History Chapter 8 Lessons

LESSON 1- 218

Content: Social Science Canada revisited C8 Learning Outcomes: Over view of chapter 8 Pg 218-219 Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Place mat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct Teaching ∆ Learning Centres ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting Learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: Chapter 7 Critical Thinking How can we make our government more responsible?
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book Presentation paper (Place mat)
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: http://www.youtube.com/watch?v=SnSNQR4-SI0&list=PL44099D7955760BDC What is going on? (Open Discussion) Approx. ___15-20____minutes What Am I doing What are students doing Questioning students Open discussion
ACTION: Approx. ___20____minutes What Am I doing What are students doing Start reading page 218-219 I read Definition review. POD 1- Place mat key points for Lord Durham. 221 Act of Union  222 Colonial Policy in Great Britain 223 Follow along Quick notes Break place mats into thirds. 1-Durham 2-Act of Union. 3. Colonial Policy. Each member reads a paragraph out loud to the group. The group selects key points after each paragraph is read. Groups writes on their place mat what they think is most important. Groups walk around and ADD to posters
Consolidation: Approx. ___10____minutes Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”. What Am I doing What are students doing TICKET OUT 2 per group. Best thing you learned about your group. Why is Durham important? significance of Act of union. WRITING.
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

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LESSON 2 page 224

Content: Social Science Canada revisited 7 Learning Outcomes: Students to understand a lot of changes are taking place during 1815-1838. Understand that government structure for upper and lower Canada. Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct Teaching ∆ Learning Centres ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting Learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? Is it fair that women and most people were left out of making political decisions in Canada.
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: Graffiti- Responsible government Class demo of structure of government Approx. ___15-20____minutes What Am I doing What are students doing Write Responsible government Demo-organize students Writing Listening and moving
ACTION: Class read 225. Start with first paragraph. Then students move to their own paragraph. Call randomly on students. No opt outs. In pairs read pg 229 and answer page 230 quesitons-1. 2. 3 pick 2. 4.  HOME WORK Approx. ___20-30____minutes What Am I doing What are students doing Tell them there is a reward for top pic. Remind homework Listening
Consolidation: Info on test. Go over notes. What Am I doing What are students doing Speaking Listening. Approx. ___10____minutes
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing Organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

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LESSON 3 –pg 231

Content: Social Science Canada revisited 7 Learning Outcomes: Students to understand a lot of changes are taking place during 1815-1838. Understand that government structure for upper and lower Canada. Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners Group work ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct Teaching ∆ Learning Centres ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting Learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? Is it fair that women and most people were left out of making political decisions in Canada.
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: WITHOUT BOOKS. 5 min. TICKET IN- Name two points (1 point for each side) per heading of Canada West/ Canada East Party and leader, Allies in Legislature, Beliefs, and Voter support. Approx. ___15-20____minutes What Am I doing What are students doing Post questions on projector. Answering questions
ACTION: PG 231- 6 groups you will present your city for capital. Successful- Organized, Well executed proposal. Convincing. Good use of stats. 5 minutes to get your point across. Presentation paper answer key points as described on pg 231. EVERYBODY must write their responsibility. Marked on how well you worked as a group. 10 min read 10 min write 5 organize for debate. Debate in 30. Approx. ___20____minutes What Am I doing What are students doing Walking around checking in See if they need help Working in groups Writing on pages.
Consolidation: Announce who is the capital and WHY. Go over important notes.  Approx. ___10____minutes What Am I doing What are students doing Any concerns or comments Listening Writing self evaluation for the work
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

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LESSON 4 - Page 233-236

Content: Social Science Canada revisited 7 Learning Outcomes: Students to understand a lot of changes are taking place during 1815-1838. Understand that government structure for upper and lower Canada. Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw (Handout) ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct Teaching ∆ Learning Centres ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting Learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? Is it fair that women and most people were left out of making political decisions in Canada.
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: WITHOUT BOOK- Silently!!! Name the cities that were trying to become capital of Canada. Approx. ___15-20____minutes What Am I doing What are students doing Ensure that it is quietly Writing on board
ACTION: Direct instruction (teacher notes page) Approx. ___20____minutes What Am I doing What are students doing Reading Fill in questions to hand in.
Consolidation:  Approx. ___10____minutes Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”. What Am I doing What are students doing Any concerns or comments Explain that they are in charge of their own work Asking away.
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

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LESSON 5 pg 237.239

Content: Social Science Canada revisited 7 Learning Outcomes: Students to understand a lot of changes are taking place during 1815-1838. Understand that government structure for upper and lower Canada. Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct Teaching ∆ Learning Centres ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting Learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? Is it fair that women and most people were left out of making political decisions in Canada.
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: Arrange the class into 6 groups with equal numbers without using any sounds. If you speak then you will hand in a reflection about the importance of there being silence in our lives at certain points and the advantages of meditation. Approx. ___15-20____minutes What Am I doing What are students doing Ensuring silently Organizing themselves in groups
ACTION: Give handout. You will be a specialist in one of the sections. You will have 3 key points and you must defend them for relevance. When you have the three key points you will join other groups and everyone will complete the handout. Group 1- Industry Group 2- Before Responsible Government Establishing Responsible Government (Year plus three points) Group 3- Nova Scotia Group 4 PEI Group 5 New Brunswick Group 6 Newfoundland Approx. ___20____minutes What Am I doing What are students doing Walking around checking in Question students. Organizing groups Filling out hand outs
Consolidation Collect handout and go over important points. Approx.___10____minutes What Am I doing What are students doing Any concerns or comments Explain that they are in charge of their own work Asking away.
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

Lesson 6 ->Underground railroad.

Content: Social Science Canada revisited 7 Learning Outcomes: Students to understand a lot of changes are taking place during 1815-1838. Understand that government structure for upper and lower Canada. Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct Teaching ∆ Learning Centres ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic) How will you know what the students already know and can do related to this topic? (Formative) What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting Learning goals? Assessment of Learning: (Summative) How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? Is it fair that women and most people were left out of making political decisions in Canada.
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: Modern slavery video. Approx. ___15-20____minutes What Am I doing What are students doing Watching Watching
ACTION: Read page 240-241 on your own and write a letter to family about your experience. You can either be a slave trader or slave. Either way someone escaped. 1 page on computer doubled spaced or 2 pages hand written. If you choose a slave- Must include why you wanted to leave? How you left your home and who helped you escape? The route you took to escape (start and end point)? Why you decided to put your life on the line to escape? Who did you leave behind? How you feel about the Emancipation Proclamation? Trader- Why did the slave leave? Did you treat the slaves fairly? How did they get out and how will you track them down? What are the punishments for trying to escape? Do you feel that the slaves owe you because you were providing them work and shelter? How do you feel about the Emancipation Proclamation? Approx. ___20____minutes What Am I doing What are students doing Walking around answering questions Reading talking writing
Consolidation: Approx. ___10____minutes Quick review. What Am I doing What are students doing Asking away.
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice: Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.: