact

Iroquois

Confederacy

A Collision of Peoples

and Paradigms: The

Arrival of the

Europeans

Iroquois

Simulation (2

Hours)

Explorers: Jigsaw

(2 Hours)

Inquiry/Research Presentations:

Seigneurial System, Women,

Acadia, 7 Years War, Royal

Proclamation, Quebec Act,

American Revolution, Fur Trade,

War of 1812 (8 Hours)

Oka Crisis: Acts

of Defiance (3

Hours)


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Topics Outcomes & Indicators Activities Materials Assessment Adaptations a

Differentiatio

ntroductory Lesson:Consolidating Pre-Unit One

Outcomes:Students will know that the organization of a

society and its behavior is influenced by a

number of assumptions that surround certainrelationships.

Students will know that within every society,there will exist a contest among groups to gain

influence over the societal decision-making

processes.

Students will know that every society willevolve, through debate and consensus,

assumptions and practices concerning keysocietal relationships.

Indicators:

Students will be able to identify terms anddefinitions relevant to the content presented

within this unit

Pictorial montage forcontact period with

initial assumptions

Terms and definitions Crossword puzzle

Terms anddefinitions

handout

Crossword puzzle Pictures SMART board

Students willcorrect their

own crossword

puzzles

Assessmentfor and as

learning

May workindependently

pairs

PGG Goal 1: Support broad areas of student growth

by providing varied and constructive learningopportunities

Goal 2: Affirm dignity and respect forindividuals (students, families, colleagues)

FN Sovereignty: The

roquois ConfederacyOutcomes:

Students will know that the organization of asociety and its behavior is influenced by a

number of assumptions that surround certainrelationships.



processes.Students will know that every society will

evolve, through debate and consensus,

assumptions and practices concerning keysocietal relationships.

Indicators:

Students will be able to explain how theIroquois Confederacy functioned as a

decision-making body

Students will be able to explain consensus andprovide a practical example in the IroquoisConfederacy

Iroquois Simulation IroquoisSimulation

Package

Measuring Tapes Computers (in

class)

Self-assessment Peer-

assessment

Anecdotal/teacher

observations

Distributinggroups to

enhance soc

relationshipacademic ne

is an

accommoda

that will be u

to enhancestudent learn

The secondphase of theIroquois

Simulation

will be handin on a later

date, as it w

require the

students to

conference

with oneanother and

consolidate

their work

Break intosmaller grouif necessary

PGG

Goal 1: Support broad areas of student growthby providing varied and constructive learning

opportunities Goal 2: Affirm dignity and respect for

individuals (students, families, colleagues)

Goal 3: Strive to support social justice andecological responsibility Developing

understanding of Democratic Action

Goal 4: Develop as a critical reflectivepractitioner who connects practical andtheoretical knowledge


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A Collision of Peoples

and Paradigms: TheArrival of the

Europeans

Outcomes:



processes.

Students will know that every society willevolve, through debate and consensus,assumptions and practices concerning key

societal relationships.Indicators:

Students will be able to exemplify theirunderstanding of competing worldviews and

paradigm shifts through the period of

European contact in North America

Looking at Explorers;Vikings, Cabot,Champlain, Cartier,

Frobisher, and

Hudson

Paradigms andviewpointsconcerning the land,

resources, and humanbeings

Powerpoint withpictures ofcontact figures

for inquiry setup

Canada: APeoples History

Graphic organizer(FN, 17th/18th C

Euro, andContemporary

viewpoints)

TeacherObservations

Providedifferentiatedinstruction

Allow studentsdemonstrate th

strengths

Work as a groucomplete the

graphic organiz

PGG

Goal 1: Support broad areas of student growthby providing varied and constructive learningopportunities


Goal 4: Develop as a critical reflectivepractitioner who connects practical andtheoretical knowledge

Personal Goals

move around the room,encourage student participation and

questioning

Oka Crisis Outcomes:

Know that decision making within FirstNations societies was based on the assumption

that the process should involve all members of

the society

Know that sovereignty asserts that a nation-state is the supreme decision-making powerwithin a delineated territory, and is subject to

external authority only through its consent

Know that within every society, there willexist a contest among groups to gain influence

over the societal decision-making processes

Know that the well-being of every society willbe influenced by sustained contact with other

societies

Indicators:

Students will be able to apply theirunderstanding of different paradigms held by

First Nations Peoples, 17th-18th CenturyEuropeans, to that of Contemporary

Canadians regarding the land and relationships

within society

Students will begin to make connectionsbetween differing worldviews and

understandings of the relationships that people

share with the land, while learning about the

lingering and prevalent contrasting paradigms

in contemporary Canadian society

Viewing ofActs ofDefiance

Group discussion Background for

dialectical thinking

Oka Notes SMART board Acts of Defiance

TeacherObservations

PGG

Goal 1: Support broad areas of student growthby providing varied and constructive learning

opportunities


Goal 3: Strive to support social justice andecological responsibility

Goal 4: Develop as a critical reflectivepractitioner who connects practical and


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theoretical knowledge

Goal 5: Create a positive community in theclassroom and school

Goal 6: Build instructional competence andstrong teacher identity

nquiry Research

Project

Outcomes:

Know that within every society, there willexist a contest among groups to gain influence

over the societal decision-making processes

Know that the well-being of every society willbe influenced by sustained contact with other

societies

Indicators:

Students will be able to identify differentparadigms held by First Nations Peoples,

17th-18thCentury Europeans, and

Contemporary Canadians regarding the landand relationships within society

Inquiry Research Project

including the following

topics from thecurriculum:o A Storehouse of

Resources, The Fur

Trade: Pattern of

Exploitation, Decision

Making in Colonial

North America,

Britain and Policy for

Quebec: Assimilation

or Accommodation,

Britain and the

American Revolution:

Issues of Governance,

and The Loyalists:

The Rejection ofRepublicanism

They will be subdivided

into the following topics:o Seigneurial System

Quebec as a Royal

Colony

o Women in New FranceLe Filles du Roi,

Marguerite Bourgeois,

Marie Guyart (Mere

Marie de IIncarnation)

o Acadia- The Britishconquest of Nova Scotia

and Acadian Dispersal

o 7 Years WarLouisbourg, Arms Race

for the interior, Plains of

Abraham

o Pontiacs Rebellion British Response

o Royal ProclamationIndian Provisions and

Assimilation of the

French, response of the

Quebeckers against the

British Soldier

occupation

o Quebec ActGovernorCarletons response to

accommodate the French.

Analyze how it lead to

French loyalty and

American colonists

leading the American

Revolution

o American Revolutionattack on Quebec and the

US failure, the arrival of

Loyalists and black

settlers in Nova Scotia

o 1791 Constitutional Acttie into Loyalists,

Representative

Government, Free land

offers later

o Fur Trade andExplorationThompson,

La Salle, La Verendryes,

Fraser, Mackenzie,

Hearne, Vancouver,

Portfolio #4 Handout

Access to Library(computers and

books)

PresentationRubric

Activity RatingScale

Hand outRating Scale

Self-Assessment

Work in partne Assessment wi

based on their

participation

PGG Goal 1: Support broad areas of student growth

by providing varied and constructive learning

opportunities


Goal 3: Strive to support social justice andecological responsibility

Goal 4: Develop as a critical reflectivepractitioner who connects practical and

theoretical knowledge

Goal 5: Create a positive community in theclassroom and school

Goal 6: Build instructional competence andstrong teacher identity


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Aboriginal guides

o Beginning of the HudsonBay Company

o Fur Trade Competitionand settlementNWTC

vs. HBC, Cumberland

House, Forts as empire

and competition, Red

River Colony and the

Selkirk Settlement, 7

Oaks Massacre

o War of 1812Why ittook place, early success

of Isaac Brock and

Tecumseh

o War of 1812 Cont.Death of Tecumseh,

Lundys Lane, Maritime

naval help, Battle of New

Orleans, White House

burning

INSTRUCTIONAL STRATEGIES USED:

Direct instruction

Structured OverviewLectureExplicit TeachingDrill & PracticeCompare & ContrastDidactic QuestionsGuided & Shared - reading, listening, viewing, thinking

Indirect Instruction

Problem SolvingCase StudiesReading for MeaningInquiryReflective DiscussionWriting to InformConcept FormationConcept MappingConcept Attainment

Experiential Learning

SimulationsGamesStorytellingFocused ImagingField Observations

Independent Study

Essays


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Computer Assisted InstructionReportsLearning Activity PackagesHomeworkResearch ProjectsAssigned Questions

Interactive instruction

Peer Partner LearningDiscussionThink, Pair, ShareCooperative LearningJigsawStructured Controversy

Assessment Processes and Practices

1. What types of assessment tools might you use?

Teacher made short answer/essayDemonstrating skills or knowledge rather than completing a written test or report.Recording homework assignmentsPresentationsEffortTeacher made multiple choice, true or false or matching testsPortfoliosInformal inventoriesRating scalesQuizzesParticipation of studentsStudent self-assessmentStudent peer evaluationAttendanceTeacher Journals

2. What are some strategies I might use to help students understand their learning?

Provide feedback to studentsAssign grades to studentsGrouping students for learningModifying learning tasksEdit/proofread student workHighlight student motivation and interestsDiscover effective student learning strategiesDiscuss upcoming quizzes or tests


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Give class feedback on tests, etc.Discuss assessment criteria when assigning work, i.e. RubricsDiscuss homework completionCollect, mark and keep assignmentsCollect, mark and return assignmentsStudents mark own homework in classroomsUse homework towards determining a mark

3. What are some strategies I might use to help students improve their learning?

Allowing more time to complete tests and other assignmentsStating instructions in simpler terms.Changing expectations in the amount of work accomplishedRequiring higher ability students to provide more than one solution to a problem.Using a word processing program with a spellcheck feature with students who have

problems spelling correctly.

Modifying the presentation and answer sheets of tests and assignments to accommodatestudent

Adapting the curriculum for diverse student needsModifying instructional practices for diverse student needs

4. What are some uses for the assessment data that you collect?

Teacher conferences or collaborative planningReport cards

Teacher/student/parent conferencesTalking to other teachersSharing assessment data with special services personnel (eg. consultants, coordinators)Sharing assessment data with in-school administrationSharing assessment data with school division administration


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Subject / Course: History 30: Canadian Studies TC Name: Julia Thomson

Grade Level: 12

Topic: Relationships: People and Paradigms Time of Class: 1 Hour

Cooperating Teacher Name: David Millette Room # / Location: C134 (HCI)

1. Broad Areas of Learning and Cross Curricular CompetenciesBroad Areas of Learning:

Sense of Self & Community, and Placeo Understanding & Relating to Otherso Self Concept Developmento Spiritual Development

Building Lifelong Learnerso Basic Skillso Lifelong Learningo Positive Lifestyle

Building Engaged Citizenso Career & Consumer Decisionso Membership in Societyo Growing with Change

Cross Curricular Competencies:

Developing Thinking:o Think and learn contextuallyo Think and learn creativelyo Think and Learn Critically

Developing Identity and Interdependenceo Understand, value, and care for oneselfo Understand, value, and care for otherso Understand and value social, economic, and environmental interdependence and

sustainability

Developing Literacieso Construct knowledge related to various literacieso Explore and interpret the world using various literacieso Express understanding and communicate meaning using various literacies

Developing Social Responsibilityo Use moral reasoning processeso Engage in communitarian thinking and dialogueo Take social action

Outcomes:

Know that decision making within First Nations societies was based on the assumption that theprocess should involve all members of the society

Know that sovereignty asserts that a nation-state is the supreme decision-making power withina delineated territory, and is subject to external authority only through its consent

Know that within every society, there will exist a contest among groups to gain influence over


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the societal decision-making processes

Know that the well-being of every society will be influenced by sustained contact with othersocieties

Indicators:

Students will be able to identify differing worldviews and explain how paradigm shiftsoccur when different worldviews conflict Students will be able to understand how societies change when they are in sustained

contact with one another

Students will be able to demonstrate how First Nations societies were self-governing andsovereign at the time of European contact

a) Professional Growth Portfolio Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning

opportunities

Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 3: Strive to support social justice and ecological responsibility Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical

knowledge

Goal 5: Create a positive community in the classroom and school Goal 6: Build instructional competence and strong teacher identity2. Assessment and Evaluation:

Terminology sheet: This sheet will initially be used as assessmentforlearning. This will befollowed by a weekly terminology quiz, which will be generated randomly, for the purpose

of assessment as learning. This method of assessment will follow the L to J method of

learning vocabulary words.

3. Preassessment and Accommodations/Modificationsa) Students

Preassessment: Accommodation/Modification:

Pre-Unit One materials give anunderstanding of where students are at

in their understanding of differentworldviews and the land

Provide written notes for students

Assessmentforand as learning willhelp students scaffold their learning

rather than relying on memorization for

their summative assessment

b) Learning Environment:


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The learning environment for this lesson will consist of the standard arrangement ofdesks for the individual review of terminology and definitions. Once the students

begin the Iroquois Simulation, the students will be encouraged to use the space inthe classroom as they work with their groups and engage in the activity.

The teacher will use space of the classroom and interact with the students as theyare engaged in the activity. This activity will allow for student and teacherinteraction and will facilitate group work.

4. Required Resources SMART board, PowerPoint Presentation (with pictures related to contact period) and

internet access used in motivational set

Iroquois Simulation package consists of instructions for the two tasks and readings Internet access students may use the computers in the classroom if they wish to inquiry

materials that are not included in the readings package

5. Content and Teaching Strategies of Lessona) Overview/Agenda/Review

Attendance Motivational set Terms and Definitions Quiz (Practice) Introduce Iroquois Simulation

b) Introduction (motivational start, minds-on, hook, etc.) 10 minutes: The motivational set for this lesson will help the students to think about their

assumptions, prior knowledge, and what we will be learning throughout the unit

o For each representation that is projected onto the SMART board, the students willhave to describe what they think they are seeing and interpret the meaning of the

representation

o The students will record their observations and share a couple of ideas with thegroup (similar to a think-pair-share)


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c) Subject Content and Teaching Strategies 10 Minutes: Terminology and definitions will be handed out and read through as a group

and provide further explanation where necessary

2 Minutes: I will explain how the Friday-quizzes will proceed. Each Friday morning, atthe beginning of the lesson, we will have a quiz on the terms and definitions listed on thesheet. This will be administered using the L to J method as a means of using assessment aslearning (Tis explanation will take 2 minutes)

30 Minutes: Hand out the crossword puzzle. Students will have the remainder of the lessonto work on this.

5 Minutes: We will take 5 minutes at the end of the period to consolidate the answers.d) Consolidation

3 Minutes: Exist slips Identify are three topics that you would like to learn more aboutthroughout the duration of this unit?

o This will help to assess the students prior knowledge on the content or conceptswithin the unit and to guide future lessons and the type of emphasis placed onspecific topics throughout the unit


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Grade Level: 12



6. Broad Areas of Learning and Cross Curricular CompetenciesBroad Areas of Learning:




Cross Curricular Competencies:



sustainability



Outcomes:

Know that decision making within the First Nations societies was based on the assumptionthat the process should involve all members of the society

Indicators:

Students will be able to demonstrate how before the arrival of the Europeans, The First


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Nations peoples had evolved societies that operated on principles and assumptions quite

different from those prevailing in sixteenth- and seventeenth-century Europe

Professional Growth Portfolio Goal(s):

Goal 1: Support broad areas of student growth by providing varied and constructive learningopportunities


knowledge

Goal 5: Create a positive community in the classroom and school Goal 6: Build instructional competence and strong teacher identity

7. Assessment and Evaluation: Iroquois Simulation: Phase I Throughout this lesson the teacher will walk around and

make informal assessments on group work and assessments for learning. These

assessments will be used to guide instruction and to help clarify directions if there aremisunderstandings regarding the content or the activity.

Each group will submit a copy of their work for Phase I

8. Preassessment and Accommodations/Modificationsc) Students


Distribute groups according to studentneeds and social relationships thathave been observed within the

classroom, to this point

Distributing the groups to enhancesocial relationships and academicneeds is an accommodation that will

be used to enhance student learning

d) Learning Environment: The learning environment for this activity will be highly engaging and require the students

to interact with one another. The Iroquois Simulation helps to foster an environment of

experiential learning and group work.

9. Required Resources Iroquois Simulation package consists of instructions for the two tasks and readings Internet access students may use the computers in the classroom if they wish to inquiry


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Measuring tapes A portion of the first task requires the students to provide thedimensions of a longhouse

10.Content and Teaching Strategies of Lessone) Overview/Agenda/Review

Attendance Iroquois Simulation: Phase I

f) Introduction (motivational start, minds-on, hook, etc.) 2 Minutes: The motivational set for the day will be the Friday song. This is an activity

that I have been doing with the students on Friday mornings. This weekly activity consists

of a different song about Friday.

g) Subject Content and Teaching Strategies 48 Minutes: This lesson will be guided by the questions on the Iroquois Simulation

o Hand out the Iroquois Simulation Packageso Read through instructions as a group and answer any questions that may ariseo Distribute groupso Begin working together on answering the questions in Phase Io Phase I questions will be handed in at the beginning of the next lesson


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Grade Level:12



11.Broad Areas of Learning and Cross Curricular CompetenciesBroad Areas of Learning:




Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg.learning that happens as a result of the lesson, organization, group work, listening, co-operation,

reading, writing skills etc.)



sustainability



Outcomes:

Know that within every society, there will exist a contest among groups to gain influence over


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the societal decision-making processes


Indicators:

Students will understand the political and governmental organization of the First Nationspeoples, prior to European contact, as illustrated through the 5 (6) Nations IroquoisConfederacy

Students will be able to identify and define different worldviews and paradigm shiftsduring the contact period

Professional Growth Portfolio Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learningopportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 3: Strive to support social justice and ecological responsibility Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical

knowledge


12.Assessment and Evaluation: Iroquois Simulation: Phase II Throughout this lesson the teacher will walk around and

make informal assessments on group work and assessments for learning. These

assessments will be used to guide instruction and to help clarify directions if there are

misunderstandings regarding the content or the activity. Each group will submit a copy of their work for Phase II

Students will complete Peer and Self- Assessments for each persons contributions to

both Phases of the Iroquois Simulation

13.Preassessment and Accommodations/Modifications


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e) StudentsPreassessment: Accommodation/Modification:

Phase I of the Iroquois Simulation willinform Phase II. The previous lesson

will provide assessment for and of thegroup dynamics, distribution of

workload, individual contributions to

the group, and adaptations that need tobe made for the following Phase II

The second phase of the IroquoisSimulation will be handed in on a

later date, as it will require thestudents to conference with one

another and consolidate their work

Break into smaller groups ifnecessary

f) Learning Environment: The learning environment for this activity will be highly engaging and require the students

to interact with one another. The Iroquois Simulation helps to foster an environment of

experiential learning and group work.

14.Required Resources Iroquois Simulation package consists of instructions for the two tasks and readings Internet access students may use the computers in the classroom if they wish to inquiry


Peer-Assessment forms Self-Assessment forms

15.Content and Teaching Strategies of Lessonh) Overview/Agenda/Review

Attendance Iroquois Simulation: Phase II Peer and Self- Assessment Forms

i) Introduction (motivational start, minds-on, hook, etc.) 2 Minutes: Take in Phase I of Iroquois Simulation


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j) Subject Content and Teaching Strategies 48 Minutes: Students will work on Phase II of the Iroquois Simulation in groups or pairs

(depending on how the previous Phase I of the activity proceeded)

Develop responses to the questions in Phase II Students will submit one copy of Phase II at an assigned date

k) Consolidation Students will submit a copy of Phase II of the Iroquois Simulation


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Grade Level:12


Cooperating Teacher Name: Dave Millette Room # / Location: C134 (HCI)





Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg.

learning that happens as a result of the lesson, organization, group work, listening, co-operation,




sustainability



Outcomes:

Know that within every society, there will exist a contest among groups to gain influence overthe societal decision-making processes

Know that the well-being of every society will be influenced by sustained contact with other


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societies

Indicators:

Students able to demonstrate how before the arrival of the Europeans, The First Nationspeoples had evolved societies that operated on principles and assumptions quite different from

those prevailing in sixteenth- and seventeenth-century Europe

b) Professional Growth Portfolio Goal(s):Goal 1: Support broad areas of student growth by providing varied and constructive learning

opportunities

Goal 2: Affirm dignity and respect for individuals (students, families, colleagues)Goal 3: Strive to support social justice and ecological responsibility Assessment and Evaluation: This class will be accompanied by a graphic organizer The students will complete the worksheet as they watch the video segment from Canada:

A Peoples History and the jigsaw activity

17.Preassessment and Accommodations/Modificationsg) Students


Pre-assessment will be drawn from the firstlesson and teacher observations

Provide differentiated instruction Allow students to demonstrate their

strengths

Work as a group to complete the graphicorganizer

Learning Environment:

The learning environment will change throughout the activities to provide appropriate learning

opportunities. This will include individual viewing of the video segment, group work, classcollaboration, group discussion

18.Required Resources Canada: A Peoples History, Graphic Organizer, Jigsaw work sheets, SMART/White

board


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19.Content and Teaching Strategies of Lessonl) Overview/Agenda/Review

Attendance (2 days) Video Jigsaw activity

Introduction 2 Minutes: Attendance and Motivational Set The powerpoint pictures of the contact

period

Subject Content and Teaching StrategiesDay 1:

25 Minutes: Watch Video Segment from Canada: A Peoples History 33 Minutes: Begin Jigsaw activity Handouts on Vikings, Cabot, Cartier, Champlain,

Davis, Frobisher, and Hudson. Groups/Pairs (depending how many students are present)

will present their explorer to the class by identifying the questions below and complete theirgraphic organizers as other groups present their information.

Each grouping will: provide a date and place of exploration Summarize the article by presenting the key points of

the person(s) and their expedition(s). Each group

should include who the explorer sailed for (country),

personal profile, and their contribution to foundingthe Canadian nation [as we now know it]

Everyone will fill in the corresponding portions ontheir Explorers Graphic Organizers

Day 2:

1 Hour: Put the organizer together as a group and complete the charto Each group will share the relevant information to complete the Explorers Graphic

Organizer util te chart is completed

Explorers Jigsaw Activity and Graphic Organizer: Interject with Heritage Minutes from theHistorica Dominion website (one for each: the Vikings, Cabot, and Cartier). Follow with

relevant questions.

o Vikings: https://www.historica-dominion.ca/content/heritage-minutes/vikings?media_type=41&

What may have happened if the Vikings had beensuccessful in establishing a permanent settlement?

o Cabot: https://www.historica-dominion.ca/content/heritage-minutes/john-cabot?media_type=41&

What are some other natural resources that seeminfinite?

Cabot was an explorer during the first great age ofEuropean colonial expansion. How did Europeans
https://www.historica-dominion.ca/content/heritage-minutes/vikings?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/vikings?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/john-cabot?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/john-cabot?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/john-cabot?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/john-cabot?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/vikings?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/vikings?media_type=41&


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view the resources of the new world at the time and

how did their mindset affect their use of natural

resources and treatment of indigenous people?

o Cartier: https://www.historica-dominion.ca/content/heritage-minutes/jacques-cartier?media_type=41&

It was evident that Euros were here to stay. If youwere a FN person at the time of contact, how would

you react? What arguments/solutions would you

come up with for dealing with them?

m)Consolidation Students will complete their graphic organizers
https://www.historica-dominion.ca/content/heritage-minutes/jacques-cartier?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/jacques-cartier?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/jacques-cartier?media_type=41&https://www.historica-dominion.ca/content/heritage-minutes/jacques-cartier?media_type=41&


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Grade Level:12







Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg.

learning that happens as a result of the lesson, organization, group work, listening, co-operation,




sustainability



Outcomes:

Know that decision making within First Nations societies was based on the assumption thatthe process should involve all members of the society

Know that sovereignty asserts that a nation-state is the supreme decision-making power


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within a delineated territory, and is subject to external authority only through its consent

Know that within every society, there will exist a contest among groups to gain influenceover the societal decision-making processes


Indicators:

Students will be able to apply their understanding of different paradigms held by First NationsPeoples, 17

th-18

thCentury Europeans, to that ofContemporary Canadians regarding the land

and relationships within society

Students will begin to make connections between differing worldviews and understandings ofthe relationships that people share with the land, while learning about the lingering and

prevalent contrasting paradigms in contemporary Canadian society

Professional Growth Portfolio Goal(s):

Goal 1: Support broad areas of student growth by providing varied and constructive learningopportunities


knowledge


21.Assessment and Evaluation: Assessment will be primarily observational

22.Preassessment and Accommodations/Modificationsh) Students


Assessment will be made on studentengagement throughout the viewing ofthe videoActs of Defiance

Learning Environment:

The viewing of the video will be within the classroom. The students will be seated individually.

23.Required Resources Oka Notes, Questions, andActs of Defiance Video


28/28

24.Content and Teaching Strategies of Lessonn) Overview/Agenda/Review Attendance Individual reading of notes Viewing of the Video Debrief as a class guided by questionsDay 1

15 Minutes: Students will read through the Oka notes as background information for theviewing of the video

o Take attendance while they are reading 40 Minutes: Begin watchingActs of Defiance 5 Minutes: Ask the students if they have any questions

Day 2

55 Minutes: Continue viewingActs of Defianceo Take attendance while they are watching video

5 Minutes: Ask the students if they have any questionsDay 3

20 Minutes: Finish viewingActs of Defianceo Take attendance while they are watching video

40 Minutes: Take up questions found at the end of the Oka notes

o) Subject Content and Teaching Strategies The students will have an opportunity to view the video, work independently and in groups

while discussing the questions, and consolidate the information as a large group

History 30- Unit One

Documents

Transcript of History 30- Unit One