Lesson Plans

1
Date: September 10, 2014

Course: History and Citizenship
Grade: 9 (Cycle 2 Year 1)
Unit: First Occupants
School: James Lyng High School
Time Allotted: 60 minutes

OBJECTIVES

Overview: This lesson will serve as an introduction to the unit of first occupants. It explains
some important terms and the different groups of first occupants. This lesson will get students
thinking about the Aboriginal population as the earliest inhabitants of Canada. The lelsson will
also introduce the concept of a reservation. Lastly, this lesson will show where the major
Aboriginal groups are concentrated in Quebec. This will help students see how this part of
history is important in their own geographic area.

QEP Subject Specific Competencies Addressed in this Lesson:
Examine social phenomena from a historical perspectve
Strengthens exercise of citzenship through the study of history
QEP Cross-Curricular Competencies Addressed in this Lesson:
Communicates appropriately

TOOLS

Instructional Tools:
- Required Workbook
- SmartBoard
- Access to YouTube

LESSON

Review:
1. Ask students what they know about the topic and have an introductory conversaton
based on this informaton
- If students have no prior knowledge, explain that it is fne and we will be talking all
about it throughout the unit

Lesson (30-40 Minutes)
- Open workbook to pages two and three
- Read over workbook as a class, stopping throghout to elaborate on inportant or
confusing ideas
2. Begin by talking about the Indigenous populaton (Aboriginal peoples, First peoples,
First Natons, Mets, and Inuit)

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a. Explain why diferent terms are used and how there are many sub-groups of
Indigenous peoples.
b. This secton will also cover the populaton numbers. Explain how the numbers
are changing and it is a young populaton. This also means that they are growing
quickly.
3. The Reservaton System
a. Explain the term and how reservatons came to exist
b. Aboriginal peoples are slowly moving into more urban setngs but stll cling to
the reserves and their culture
4. Map on page three
a. Also pull up a map on the SmartBoard of a contemporary map of the area.
Students can see how the politcal borders have changed since colonizaton.
b. Explain that many Aboriginal peoples stll live in these areas on the map
(especially the Inuit in northern Quebec).

Recap/Homework (5-10 Minutes)
Summarize the key terms to recap with at the beginning of next class. No homework.

ADDITIONAL INFORMATION

Additional Exercise if Time Permits:
If time permits, begin pages 4 and 5 with the class.

PERSONAL REFLECTION

What worked well?
Did the actvites correspond to the objectve?
Did students partcipate?
What could be done beter next tme?

The students were engaged in the material, but the workbook is not very visual and students
get off-task very quickly. The students did participate a lot in the class and asked a lot of
questions but I am not completely sure if they are retaining the information. Next time, I think I
would do some sort of mini quiz at the end (not for marks) just to see if they are getting it.

We did not make it to pages 4 and 5 (thats totally fine) and the students seemed to do well
without too much information at once. I also think that some form of activity could be useful in
the future. We took a walk during the class and that helped to keep them on task.

3
Course: Geography
Unit: World Geography

OBJECTIVES

Overview: This lesson is a review of world geography, which they have learned last year. We
will be working on the main countries that students should know, as well as longitude and
latitude.

Constructs his/her consciousness of global citzenship
TOOLS

- Handouts for completon
- SmartBoard
- Access to website: htp://olc.spsd.sk.ca/DE/k9mod/Mapskill/mod3f5.swf

LESSON

Introduction:
1. Explain what we will be talking about and put a map on the board. Explain that we will
be going over major countries and this is important because it helps us understand
world issues beter when we know where things are
Lesson:
2. Go to website teaching longitude and lattude listed in tools
c. The website is interactve and students are able to come up to the smartboard
to plot longitude and lattude
d. Always start on the equator and prime meridian
3. Students will work independently for the rest of the class on the handouts they have
received. They will use an atlas to plot certain points.
Homework:
Students must complete the handout for homework


If students finish early, students may begin the worksheet locating North American coordinates.

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PERSONAL REFLECTION

What worked well?

This lesson went better than expected. I found the website shortly before class at the request
of my CT and tried to become familiar with it as quick as possible. It was really helpful and
students wanted to come up and do it on the SmartBoard. It seemed to help break down the
concept for them and made it a little more interactive. Afterwards, they were ready to get
down to work on the handout that we gave them.

Next time around I think it will go even better because I saw how the students responded and I
was able to actually present the website. Overall it went really well!

5
Course: History
Unit: Europe in the Middle Ages

OBJECTIVES

Overview: This group did not finish this unit last year so they will be completing it at the
beginning of this year. They will be working from a photocopy of the workbook for secondary
one students. The lesson will focus on Europe in the Middle Ages particularly the role of
religions such as Christianity and Islam.


TOOLS

- Handout
- SmartBoard

LESSON

Lesson:
Follow the handout and read it as a group, focussing on important of unclear concepts.
1. Hierarchy of the church
a. Discuss the role of the Pope, archbishops, bishops, and priests
b. Explain what hermits and missionaries were and why they acted as they did
2. Monasteries
a. A typical day in the life of a monk
b. Roles of monks within the community (shelter travellers, copy manuscripts, care
for the sick, make food/wine).
3. The Spread of Islam
a. The Origins of Islam (Muhammed the prophet)
b. How Islam spread and early examples of jihad against infdels

Homework:
No homework yay!


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If there is time left over, begin looking at Muslim culture on page 96 of the handout. If there is
no time, we will continue with this next class.

PERSONAL REFLECTION

What worked well?

This class went well but it seemed pretty bland. I didnt really prepare this one, I just followed
the routine of my CT but if this was the class that I was going to be teaching, I would have liked
to make it more visual. I really just dont like the method of reading and answering questions.
The students were pretty interested in the topic and could relate to things like missionaries
because they have seen Jehovahs Witness missionaries and it helped them grasp the comment.
The idea of monks was more abstract to them but they found it interesting and asked a lot of
questions.

It was good to see the students interested in the material but they did seem to get off task
really quickly and I think they were a little bored. For next time I think I would add an activity
and be sure to relate it to them as much as I can.

7
Course: History

OBJECTIVES

Overview: This lesson is about the First Nations conception of the world. It will cover the
topics of the environment, spirituality, the great circle of life, oral tradition, and culture. The
idea is to give students an overview of how the Aboriginal peoples saw the world and how the
European contact challenged everything they knew about the world.


TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

Recap/Introduction:
Last class we looked at the arrival of the First Nations in Canada. We will quickly refresh on the
land bridge and watercraft hypotheses. Today we will generally look more at their way of life
prior to colonization. Future classes will focus on the different sub-groups of Aboriginal
cultures.
I will begin by asking students how they learn the things they know and who owns Canadian
land. This will be compared to how things were for erly Aboriginal cultures and why the
Europeans affected their ways of life.

Lesson:
1. The environment
a. First Natons depended on the environment for all of their need (food, clothing,
shelter)
b. They believed in collectve ownership shared everything with everyone
2. Spirituality
a. Believed that supernatural spirits inhabited everything (rocks, trees, etc.)

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b. Circle of life everything was a cycle with no beginning/end
3. Oral traditon
a. Had no writen language at all, passed everything down orally
b. Relied on these tales to help make important decisions

Homework:
- Questons on page 7 for homework


We will begin a video next class from Canada: A Peoples History. If there is time left over at the
end of class, we will begin the video.

PERSONAL REFLECTION

What worked well?

This class went well but I went to quickly through the PowerPoint. I anticipated more questions,
but the students were kind of zoned out. Next time, I would think of some discussion questions
or maybe an activity in case the same things happen. They responded well to the questions at
the beginning so I think more things like that would be beneficial throughout the lesson.

With the extra time, we did begin the video. We will continue with this next class and probably
begin farmers of the eastern woodlands.

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Course: History

OBJECTIVES

Overview: The First Nations Conception of the World. The aim of this lesson is to teach
students about common beliefs of the First Nations (particularly, the Blackfoot culture) through
the use of a video. The students will watch Canada: A Peoples History to learn about the
cultural and spiritual beliefs of this tribe. If time permits, we will also begin looking at farmers
of the eastern woodlands.


TOOLS

- SmartBoard
- PowerPoint (if tme permits)
- Workbook (if tme permits)

LESSON

Lesson:
We will begin right away by continuing the video from last class.
Students are required to record 10 new things that they learned on a handout, which will be
collected at the end of the video.
I will pause it at certain points to emphasize things that have come up before.

Homework:
Complete handout of 10 things they learned from the video.



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If the video does not take the entire class, I will begin the lesson on the farmers of the eastern
woodland (mainly Iroquois cultures) this will consist of reading pages 8 and 9 in the textbook
as a class and completing the questions.

PERSONAL REFLECTION

What worked well?

This lesson went well in period 5, but not in period 4. The group coming right from lunch
seemed exhausted and had their heads down. They would not engage in the material. The
period 5 group was the opposite and was very talkative. This was easier to control. I feel like it
could have been more engaging to the period 4 group but Im not sure how to do this.

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Course: History

OBJECTIVES

Overview: Farmers of the Eastern Woodlands. This lesson will begin by wrapping up last class
on the Farmers of the Eastern Woodlands. We will then look at hunters and gatherers of the
northern forests. It will talk about how this differs from a more sedentary way of life that some
of the other Aboriginal cultures utilized. Once again, this will be compared to the European way
of life and how things changed after colonization. We will also look at how shelter and social
organization is different for these cultures.


TOOLS

- Workbook
- SmartBoard
- PowerPoint
- Access you YouTube: htps://www.youtube.com/watch?v=0HsHLYozEDU

LESSON

Recap/Introduction:
Last class we looked at farmers of the eastern woodlands. These cultures are typically
sedentary (they stay in one place for quite a long time). They are generally organized based on
matriarchy (the women were heads of the families). Lastly, they resided in longhouses within a
village. We will begin with a review of some of the important terms. Then we will finish up the
questions on page 9 as a group.
As an introduction to this lesson, we will watch a short video clip about hunting and gathering.
It is not about Aboriginal cultures, but it is a quick way to grab their attention and is comparable
to the hunting and gathering of Aboriginal cultures. The clip is accessable at the following
website: https://www.youtube.com/watch?v=0HsHLYozEDU

Lesson:
1. The natural environment

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a. Algonkian natons: lived all across Canada. Summers were short and hot; winters
were cold and long.
2. Huntng and Gathering
a. Did not have enough tme to grow crops in the summer to last an entre winter
hunted and gathered in small groups. The groups were smaller because it was
more difcult to move large groups around.
b. The men did most of the huntng/fshing staples in their diet
3. Shelter
a. Did not have many possessions ask students, if you could only keep four or
fve things, what would it be?
b. Lived in dome/cone-shaped wigwams, which could be moved around quickly
from camp to camp. Travelled mostly on foot but they sometmes had canoes
and snowshoes.
4. Social Organizaton and Culture
a. Small groups (2-4 families) with men as heads of the group (patriarchy). This is
because they provided most of the food. Nevertheless, women played an
important role.
b. Small groups would meet up in the late spring to form a band all the bands
that spoke the same language were a tribe
c. Believed in supernatural spirits and used oral traditon (similar to Iroquois).
Made clothes of animal skins and furs (moccasins)

Homework:
Do the questions on page 11 for homework only if we finish the reading on page 11 together


If there is extra time, the students may work on the questions on page 11 in class.
If there is more time yet, we can continue the video from Canada: A Peoples History.

PERSONAL REFLECTION

What worked well?
This lesson was evaluated and received a lot of feedback. I need to better explain why caribou
were more important than berries, etc. Also I should have asked the question at the beginning
to get students to work as soon as they walked in. I need to circulate the classroom better.
Lastly, I really need to work on letting students complete their answer rather than cutting it
short. Overall the lesson went well and the students were more engaged than usual. It can
always be improved but I was happy with it.

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Date: September 26, 2014; September 29, 2014
Course: History

OBJECTIVES

Overview: Skilled Fishers and Hunters of the Arctic Seas and Tundra. This lesson will look at
the Canadian Inuit culture and how this group is very different from other groups of Aboriginal
peoples. We will look at how these groups arrived in Canada and learned to survive extremely
harsh climates. The students will understand how the Inuit used their environment for survival
(food, clothing, and shelter). Lastly, students will understand the social organization and some
common cultural practices.

Examine social phenomena from a historical perspectve students will see how history
has infuenced the ways in which they currently live.
Communicates appropriately students are required to communicate appropriately in
class discussion and in their writen work.
Strengthens exercise of citzenship through the study of history students will
strengthen their citzenship by learning about how people lived in the region of Canada
throughout the past.

TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

Recap/Introduction:
Last class we looked at Hunters and Gatheres (the Algonquin peoples). We will begin by
reviewing some of the important terms. These will include: nomadic, sedentary, wigwams,
patriarchy, matriarchy, band, and nation. Students should first attempt to say what these are
themselves and then if they make errors or do not know, they can be corrected.

Lesson:
Follow the review with a group discussion of the following questions: If you spent most of the
year outdoors in the cold, how would you survive? Is it possible to get proper nutrition without

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plants? These will help transition into todays topic by letting students think about how they
would survive if they were put in the same situation.
Continue the lesson by opening the workbook and using the PowerPoint to accommodate the
lesson. Begin with an introduction of how the Inuit came to Northern Canada about 1000 years
ago (much later than other Aboriginal groups). Explain how they are, in fact, of different
ancestry than the other groups and have Asian origins. Although there are several dialects, they
are of a similar origin.

The natural environment: the weather is extremely cold for most of the year. The Inuit have
adapted to this by living off of hunting fish/seals/whales as well as land animals. They eat
whatever berries and roots they can find but this is much less common. They find shelter in
igloos and other snow/ice structures. They can create them quickly and are then able to move
around frequently.

The societal organization is a patriarchy (relate this to the Iroquois and Algonquin groups and
how organization is related to food). They are nomadic and move around frequently again,
this is similar to the Algonquin peoples. These groups also relied heavily on oral tradition and
had no written language.

Homework:
Finish the questions on page 13. Study for the quiz on Friday (pages 4-7).

Differentiation: This lesson provides visual aids for students who cannot follow in the book very
easily. It also allows time for discussion and questions to ensure that students understand what
is going on in the lesson.


If there is time at the end of the lesson, we can begin page 10. Students may also have time to
start looking at the study guide for the quiz on Friday.

PERSONAL REFLECTION

What worked well?
This lesson was well-received. Using pictures but no words on the slides has been working very
well and has the students looking forward for the most part. Some students still wont stay
awake but it has gotten a little better. I think next time, I would include some form of activity
because the material gets a little repetitive and I think that this is why students are not
engaged. I need to start thinking about things other than just handouts and reading the
workbook as a group.

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Date: September 30, 2014; October 1, 2014
Course: History

OBJECTIVES

Overview: Trade and Alliances. This lesson will focus on trades and alliances between
Aboriginal groups in Canada. It will also involve a quiz from earlier in the chapter, which they
received a study guide for last week.


TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

Recap/Introduction:
Last class we looked at the Northern Aboriginal cultures of Canada (the Inuit). Begin with a
review of this topic and go over the terms that are bolded on pages 12 and 13. Ask students if
they have any questions.

Lesson:
Following the review, we will have a class discussion as usual on the questions that I have
provided. The questions for this class are: Have you ever made a trade? What was the trade?
Why do we make trades? This will help students begin thinking about the basis of the topic
and why trading occurs.

We can then begin with the workbook on page 14. Read through as a group looking at what
subsistence is and why the Aboriginal groups lived this way.

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Explain that the Aboriginal peoples generally did not need to trade because they had everything
they needed in nature. It was also difficult to trade and groups did not always get along.
The Aboriginal peoples understood that they should only take what they need because they
could run out of animals and could deplete the soil. Explain how this is different from when the
Europeans came.

The students can work on the questions on their own or as a class. We will then mark them all
together. If students finish early, they can study for their quiz.

Class will end with a quiz for the last 15 minutes. Once students complete the quiz, they may
read quietly or continue to work on their questions.

Homework:
No homework

is going on in the lesson. One student is injured and may work with an aid in the hallway to
write her test. She may dictate her answers to the aid.


If there is time at the end of the lesson, we can begin page 10. Students may also have time to
start looking at the study guide for the quiz on Friday.

PERSONAL REFLECTION

What worked well?
This lesson went really well. The students worked quietly and were engaged. The main setback
was when we discussed trades; students were bringing up drugs and being immature about it.
Regardless, this had them thinking about trade and I would probably do it again. There was a lot
of writing this class so we took a walk halfway through. This seemed to get them focused again
and they were ready to work. Ultimately it went pretty well.

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Date: October 1, 2014; October 3, 2014 (3
rd
will be taught by Mr. Mier)
Course: History

OBJECTIVES

Overview: This lesson will involve a brief discussion about the quiz and will then move into
discussing a summary of all the Aboriginal groups. The students will fill in a chart of each group
we have learned about and their main characteristics. This will help students to differentiate
between the groups and have all of the information in one place. If time permits, we will begin
looking at Aboriginal peoples today.


TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

Recap/Introduction:
Last class we had a quiz. We will begin by disucssing some of the questions many students got
incorrect. Students may see their marks at the end of class but they cannot see the quiz until
everyone has written it.

Lesson:
1. Move into the content of the class by having everyone fill out the chart of the Aboriginal
groups. This should take approximately 30 minutes. Then go over the list as a group. Explain the
different trends such as how most sedentary groups are matriarchic and rely on farming, while
most nomadic groups are patriarchal and rely on hunting/gathering.

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Spend the last 10-15 minutes of class beginning to talk about contemporary Aboriginal groups.
The discussion question for this class is what contemporary problems exist. If the students do
not bring any up, focus on the idea of Indigenous peoples as a logo/mascot and the missing
Aboriginal women across Canada. Continue with this discussion until the end of class.

Homework:
Finish the chart we worked on in class if the students did not finish during class time.

is going on in the lesson.


If there is time at the end of the lesson, we can begin page 17.

PERSONAL REFLECTION

What worked well?

This lesson went well and the students received it really well. The chart seemed to be really
helpful for the students to be able to see all of the different groups and what makes them the
same/different all in one place. The first group was really hyper and it was a little difficult to
keep them on task, but the second group was very good at completing their work. The second
group also asked more questions and seemed to be more interested. Maybe this is because it
was my second time going through it and I improved it as I went. Or maybe it just turned out
that way for no reason. I would do this the same if I were to do it again because I do think it
really helped the students see everything come together.

The quiz went alright too. The students took a little while to be quiet before we could begin but
eventually they figured it out.

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Date: October 6, 2014
Course: History

OBJECTIVES

Overview: Canadas Aboriginal Peoples Today. This lesson will go over some of the
contemporary issues surrounding Canadas Aboriginal population. These issues will include
cultural threats and other social problems. This lesson aims to see how understanding the First
Nations culture is relevant in the present and remains to impact Canadian society.

has infuenced the ways in which they currently live. By looking at how the First Natons
are infuenced today by historical events; students can see how history has changed
their own society.

TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

1. Recap/Introduction:
Students will receive their quizzes back and we will briefly go over some of the common
incorrect answers to clarify the correct answer. Specifically, this will be a review of the First
Nations Conception of the World.

2. Lesson:
As always, we will begin with a discussion question. The question is what are some of the
issues surrounding First Nations people that you are aware of? As a class, we will discuss
these issues in an appropriate way.

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3. Early Social problems we will look at problems surrounding residential schools and
assimilation. Additionally, we will look at how these are seen as problems of the past but
continue to be manifested in the present. This will transition into cultural threats and how
throughout history/in the present, there are many factors that attempt to remove Aboriginal
culture.

4. Current Problems This mainly focuses on problems on the reservations as well as
unemployment/crime rates. I intend to also talk about systemic discrimination and how
sometimes the people in prison can be due to biases (conscious or unconscious) and how
minorities make up the majority of prisoners in most cultures.

Homework:
No homework. Students have been given a study guide for their next quiz.

Differentiation:
I have used images as always to help visual learners. If students are restless, we can take a walk.
One student has a child care worker to help him follow along.


5. Additional Exercise if Time Permits:
If there is time at the end of class, we will look at the discussion questions on page 17.

PERSONAL REFLECTION

What worked well?

This lesson went well overall. The students (in both classes) did not initially participate in the
conversation about Aboriginal issues in contemporary Canada. I then brought up the missing
Aboriginal women and the Redskins football team (among other sports teams the Chiefs,
Blackhawks, etc.). This really got them interested. Those who knew were eager to participate
and those who didnt know were really interested.

The rest of the lesson also went well. They were facing forward and asking questions the entire
time. It was nice to see them interested in the material, especially because it was talking about
Canada in the present. I enjoyed teaching the lesson and would do it the same if I did it again in
the future. One class had extra time so we began the questions on page 17, the other class did
not.

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Date: October 7, 2014
Course: History

OBJECTIVES

Overview: Haida of the Northwest Coast. This lesson will look at the Haida culture and what set
it apart from other Aboriginal groups. Primarily, this will focus on how the group had
hierarchies and how people owned land much different from every other Aboriginal group.

has infuenced the Haida culture and how it changed upon European contact.
throughout the past. The students will see how European colonizaton changed this
culture and how it made use of them.

TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

Recap/Introduction:
This lesson is distinct from last lesson so there will not be a recap of last class. Nevertheless,
begin by asking if students have any questions or comments as usual.
The lesson will begin by asking how we presently show how we are wealthy. In North America
now, how do we know when someone has a lot of money or influence?

1. Lesson:
Using the images in the PowerPoint, explain how the Haida peoples created houses, totem
poles, canoes, and other things from western red cedar. The image has a person standing next
to it call attention to the great size of the tree.

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2. The Haida culture was the only group to have hierarchies and wealth. Some people were
more wealthy and powerful than others. Discuss the Potlatch ceremony and how this
demonstrated their wealth. This is similar to how we now show our wealth with extravagant
parties (but also with clothes, cars, or whatever else came up in the introduction discussion).

3. Quiz students will have their second quiz for the last 20 minutes of class.

Homework:
Students received an optional handout for bonus marks. This will be due in one week.

Differentiation: Two students have readers for the quiz. They may write in another room and
have somebody assist them if they wish.


If students finish the quiz early, they may read silently or work on something else but they may
not leave or talk to others. They may also work on their bonus marks handout.

PERSONAL REFLECTION

What worked well?

This lesson really got the students interested from the beginning. They had a lot of ideas about
what makes someone look wealthy or powerful and I was interested to hear them. They
seemed to enjoy the rest of the lesson as well and asked a lot of questions. I think they found it
a little difficult to keep track of the different aboriginal groups, especially now that this one was
also different with their use of hierarchies. I want to find a way to help them remember this,
even if it is just a dumb acronym or something. I remember being confused by stuff like this in
high school as well.

The quiz went well but the first class ran out of time. I gave the second class a half an hour and
that was much better. The first class will have time at the end of next class to finish but I didnt
tell them until the bell rang because I didnt want them to remember all of the questions.

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Date: October 8, 2014; October 9, 2014
Course: History
Unit: The Middle Ages

OBJECTIVES

Overview: Introduction to the Renaissance. This will be the first lesson for the students in their
new workbook. We will begin the class finishing up their last handout and then move into the
Renaissance. It will introduce the students to the period between 1350 and 1550 that we will
cover for the next few weeks.


TOOLS

- Workbook
- SmartBoard
- PowerPoint
- Access to YouTube

LESSON

Recap/Introduction:
1. At the beginning of class, review last class on Knights and Castles. Discuss the armour they
wore, the features of a castle, etc. Then finish the handout as a class.

Lesson:
2. Once finished the handout, begin by explaining what Renaissance means and why we refer to
that period by that name. Begin by looking at the growing middle class and how it began to
influence society greatly.
3. Wool, glass, armaments, jewelry, etc. this time period relied heavily on these goods
because more people than ever could afford these things. Furthermore, it was a way for these
people to show their wealth.

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4. Trade discuss the fairs in cities such as Champagne and Brie, where merchants could sell
their goods. These lasted up to 2 months and involved the exchange/selling of goods, but also
of news from around the world. These fairs were the early foundation of credit and exchange
rates.
5. Education at this time, people could learn more than ever. In particular, they became more
interested in philosophy and philosophical thinking (often by looking at how it was done in the
past by people like Aristotle and Cicero). People began to question religion and how the world
worked.

We will end class by looking at a YouTube video about armour in the Middle Ages.

Homework:
No Homework

Differentiation:
We will be using various images and a video for visual learners. There will be one aid in the class
for any students who fall behind.


The video is quite long, there is no way it will end before class is over.

PERSONAL REFLECTION

What worked well?

This lesson went very well the first time around and many students asked questions. The
second class was a little too hyper and could not keep their focus. I am not sure what I would
do differently next time. Maybe I could add in some sort of activity or game. I am sure it was a
long time to expect to hold their attention. Typically, writing things down is a good break from
learning but maybe we just went through that part a little too quickly today.

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Date: October 14 & 15, 2014; October 10 & 15, 2014
Course: History

OBJECTIVES

Overview: Development of a Canadien Society/First Contacts by Europeans. We will begin
chapter two by learning about the French who came to Canada in the 1600s. Initially, we will
look at what a society is and how this applies to the development of Canada.


TOOLS

- Workbook
- SmartBoard
- PowerPoint

LESSON

Recap/Introduction:
1. We are beginning a new unit so no recap will be necessary. The hook discussion will be a
class discussion surrounding the question if you came upon undiscovered land (in the present),
what would you do? In this situation, there may or may not be inhabitents there explore
both options. Encourage the students to discuss their total opinion rather than what they think
should have been differently in Canada. For example, they do not need to say give land to the
natives, however, they may if that is how they feel. Give 10-15 minutes to discuss the idea.

Lesson:
2. Read page 21 as a class, introducing the Europeans first contact. Be sure to discuss why we
say that they discovered Canada using quotation marks. We know that the Aboriginal peoples
were here first so we often say first contact instead of discovered. Also, explain the
difference between Canadian and Canadien, as we use the latter when talking primarily about

26
French Canada. The textbook discusses how Canadien culture is different from the rest of North
America. Ask students how it is different. Prompt them by asking about food (poutine!), culture,
and of course the French language.

3. Students read pages 22-23 and complete the timeline in their book. Once they have worked
on this for 20 minutes, go over it as a class. I have included a PowerPoint with images to
accompany the reading. This includes images of hats made from beaver skins, as well as
portraits of many of the people we will be talking about.

4. Quiz the students will be completing quiz 3 at the end of this section. It is closed book and
they will have 25 minutes to work on it (but they should not need that long). Once they are
done, there is a handout on Farmers of the Eastern Woodlands that the students may begin to
work on.

Homework:
Students must complete the timeline on page 23 for the beginning of next class.

Differentiation: The students must begin reading on their own as opposed to have the book
read to them. Unfortunately, one student has severe dyslexia, so we will be going over all of the
readings as well. Some days she has an aid, so she is able to have it read aloud to her in the
hallway.
As always, I have included many images to appeal to the learners who are more visual. We have
good timing in the unit, so classes are also flexible to take a walk or stretch if the students are
restless.


I have attached a video in the PowerPoint about Jacques Cartier that the class can watch if
there is extra time.

PERSONAL REFLECTION

What worked well?

This lesson went really well. I was surprised by how engaged the students were in the
discussion at the beginning. One student did not like the image of the beaver skin hats, but my
CT said that it still a good thing to use so that students can see what they looked like. The
students also enjoyed discussing Canadien culture because it applies to them directly and
helped them to see Quebecs differences/similarities with the rest of North America. They were
able to feel like they already knew some things about this unit.

27
Course: History

OBJECTIVES

Overview: France Decides to Set up Colonies in North America. This lesson will look at the
earliest colonies in New France. We will address the motives for these colonies and how they
failed/succeeded. Important figures include King Henry IV, Pierre Du Gua De Monts, Samuel de
Champlain, Louis Hebert, Jerome Le Royer, Paul Chomeday, Jeanne Mance, and Marguerite
Bourgeoys. The purpose of this lesson is for students to begin looking at how the earliest
European settlements went on to influence Canadien culture today.

Examine social phenomena from a historical perspectve Students will understand
how the French setlers infuenced Canada culturally and religiously during colonizaton.
class discussions and in the writen work they receive for homework.
throughout the past. Additonally, the students will see how early fgures have
infuenced present-day Quebec and are evident in their daily lives even through the
names of cites and streets.

Personal Development:
To sustain a positive, assertive and professional presence

TOOLS

- Workbook
- SmartBoard
- Handout
- PowerPoint

LESSON

Recap/Introduction:
We will begin class by handing back the quiz from last week. We will not go over the quiz
because the students will be able to take the quiz home and fix the mistakes for bonus marks.

28
We will briefly review the last lesson (First contacts by the Europeans) in order to transition into
the Colonization of Canada.

Lecture:

1. Discussion: As always, we will begin with a discussion question. Todays questions are what
is a motive? What motivates you to do the things you do? and If you were living in early
Canadian colonies, what would your motives be? I will explain that most things that human
beings do have a motive. For example, I am motivated to work so that I can pay for school.
The Europeans had several motives for creating colonies in Canada.

2. Lesson: Following the workbook, we will look at what a colony is and the motive of creating
colonies for Europeans at the time. I will break the class into 5 groups to do a jigsaw type
activity. Each group will be responsible for explaining the motives of Kings, Merchants, the
Church, Captains, or Settlers at the time of colonization.
This activity will lead into the early colonies of the 1600s and the struggles that they faced.
We will be looking specifically at Tadoussac, LAcadie, Quebec, and Ville-Marie.

3. Work: The remainder of class will be spent working on the questions on page 25 in the
workbook. The students will receive a handout about two early missionaries who have
recently been canonized as saints. The students may begin this handout in class if they finish
the work in their workbook. This handout will be for homework (due next week).

4. Hand back Quiz: If time permits, the students will receive their third quiz back. We will not
be going over it because the students have the opportunity to correct the wrong answers for
bonus marks. They can use this time to ask questions about anything that they were unclear
about on the quiz.

Homework:

The students must finish the handout for October 28. They also have a handout from the last
class due the same day.

Differentiation:

Dialogue: One student in the classroom is very dyslexic. For this reason, I include a large
amount of dialogue and discussion-based learning when possible. I will also read the pages
aloud (so as not to single her out) and circulate while the students do work on the questions to
explain the questions to her if need be. Sometimes she has an aid, though this is irregular. I will
also allow her to work with a partner when doing handouts/workbook questions.

Assessment: The students all have very different strengths and weaknesses. There are regular
quizzes because the students are being prepared for the government exam; however, all of the
quizzes combined are only worth 30% of their grade. During this particular class, I will also use
handouts and participation to allow students to demonstrate their knowledge in other ways.

29
Learning styles: I use a variety of images in each lesson and attempt to use videos in order to
accommodate visual learners. The jigsaw activity will also allow for some movement in between
periods of sitting in order to keep the students from getting too restless.

*Due to the high level of coded students in this classroom, there are many situations that are
difficult to anticipate. Overly disruptive students are typically relocated within the room or to
the desk in the hallway. Some students who fall on the autism spectrum may also ask to work in
the hallway if the room is too noisy.


If the students finish their handout and page 25 in the workbook, they may work on the
handout from last class. It is highly unlikely that students will finish all of this today but if they
do, we can begin page 26.

PERSONAL REFLECTION

What worked well?

This lesson went very well. The students in both classes were restless during the end of the
period. In the future, I would consider allowing a little less time for the activity (I said 10
minutes but 3-5 was enough time). This portion of the lesson went really well and I would like
to do more jigsaw type activities in the future when possible. I would like to explore other
activities where the students can be involved in the teaching. It definitely got them more
engaged and gave them a chance to move around.

30
Course: History

OBJECTIVES

Overview: Colonies in North America. This lesson will look at the colonies established by
France, England, and Spain in the 17
th
Century. We will also look at the two types of colonies
(trading post and settled colonies). This will include the interests involved in each of these
colonies and who benefitted from them. We will also look at the differences between the
colonies.

how the diferent groups of European setlers infuenced North America during
colonizaton. This will help students see what was valued during this tme period.


TOOLS

- Workbook
- SmartBoard
- Handout
- PowerPoint

LESSON

Recap/Introduction:
Last lesson we began looking at the colonies that made up New France, as well as the important
figures involved in this development. Today we will be building off of this content and looking
at all of the European colonies as a whole. It will be important that the students remember the
different motives for colonies.

31
Lecture:

1. Discussion: As always, we will begin with a discussion question. Todays questions are If you
had the choice, would you rather have money or power? Why? and How could France
benefit from having colonies in North America? This will begin to get students thinking
about the benefits and limitations of colonies and how different groups had different
interests when it came to colonization.

2. Lesson: The lesson will begin by looking at European colonies in America; primarily those
established by Spain, England, and France. We will look at the Kings during this period and
how they ruled the colonies from afar. We will then observe the two kinds of colonies ones
for trading and ones for settling. Students will be asked to reflect on who benefits in each
case. Lastly, we will explore the development of the colonies and the resources that they
provided.

3. Work: Students can work on the questions on page 27 for 10-15 minutes until it is time for
the quiz.

4. Quiz: We will spend 5 minutes before the quiz answering any questions that the students
have. Students will have 20 minutes to write the quiz.

Homework:

The students must finish page 27 for next class when we will be going over it. They also have a
handout from the last class due the same day.

Differentiation:

Assessment: The students all have very different strengths and weaknesses. There are regular
quizzes because the students are being prepared for the government exam; however, all of the
quizzes combined are only worth 30% of their grade. During this particular class, I will also use
handouts and participation to allow students to demonstrate their knowledge in other ways.

Learning styles: I use a variety of images in each lesson and attempt to use videos in order to
accommodate visual learners. The jigsaw activity will also allow for some movement in between
periods of sitting in order to keep the students from getting too restless.

*Due to the high level of coded students in this classroom, there are many situations that are
difficult to anticipate. Overly disruptive students are typically relocated within the room or to
the desk in the hallway. Some students who fall on the autism spectrum may also ask to work in
the hallway if the room is too noisy.


Additional Exercise if Time Permits: If students finish the quiz, they may work on page 27 or the
handout from last class.

32
PERSONAL REFLECTION

What worked well?

This lesson went well and the students were very interactive during the discussion. They were
also attentive during the lesson in both classes so I feel that I made the content interesting
enough to maintain their attention. Once the quiz came, the students appreciated the time
period for questions and reviewing the material.

Next time, I would give them more time for the quiz or make the quiz shorter. It took them the
full 25 minutes and many students wanted to come back to finish it so I agreed that they could.
I dont really care if they go read the material that they know is the test because they are
learning it either way and its better than if they dont have extra time and dont go read up on
the material in between.

33
Date: October 29, 2014 (x2)
Course: History

OBJECTIVES

Overview: New-France as a Fur-Trading Colony.

how the diferent groups of European setlers infuenced North America during
colonizaton. This will help students see what was valued during this tme period.


TOOLS

- Workbook
- SmartBoard
- Handout
- PowerPoint

LESSON

Recap/Introduction:
Last lesson we looked at the New France colonies and their role in the fur trade. We looked at
the two types of colonies and who they benefitted. We will recap on these ideas at the
beginning of class before beginning our discussion.

Lecture:

1. Discussion: The discussion classes today will be what do you value? Why? and What is
valuable in Canada? What makes Canada successful?

34
2. Lesson: We will begin the lesson by looking at the concept of mercantilism and why it was
important during the colonization of New France. The main ideas will be that the King
wanted to have as much gold as possible and could do this by exporting more than he
imported. The fur trade played an important role in exporting finished goods and made the
country of France very wealthy. We will also look at the Company of 100 Associates and how
they influence trade at this time through their monopoly of furs. Lastly, we will look at the
couriers de bois, who began to venture deeper into Canada to search for furs rather than
waiting for the Aboriginal peoples to come to them.

3. Work: Students will have the remainder of the period to work on the questions in the
workbook. They may also work on any outstanding assignments. The end of the term is on
October 31 and any assignments received after this day will not be counted.

Homework:
For homework, the students must complete any assignments that have not be completed.

Differentiation:

Dialogue: One student in the classroom is very dyslexic. For this reason, I include a large
amount of dialogue and discussion-based learning when possible. I will also read the pages
aloud (so as not to single her out) and circulate while the students do work on the questions to
explain the questions to her if need be. Sometimes she has an aid, though this is irregular. I will
also allow her to work with a partner when doing handouts/workbook questions.


I have a video that I am going to play next class. If the students are finished all of their work or if
they are getting restless, we can watch the video today.

PERSONAL REFLECTION

What worked well?

The morning group did not respond well to this lesson. They were very talkative and immature
throughout the entire lesson. In the workbook, they had to colour in a map and kids were
fighting over pencil crayons. It seriously felt like a 1
st
grade class. I feel like I need to find ways
to make this more interactive (and in an intrinsic way, not just forcing them to have a
discussion). The video might have helped but that is not really a long term solution. It would
help if I could relate it better to their own lives.

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Date: September 10, 2014

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