Lesson Plan Title: Societies Collide

Date:
Subject: Social Studies 9 Grade: 9
Topic: The collision of European powerhouses and First Nations societies
Essential Question: How are the effects of the societies collision still being felt in our society today?
Materials: Handout, Pens/pencils, Film, Media cart, Kahoot, phones/iPads/iPods.

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will need to understand and reflect on what they have previously learned about both European and
First Nations societies. They will keep this knowledge in mind as they watch the film that depicts the coming
together of the societies. They will be expected to fill out a google doc with questions corresponding to the
film. Following the film, they will take part in a game of Jeopardy in response to the film.

Broad Areas of Learning:

Sense of Self, Community, and Place: Learning more about Canada’s beginnings from both a First Nation
perspective and the European view will give students a sense of self and place within a Canadian context.
Lifelong Learners: Seeing how the coming together of the societies changed life for both will give students the
desire to learn more about the content and how it affects Canada. Only viewing the first episode from the
series will inspire students to watch and learn more about the topic on their own.
Engaged Citizens: As mentioned earlier, learning about the ways Canada began and the issues and histories
that have been glanced over or forgotten will inspire students to speak out and become more engaged
citizens bringing their learning home and into the community, giving an ear to the voices that have been
ignored.

Cross-Curricular Competencies:
Developing thinking: students will develop their thinking by viewing what they have learned and comparing
what is in the film to what they had previously learned.
Developing Identity and Interdependence: students will develop identity and interdependence as they answer
questions and follow the film. They will also develop these through their Kahoot quiz as the question will
cause them to work on their own and reflect on their own comprehension of materials.
Developing Literacies: through the watching of the film students will develop different literacies from
previous lessons as they will learn how to learn and respond to a film through questions on the handout and
Kahoot.
Developing Social Responsibility: Gaining further knowledge of Canada’s past will aid them in their
development of social understanding and the responsibility that they have being a part of Canada’s future
society.

Outcome(s):
IN9.2 Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender
identity, socio-economic situation, and education.

IN9.3 Analyze the ways a worldview is expressed in the daily life of a society.

IN9.4 Determine the influence of worldview on the choices, decisions, and interactions in a society.
PGP Goals:
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada – studying
the collision of Canada’s first societies and European societies will give a great opportunity to display and
share knowledge of Canadian history.
2.4 ability to use technologies readily, strategically and appropriately – using a film, media cart, and YouTube
will give the opportunity to grow in the ability to efficiently use technology in the classroom. The use of the
Kahoot program will be another way to incorporate technology and allow students to use their devices in a
productive manor that improves the learning, teaching, and assessing experience for all.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
During viewing the teacher will be able to assess how well students are paying attention and whether or not
they are able to answer the questions on the handout. As students view the film the teacher will observe the
room and address any questions or help that students may need.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Students assessment of learning will come in two forms. First the teacher will be able to assess what they
have learned through the Kahoot questionnaire, and secondly through the review of the worksheets that
students will fill out during the viewing of the film.
 Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Following a lesson on the societies coming together students will watch a film based on Canada’s history.
They will watch the first episode, “Worlds Collide,” from the series Canada: The Story of Us. This lesson will
take place in the computer lab to ensure that each student has access to a computer to use both google docs.
and Kahoot.
- Students will be given an overview on how to access and use google docs. They will find on the google
doc a number of questions pertaining to the film. With the teacher, students will go through the
question to ensure they are familiar with what each question is asking. Students will be instructed to
follow the film and answer questions as they watch.

Main Procedures/Strategies:
Students will watch the episode paying close attention and answering the questions on the google doc. These
questions will be a way for the teacher to assess them as they learn and to assess what they have learned in
previous lesson and what they comprehend during the film. (45 minutes)

Adaptations/Differentiation:
- During viewing if subtitles will be used to aid students that may have a hearing impairment or for EAL
students needing extra guidance.
- Describe video will also be available with headphones if a student with a seeing impairment requires
it.
- If students have questions about the film, or a concept is confusing to them they will have the
opportunity to ask these questions during the viewing. At these points the teacher will pause the film
and address these questions. In the case that there are numerous questions and the film is not
finished in one class, the film, along with the Kahoot activity, will be concluded the following class.

Closing of lesson:
Following the film students will have the opportunity to show what they have learned through a Kahoot quiz.
During this part of the lesson students will need to use their computer to answer the questions presented.
The questions on the quiz will focus on key events and information pertaining to the film. This will be a fun
way for students to reflect and assess their own learning, as well as a way for the teacher to assess what each
student learned. (15 minutes)

Personal Reflection:

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Reflection

Lesson Planning & Assessment

This lesson was designed to gives students the opportunity to reflect and establish several things

that they had previously learned during the unit while incorporating some different uses of technology.

The context that I have focused on a planning the lesson around is in a rural school setting as that is

where I hope to teach. Following the SAMR model there are a number of activities that students will be

able to take part in that will increase their understanding of appropriate uses of technology within the

classroom. Substitution – rather than having students answer a handout on with pen and paper, questions

created for the lesson will be posted on a google doc. Through this, students will be able to quickly

answer questions as they watch the film. Augmentation - this will be implemented using the google doc.

which provided spellcheck and other helpful writing tools. Modification – will come in the form of the

film students will watch. Rather than having to sit and listen to me talk about the material, they will have

they opportunity to learn through a visual representation. This video not only shows a piece of Canadian

history, but it also gives students the opportunity to see different geographical locations and parts of

Canada’s landscapes. Redefinition – like the use of the google doc. as a form of assessment, the use of

Kahoot gives students a new way to show what they have learned. Rather than asking for students to

answer out loud, students can answer privately so that no one will feel embarrassed at not knowing, or at

the answer they choose as answers will only be known to the teacher. The lesson focuses on the

outcomes; IN9.2, IN9.3, and IN9.4. which students will be able to achieve through watching the film,

analyzing questions presented both in google doc. and Kahoot. My goal is for students to see what they

have been learning visually in the film and Kahoot quiz. Through the film students will get be able to

connect the previous lectures to a visual, the use of google doc. and Kahoot will help them affirm what

they know and give me an idea of how much they are comprehending. If a sub were to teach it they
would be given the google doc. link, the film link, and access to the Kahoot. Everything else in the

lesson is laid out in a way that a sub would just need to follow the order of activities. It is also a simple

and fun lesson that would make it easy for a sub and students to accomplish together. Because the main

procedure is a film, even if the sub was not familiar with the topic, they would be able to follow along

and aid students as they learn together. Both the google doc. and Kahoot assessment activities are easy

to understand and students will be able to follow along easily. The google doc. is essentially the same as

a regular handout except students will answer using their computers.

Professional Learning and Growth

The main focus of this lesson is to incorporate and exemplify proper use of technology to my

students. Therefore, I believe I incorporate several strategies that are both new to myself and students.

Not having previously used google doc. or Kahoot during a lesson enables both growth for myself and

my students in the use of technology for learning.

Depth and Breadth of Planning

While students use google doc. and Kahoot they will be learning different ways to communicate

with one another as they learn together. Their communication on the google doc. will give them the

opportunity to share and aid one another in their learning. Seeing as I did not and still do not use

technology as much as a lot of my students the incorporation of technology into the lesson gives me the

opportunity to learn and respond to my student’s technological culture. The questions presented in the

unit outline and within this lesson are essential to the ongoing drive for students learning and the

direction of the lesson. The question that I present to student give them the chance to dig deeper in their

own understanding, as well as force them to look outside of what they know and learn from other

sources, cultures, and people. During this lesson and other lessons, I have plans in place to ensure that

all students have the same opportunity to learn. In this lesson technological aid will be given to those
who may need hearing, visual, or another form of aid. The responsible use of the google doc. will also

give stronger students a chance to help classmates that may be struggling gain a better understanding of

the material. The film focuses on a number of perspectives, this aspect gives students the ability to

identify where they fit into Canada’s past. Students understanding themselves better also improves their

drive and gives them more ownership over what they choose to learn. Through the ongoing reflection in

their journals, students will have the chance to self-assess the speed, growth, and improvement in their

learning. These journals will give them a wonderful opportunity to continue to improve and reflect on

the literacy strategies they learn, use, and find to fit best with their learning styles.

Unit Planning

The student’s assessment in the unit plan and this particular lesson is seen in several different forms.

Students can assess, learn, and grow throw their journals. They will be assessed through the projects

they do in groups, individually, and as own unit. The unit uses a number of instructional strategies, such

as discussion, jigsaw activities, lecture, film studies, individual research, and learning from each other

through the sharing circle. Each lesson and method of assessment (assignments) links up with and

demonstrates the outcomes. Through the circle students are analyzing and comparing societies,

worldviews, cultures, religions, etc. students are also doing this when they work on the jigsaw activity

that focuses on the diverse First Nations groups across Canada. Throughout these activities students also

defining what constitutes a society, analyzing ways that worldview is expressed in daily life, and

determining the influence that different worldviews have on choices and interactions of daily life. The

final assessment task that the students are to complete ties all these things together as students must take

what they have learned and analyze and highlight these things in a society or culture of their choosing.

They will be able to use previous assignments and class knowledge to construct their final project,

therefore, the more effort they put into their learning throughout the unit, the easier it will be for them to
complete the final assignment. Throughout my unit students are assessed before, during, and after

learning activities. Journals provide excellent formative and summative assessment, and the use of

questions and KWL charts prior to learning give great opportunity to assess the students before learning

takes place. Other technological activities, such as Kahoot and questions on google doc. will be used to

assess students learning. In terms of technological integration, though I feel like I had a number of

different ways to incorporate it, I made a few revisions in my unit. One major addition that I made was

creating a webpage where students would be able to access any missed, lost, or forgotten materials. This

was done to ensure that students would have easy access to all materials to avoid misplacement by both

the student and teacher. Another area that I feel I integrated technology well was in terms of student

research. For this aspect of their learning students would be able to take agency over their learning and

find their information by using computers, phones, or other means to research their material. I would

also plan to aid them in knowing where to look for proper and trustworthy material. Students will also

have the opportunity to incorporate their phones when they tour around the community to record

evidence that they find. I also incorporated the use of google doc. and Kahoot. The google doc. part

benefits all parties involved. As the teacher I will have easier and more organized access to their

material and students will learn a new tool to help them as they collaborate and learn together. Other

areas of revision include the students use of phones, cameras, etc. to create their final projects and

through the use of technology to present their final projects if they wish.