Overview of Chapter 7
Changes to
upper and lower Canada: 1815-1838.
PG 187-191 in book.
Examine effect of major changes in population, and
to the fur and timber trade in Upper and Lower Canada.
Life in
Lower Canada: 1815-1838
PG 192-195 in book.
Concerns of the three major male-dominated
societal groups: French speaking habitants, English-speaking merchants, and
French-speaking profession men are identified.
Life in
Upper Canada 1815-1838
PG 196-213 in book.
Understand the life of a settler in Upper Canada;
this section is represented by four-part simulation, a role-playing activity
called “A New Home” (MAYBE).
Words on Take home Quiz (Handout)
(If everyone scores above 70 whole class gets
bumped up 5%)
Clergy
Reserve
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Family
compact
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Crown
reserve
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Treason
|
Elite
|
Subsistence
farmers
|
Literate
|
Speculation
|
Chateau
clique
|
Mire
|
Resolution
|
Moderate
|
Radicalism
|
Puppet
|
Potash
|
Political
reform
|
||||
Reform
|
Macadamize
|
Moderate
|
Radical
|
Rebellion
|
Test - Know definitions quiz.
People to
know
Papineau
|
Philemon Wright
|
Gosford
|
Strachan
|
William Lyon Mackenzie
|
Gourlay
|
Sir Francis Bond Head
|
Lount and Matthews
|
Durham
|
Things to know
Know legislative power dynamic! Who
dominated?
|
Family compact vs Chateau Clique
|
Know fur companies and names!
|
Why change in upper and lower Canada?
|
Why were they called upper and lower
Canada?
|
Why did they need towns in 1800?
|
What was the name of York?
|
Changes in fur and timber trade.
|
Election violence when and why?
|
92 resolutions
|
Culminating Task for Chapter 7
Questions
Everyone must complete 2 and 4
Pick one between 5 or 7
Pick one 11, 12 or 13
Everyone must complete 16 and 17
Pick one 19 or 20
21 or 23
24 or 25
27 A, B, C and D pick two
31 or 33 or 34
Everyone must complete 32
Challenge Plus- pick one.
LESSON 1
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:
|
||||||||||||||||
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.
|
|||||||||||||||||
|
|||||||||||||||||
Lesson
Preparation-Equipment/materials:
|
|||||||||||||||||
Classroom
Management Strategies:
What
will I need to do get attention of class and what are the repercussion of
actions?
|
|||||||||||||||||
LESSON
MINDS
ON:
Approx. ___15-20____minutes
|
|||||||||||||||||
ACTION:
Approx. ___20____minutes
|
|||||||||||||||||
Consolidation: Approx. ___10____minutes
Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”. |
|||||||||||||||||
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.
|
|||||||||||||||||
|
->Further Questions to Consider – Does the lesson…
• engage
the students? Does it require critical thinking throughout?
•
command professional respect?
•
address the curriculum expectations in an effective and engaging way?
•
provide an opportunity for all students to learn? Does it address multiple
intelligences? Does it employ a variety of techniques and strategies?
•
encourage the learning of content and skills? Does the lesson provide a
meta-cognitive opportunity for students to address their own learning?
•
provide the students with an opportunity to react to the material and/or relate
it to their lives/world?
•
outline a specific method for grouping students during collaborative work? (Use
a variety of groupings)
• assess
and evaluate students in a way that is fair, efficient and scaffolded?
(diagnostic, formative, summative)
• take
into consideration the necessary modifications and accommodations of special ed
students in the class?
LESSON 2
Content: Social Science
Canada
revisited 7
Lesson: Government structure.
Learning
Outcomes:
Understand the
structure of the government of upper and lower Canada.
Skills
Reflect on how
upper and lower Canadian government operated within a power structure.
|
Teaching Strategy:
|
||||||||||||||||
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.
Reflect on how
upper and lower Canadian government operated within a power structure
|
|||||||||||||||||
|
|||||||||||||||||
Lesson
Preparation-Equipment/materials:
|
|||||||||||||||||
Classroom
Management Strategies:
(Will
be decided)
|
|||||||||||||||||
LESSON
MINDS
ON:
Approx. ___15-20____minutes
|
|||||||||||||||||
ACTION:
Approx. ___20____minutes
|
|||||||||||||||||
Consolidation: Approx. ___10____minutes
Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”.
|
|||||||||||||||||
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.
____________________
|
|||||||||||||||||
|
Further Questions to Consider – Does the lesson…
• engage
the students? Does it require critical thinking throughout?
•
command professional respect?
•
address the curriculum expectations in an effective and engaging way?
•
provide an opportunity for all students to learn? Does it address multiple
intelligences? Does it employ a variety of techniques and strategies?
•
encourage the learning of content and skills? Does the lesson provide a
meta-cognitive opportunity for students to address their own learning?
•
provide the students with an opportunity to react to the material and/or relate
it to their lives/world?
•
outline a specific method for grouping students during collaborative work? (Use
a variety of groupings)
• assess
and evaluate students in a way that is fair, efficient and scaffolded?
(diagnostic, formative, summative)
• take
into consideration the necessary modifications and accommodations of special ed
students in the class?
LESSON 3 (PG-187)
Content: Social Science
Canada
revisited 7
Lesson: Lower Canada
Learning
Outcomes:
What changed
from New Frace
Skills
Critical
thinking. Group work.
|
Teaching Strategy:
|
||||||||||||||||
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.
Reflect on how
upper and lower Canadian government operated within a power structure
|
|||||||||||||||||
|
|||||||||||||||||
Lesson
Preparation-Equipment/materials:
|
|||||||||||||||||
Classroom
Management Strategies:
(Will
be decided)
|
|||||||||||||||||
LESSON
MINDS
ON:
Approx. ___10____minutes
|
|||||||||||||||||
ACTION:
Approx. ___30____minutes
|
|||||||||||||||||
Consolidation: Approx. ___10____minutes
Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”.
|
|||||||||||||||||
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.
____________________
|
|||||||||||||||||
|
LESSON 4- PG 196
Content: Social Science
Canada
revisited 7
Lesson: Life in upper Canada.
Learning
Outcomes:
What changed?
Skills
Critical
thinking. Work in 1 or 2 to collect data and write 2 letters. One describing
the similatires of government, 1 how is life different from upper from lower.
Writing a letter.
|
Teaching Strategy:
|
||||||||||||||||
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.
Reflect on how
upper and lower Canadian government operated within a power structure
|
|||||||||||||||||
|
|||||||||||||||||
Lesson
Preparation-Equipment/materials:
|
|||||||||||||||||
Classroom
Management Strategies:
(Will
be decided)
|
|||||||||||||||||
LESSON
MINDS
ON:
Approx. ___15-20____minutes
|
|||||||||||||||||
ACTION:
Approx. ___20____minutes
|
|||||||||||||||||
Consolidation: Approx. ___10____minutes
Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”.
|
|||||||||||||||||
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.
____________________
|
|||||||||||||||||
|
LESSON 5-202
Content: Social Science
Canada
revisited 7
Lesson: Government of upper Canada.
Learning
Outcomes:
Government
of upper Canada.
Family
compact.
The
reformers.
Robert
Gourlay
William
Lyon Mackenzie
Sir
Francis Bond head.
Elections
of upper and lower.
Skills
Critical
thinking, pair work,
|
Teaching Strategy:
|
||||||||||||||||
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.
Reflect on how
upper and lower Canadian government operated within a power structure
|
|||||||||||||||||
|
|||||||||||||||||
Lesson
Preparation-Equipment/materials:
|
|||||||||||||||||
Classroom
Management Strategies:
(Will
be decided)
|
|||||||||||||||||
LESSON
MINDS
ON:
Approx. ___15-20____minutes
|
|||||||||||||||||
ACTION:
Approx. ___20____minutes
|
|||||||||||||||||
Consolidation: Approx. ___10____minutes
Revisiting the learning. Debrief etc. Identifying which student responses encompass the “Big Ideas”.
|
|||||||||||||||||
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.
____________________
|
|||||||||||||||||
|
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