History 30: Relationships: People and Paradigms

Developed By: Julia Thomson

History 30: Unit One

Julia Thomson Title of the Unit: Relationships: People and Paradigms Length of Unit (# of Hours or Weeks): 3 weeks Grade Level: 12

UNIT OVERVIEW This unit will focuses on two relationships; the relationship between the peoples and the land and the relationship between people and the values/assumptions that govern their society. One of the points that will explicate these values 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 Paradigms: 1. Know that the organization of a society and its behaviour is influenced by a number of assumptions that surround certain relationships. 2. Know that every society will evolve assumptions and practices that surround the key societal relationship between 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 of each case (thesis) are discussed and evaluated. 6. Know that every society will evolve, through debate and consensus, assumptions and practices concerning key societal relationships.

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

Unit Organizer
Relationships: People & Paradigms
First Peoples: Sovereignty and Autonomy A Collision of Peoples and Paradigms: The Arrival of the Europeans

Iroquois Confederacy

Europeans: Settlement and Sustained Contact Explorers: Jigsaw (2 Hours)

Iroquois Simulation (2 Hours)

Oka Crisis: Acts of Defiance (3 Hours) Inquiry/Research Presentations: Seigneurial System, Women, Acadia, 7 Years War, Royal Proclamation, Quebec Act, American Revolution, Fur Trade, War of 1812 (8 Hours)

Topics

Outcomes & Indicators

Activities

Materials

Assessment

Adaptations and Differentiations

Introductory Lesson: Consolidating PreUnit One

Outcomes: Students will know that the organization of a society and its behavior is influenced by a number of assumptions that surround certain relationships. 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 will evolve, through debate and consensus, assumptions and practices concerning key societal relationships. Indicators: Students will be able to identify terms and definitions relevant to the content presented within this unit PGG 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)

Pictorial montage for contact period with initial assumptions Terms and definitions Crossword puzzle

Terms and definitions handout Crossword puzzle Pictures SMART board

Students will correct their own crossword puzzles Assessment for and as learning

May work independently or in pairs

FN Sovereignty: The Iroquois Confederacy

Outcomes: Students will know that the organization of a society and its behavior is influenced by a number of assumptions that surround certain relationships. 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 will evolve, through debate and consensus, assumptions and practices concerning key societal relationships. Indicators: Students will be able to explain how the Iroquois Confederacy functioned as a decision-making body Students will be able to explain consensus and provide a practical example in the Iroquois Confederacy PGG 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 Developing understanding of Democratic Action Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge

Iroquois Simulation

Iroquois Simulation Package Measuring Tapes Computers (in class)

Self-assessment Peerassessment Anecdotal/teac her observations

Distributing the groups to enhance social relationships and academic needs is an accommodation that will be used to enhance student learning The second phase of the Iroquois Simulation will be handed in on a later date, as it will require the students to conference with one another and consolidate their work Break into smaller groups if necessary

A Collision of Peoples and Paradigms: The Arrival of the Europeans

Outcomes: 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 will evolve, through debate and consensus, assumptions and practices concerning key societal relationships. Indicators: Students will be able to exemplify their understanding of competing worldviews and paradigm shifts through the period of European contact in North America PGG 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 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge Personal Goals move around the room, encourage student participation and questioning

Looking at Explorers; Vikings, Cabot, Champlain, Cartier, Frobisher, and Hudson Paradigms and viewpoints concerning the land, resources, and human beings

Powerpoint with pictures of contact figures for inquiry setup Canada: A Peoples History Graphic organizer (FN, 17th/18th C Euro, and Contemporary viewpoints)

Teacher Observations

Provide differentiated instruction Allow students to demonstrate their strengths Work as a group to complete the graphic organizer

Oka Crisis

Outcomes: Know that decision making within First Nations societies was based on the assumption that the process should involve all members of the society Know that sovereignty asserts that a nationstate is the supreme decision-making power 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 influence over the societal decision-making processes Know that the well-being of every society will be influenced by sustained contact with other societies Indicators: Students will be able to apply their understanding of different paradigms held by First Nations Peoples, 17th-18th Century Europeans, to that of Contemporary Canadians regarding the land and relationships within society Students will begin to make connections between 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 PGG 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

Viewing of Acts of Defiance Group discussion Background for dialectical thinking

Oka Notes SMART board Acts of Defiance

Teacher Observations

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

Inquiry Research Project

Outcomes: Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes Know that the well-being of every society will be influenced by sustained contact with other societies Indicators: Students will be able to identify different paradigms held by First Nations Peoples, 17th-18th Century Europeans, and Contemporary Canadians regarding the land and relationships within society

Inquiry Research Project including the following topics from the curriculum:
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 of Republicanism

Portfolio #4 Hand out Access to Library (computers and books)

Presentation Rubric Activity Rating Scale Hand out Rating Scale SelfAssessment

Work in partners Assessment will be based on their active participation

PGG
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 identity

They will be subdivided into the following topics:

o Seigneurial System Quebec as a Royal Colony o Women in New France Le Filles du Roi, Marguerite Bourgeois, Marie Guyart (Mere Marie de IIncarnation) o Acadia- The British conquest of Nova Scotia and Acadian Dispersal o 7 Years War Louisbourg, Arms Race for the interior, Plains of Abraham o Pontiacs Rebellion British Response o Royal Proclamation Indian Provisions and Assimilation of the French, response of the Quebeckers against the British Soldier occupation o Quebec Act Governor Carletons response to accommodate the French. Analyze how it lead to French loyalty and American colonists leading the American Revolution o American Revolution attack on Quebec and the US failure, the arrival of Loyalists and black settlers in Nova Scotia o 1791 Constitutional Act tie into Loyalists, Representative Government, Free land offers later o Fur Trade and Exploration Thompson, La Salle, La Verendryes, Fraser, Mackenzie, Hearne, Vancouver,

Aboriginal guides o Beginning of the Hudson Bay Company o Fur Trade Competition and settlement NWTC vs. HBC, Cumberland House, Forts as empire and competition, Red River Colony and the Selkirk Settlement, 7 Oaks Massacre o War of 1812 Why it took 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 Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Guided & Shared - reading, listening, viewing, thinking Indirect Instruction Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Experiential Learning Simulations Games Storytelling Focused Imaging Field Observations Independent Study Essays

Computer Assisted Instruction Reports Learning Activity Packages Homework Research Projects Assigned Questions

Interactive instruction Peer Partner Learning Discussion Think, Pair, Share Cooperative Learning Jigsaw Structured Controversy Assessment Processes and Practices 1. What types of assessment tools might you use? Teacher made short answer/essay Demonstrating skills or knowledge rather than completing a written test or report. Recording homework assignments Presentations Effort Teacher made multiple choice, true or false or matching tests Portfolios Informal inventories Rating scales Quizzes Participation of students Student self-assessment Student peer evaluation Attendance Teacher Journals 2. What are some strategies I might use to help students understand their learning? Provide feedback to students Assign grades to students Grouping students for learning Modifying learning tasks Edit/proofread student work Highlight student motivation and interests Discover effective student learning strategies Discuss upcoming quizzes or tests

Give class feedback on tests, etc. Discuss assessment criteria when assigning work, i.e. Rubrics Discuss homework completion Collect, mark and keep assignments Collect, mark and return assignments Students mark own homework in classrooms Use 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 assignments Stating instructions in simpler terms. Changing expectations in the amount of work accomplished Requiring 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 accommodate student Adapting the curriculum for diverse student needs Modifying instructional practices for diverse student needs 4. What are some uses for the assessment data that you collect? Teacher conferences or collaborative planning Report cards Teacher/student/parent conferences Talking to other teachers Sharing assessment data with special services personnel (eg. consultants, coordinators) Sharing assessment data with in-school administration Sharing assessment data with school division administration

Subject / Course: History 30: Canadian Studies Grade Level: 12 Topic: Relationships: People and Paradigms Cooperating Teacher Name: David Millette

TC Name: Julia Thomson Time of Class: 1 Hour Room # / Location: C134 (HCI)

1. Broad Areas of Learning and Cross Curricular Competencies Broad Areas of Learning: Sense of Self & Community, and Place o Understanding & Relating to Others o Self Concept Development o Spiritual Development Building Lifelong Learners o Basic Skills o Lifelong Learning o Positive Lifestyle Building Engaged Citizens o Career & Consumer Decisions o Membership in Society o Growing with Change Cross Curricular Competencies: Developing Thinking: o Think and learn contextually o Think and learn creatively o Think and Learn Critically Developing Identity and Interdependence o Understand, value, and care for oneself o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability Developing Literacies o Construct knowledge related to various literacies o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies Developing Social Responsibility o Use moral reasoning processes o Engage in communitarian thinking and dialogue o Take social action Outcomes: Know that decision making within First Nations 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 power 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 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 other societies

Indicators: Students will be able to identify differing worldviews and explain how paradigm shifts occur 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 and sovereign 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 identity

2. Assessment and Evaluation: Terminology sheet: This sheet will initially be used as assessment for learning. This will be followed 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/Modifications a) Students Preassessment: Pre-Unit One materials give an understanding of where students are at in their understanding of different worldviews and the land Accommodation/Modification: Provide written notes for students Assessment for and as learning will help 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 of desks for the individual review of terminology and definitions. Once the students begin the Iroquois Simulation, the students will be encouraged to use the space in the 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 they are engaged in the activity. This activity will allow for student and teacher interaction 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 Lesson a) 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 will have 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 the group (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, at the beginning of the lesson, we will have a quiz on the terms and definitions listed on the sheet. This will be administered using the L to J method as a means of using assessment as learning (Tis explanation will take 2 minutes) 30 Minutes: Hand out the crossword puzzle. Students will have the remainder of the lesson to 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 about throughout the duration of this unit? o This will help to assess the students prior knowledge on the content or concepts within the unit and to guide future lessons and the type of emphasis placed on specific topics throughout the unit

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Subject / Course: History 30: Canadian Studies Grade Level: 12 Topic: Relationships: People and Paradigms Cooperating Teacher Name: David Millette

TC Name: Julia Thomson Time of Class: 1 Hour Room # / Location: C134 (HCI)

6. Broad Areas of Learning and Cross Curricular Competencies Broad Areas of Learning: Sense of Self & Community, and Place o Understanding & Relating to Others o Self Concept Development o Spiritual Development Building Lifelong Learners o Basic Skills o Lifelong Learning o Positive Lifestyle Building Engaged Citizens o Career & Consumer Decisions o Membership in Society o Growing with Change Cross Curricular Competencies: Developing Thinking: o Think and learn contextually o Think and learn creatively o Think and Learn Critically Developing Identity and Interdependence o Understand, value, and care for oneself o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability Developing Literacies o Construct knowledge related to various literacies o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies Developing Social Responsibility o Use moral reasoning processes o Engage in communitarian thinking and dialogue o Take social action Outcomes: Know that decision making within the First Nations societies was based on the assumption that 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 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 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 are misunderstandings regarding the content or the activity. Each group will submit a copy of their work for Phase I 8. Preassessment and Accommodations/Modifications c) Students Preassessment: Distribute groups according to student needs and social relationships that have been observed within the classroom, to this point Accommodation/Modification: Distributing the groups to enhance social relationships and academic needs 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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materials that are not included in the readings package Measuring tapes A portion of the first task requires the students to provide the dimensions of a longhouse

10. Content and Teaching Strategies of Lesson e) 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 Packages o Read through instructions as a group and answer any questions that may arise o Distribute groups o Begin working together on answering the questions in Phase I o Phase I questions will be handed in at the beginning of the next lesson

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Subject / Course: History 30: Canadian Studies Grade Level:12 Topic: Relationships: People and Paradigms Cooperating Teacher Name: David Millette

TC Name: Julia Thomson Time of Class: 1 Hour Room # / Location: C134 (HCI)

11. Broad Areas of Learning and Cross Curricular Competencies Broad Areas of Learning: Sense of Self & Community, and Place o Understanding & Relating to Others o Self Concept Development o Spiritual Development Building Lifelong Learners o Basic Skills o Lifelong Learning o Positive Lifestyle Building Engaged Citizens o Career & Consumer Decisions o Membership in Society o Growing with Change 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.) Developing Thinking: o Think and learn contextually o Think and learn creatively o Think and Learn Critically Developing Identity and Interdependence o Understand, value, and care for oneself o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability Developing Literacies o Construct knowledge related to various literacies o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies Developing Social Responsibility o Use moral reasoning processes o Engage in communitarian thinking and dialogue o Take social action 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 Know that the well-being of every society will be influenced by sustained contact with other societies

Indicators: Students will understand the political and governmental organization of the First Nations peoples, prior to European contact, as illustrated through the 5 (6) Nations Iroquois Confederacy Students will be able to identify and define different worldviews and paradigm shifts during the contact period

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 identity

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) Students Preassessment: Phase I of the Iroquois Simulation will inform Phase II. The previous lesson will provide assessment for and of the group dynamics, distribution of workload, individual contributions to the group, and adaptations that need to be made for the following Phase II Accommodation/Modification: The second phase of the Iroquois Simulation will be handed in on a later date, as it will require the students to conference with one another and consolidate their work Break into smaller groups if necessary

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 materials that are not included in the readings package Peer-Assessment forms Self-Assessment forms

15. Content and Teaching Strategies of Lesson h) 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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Subject / Course: History 30: Canadian Studies Grade Level:12 Topic: Relationships: People and Paradigms Cooperating Teacher Name: Dave Millette

TC Name: Julia Thomson Time of Class: 1 Hour Room # / Location: C134 (HCI)

16. Broad Areas of Learning and Cross Curricular Competencies Broad Areas of Learning: Sense of Self & Community, and Place o Understanding & Relating to Others o Self Concept Development o Spiritual Development Building Lifelong Learners o Basic Skills o Lifelong Learning o Positive Lifestyle Building Engaged Citizens o Career & Consumer Decisions o Membership in Society o Growing with Change 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.) Developing Thinking: o Think and learn contextually o Think and learn creatively o Think and Learn Critically Developing Identity and Interdependence o Understand, value, and care for oneself o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability Developing Literacies o Construct knowledge related to various literacies o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies Developing Social Responsibility o Use moral reasoning processes o Engage in communitarian thinking and dialogue o Take social action Outcomes: Know that within every society, there will exist a contest among groups to gain influence over the 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 Nations peoples 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/Modifications g) Students Preassessment: Accommodation/Modification: Pre-assessment will be drawn from the first Provide differentiated instruction lesson and teacher observations Allow students to demonstrate their strengths Work as a group to complete the graphic organizer

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, class collaboration, 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 Lesson l) 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 Strategies Day 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 their graphic 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 founding the Canadian nation [as we now know it] Everyone will fill in the corresponding portions on their Explorers Graphic Organizers Day 2: 1 Hour: Put the organizer together as a group and complete the chart o 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 the Historica Dominion website (one for each: the Vikings, Cabot, and Cartier). Follow with relevant questions. o Vikings: https://www.historica-dominion.ca/content/heritageminutes/vikings?media_type=41& What may have happened if the Vikings had been successful in establishing a permanent settlement? o Cabot: https://www.historica-dominion.ca/content/heritageminutes/john-cabot?media_type=41& What are some other natural resources that seem infinite? Cabot was an explorer during the first great age of European colonial expansion. How did Europeans
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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/heritageminutes/jacques-cartier?media_type=41& It was evident that Euros were here to stay. If you were 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

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Subject / Course: History 30: Canadian Studies Grade Level:12 Topic: Relationships: People and Paradigms Cooperating Teacher Name: David Millette

TC Name: Julia Thomson Time of Class: 1 Hour Room # / Location: C134 (HCI)

20. Broad Areas of Learning and Cross Curricular Competencies Broad Areas of Learning: Sense of Self & Community, and Place o Understanding & Relating to Others o Self Concept Development o Spiritual Development Building Lifelong Learners o Basic Skills o Lifelong Learning o Positive Lifestyle Building Engaged Citizens o Career & Consumer Decisions o Membership in Society o Growing with Change 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.) Developing Thinking: o Think and learn contextually o Think and learn creatively o Think and Learn Critically Developing Identity and Interdependence o Understand, value, and care for oneself o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability Developing Literacies o Construct knowledge related to various literacies o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies Developing Social Responsibility o Use moral reasoning processes o Engage in communitarian thinking and dialogue o Take social action Outcomes: Know that decision making within First Nations 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 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 influence over the societal decision-making processes Know that the well-being of every society will be influenced by sustained contact with other societies Indicators: Students will be able to apply their understanding of different paradigms held by First Nations Peoples, 17th-18th Century Europeans, to that of Contemporary Canadians regarding the land and relationships within society Students will begin to make connections between 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

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 identity

21. Assessment and Evaluation: Assessment will be primarily observational 22. Preassessment and Accommodations/Modifications h) Students Preassessment: Assessment will be made on student engagement throughout the viewing of the video Acts of Defiance Accommodation/Modification:

Learning Environment: The viewing of the video will be within the classroom. The students will be seated individually. 23. Required Resources Oka Notes, Questions, and Acts of Defiance Video

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24. Content and Teaching Strategies of Lesson n) Overview/Agenda/Review Attendance Individual reading of notes Viewing of the Video Debrief as a class guided by questions Day 1 15 Minutes: Students will read through the Oka notes as background information for the viewing of the video o Take attendance while they are reading 40 Minutes: Begin watching Acts of Defiance 5 Minutes: Ask the students if they have any questions Day 2 55 Minutes: Continue viewing Acts of Defiance o Take attendance while they are watching video 5 Minutes: Ask the students if they have any questions Day 3 20 Minutes: Finish viewing Acts of Defiance o 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

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