Lesson Class: Snapchat Timeline Course Social Studies 7

Title/Focus: (25 mins)

Metis April 3-6, 2017

COURSE OUTCOMES

7.2.4 – Assess, critically, the role, contributions and influences of the Red River Metis on
the development of western Canada by exploring and reflecting upon the following
questions and issues:
● What factors led to Louis Riel’s emergence as the leader of the Metis? (TCC,
PADC, I, CC)
● What similarities and differences exist between the causes of the Red River
Resistance in 1869 and the causes of the second Metis uprising in 1885? (TCC,
PADM, LPP)
● How did the Government of Canada’s response to the Red River Resistance and
the second Metis uprising solidify Canada’s control of the West? (TCC, PADM)
● To what extent were the Red River Resistance and the second Metis uprising
means to counter assimilation? (PADM, I, C)
● What were the Metis, First Nations, French and British perspectives on the events
that led to the establishment of Manitoba? (TCC, PADM, I, CC)
● How was the creation of Manitoba an attempt to achieve compromise between
the Metis, First Nations, French and British peoples? (TCC, PADM, I, LPP)
● To what extent were the Manitoba Schools Act and evolving educational
legislation in the Northwest Territories attempts to impose a British identity in
western Canada? (I, PADM, TCC)

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
· Understand the events that occurred throughout the time period
- Demonstrate through pictures details of the events that happened
 MATERIALS AND EQUIPMENT
- Computers
- Phones
- Smartboard
- Notes
- Textbook
- Google Slides Presentation

PREPARATION AND LOGISTICAL CONSIDERATIONS

- Have an example ready to show what the expectations are

- Descriptions are 2-3 sentences and pictures are creative and use
multiple pictures

PROCEDURE
Introduction Time

- Discuss the assignment. For this assignment students will be: 5 min
- Creating pictures for a historical timeline. They will be given 10
different captions and will need to come up with a picture as a group
and then individually make descriptions for each of the events.
- The Google Slides presentation will be posted on google classroom
- For your picture students must use different filters, stickers, etc. to fit
the captions
- Once you are done making the pictures you will save it and send the
pictures to each group member. Each group will need to create all 10
pictures. Descriptions will be done individually.
- Students will have a couple class periods to work on creating their
pictures as well as the descriptions.
- Once you are finished submit the assignment on google classroom
- If students are using their phone for anything other than the assignment
they will be taken away

Body Time

- Day 1: Whole Class

- Explain instructions.
 - Go over example and what I expect.
- Pictures should be creative since you
will be given so much class time.
- Descriptions have to be 2-3 sentences.
- Brainstorm a couple ideas as a class for
pictures
- How could students demonstrate
Lord Selkirk buying a piece of land
from the Hudson’s Bay Company?
- Assign students to a group (posted in google
slides presentation)
- Have them begin brainstorming ideas for
their pictures (can provide an outline if
needed - this could be handed in to check for
understanding)
- Once they have some ideas they can begin
creating some of the snapchats.

- Day 2: Whole Class

- Allow students more time to work on pictures
- Wander around the room to check that
students are actually creating pictures for
their timeline. Ensure that it fits the caption.

- Day 3: Whole Class

- Students will begin filling in the descriptions
to their pictures. This may help them come up
with ideas where they can add to their
picture. The descriptions should provide the
students with detail that they can add to their
pictures (ex: if there is Country Born Metis
and Francophone Metis - how might they
demonstrate the difference?)

- Day 4: Whole Class

- Students will finish creating their pictures.
- Once they are done with their pictures they
can begin uploading them into Google Slides
document.
- Students who have uploaded pictures into
documents can then finish the descriptions to
their pictures
 - Upload to Google Classroom when finished.

Closure Time

- Once students are done the project we will go over it Whole Class
- What did they like? What didn’t they like? What would they want to
Change?
- Once this project is done begin working on the review for Ch. 11
- Review (1 class)
- Go over review (1 class)
- Kahoot (1 class)
- Chapter test will follow. (1 class)

Assessment

- Formative Assessment: Are students understanding the events well enough to

create pictures and write descriptions?
- Summative Assessment: Snapchat Timeline - total of 20 marks (10 for pictures
and 10 for descriptions)

Additional Notes:
This lesson plan has been very successful so far - students are completely engaged in the project.
One of the struggles has been getting them to think about the little details of the events. How could
they illustrate the Red River Resistance. Most students drew a red river but didn’t know how to
demonstrate the Metis resisting. This project is partially used as a review because it goes over all
the major events that happened throughout the chapter. It may be helpful next time to do the
descriptions first so that the events are fresher in their minds.