Social Studies Unit Plan: First ... - Faculty of Education
EDUC 8Y29
Social Studies Unit Plan: First Nations People and Early European Explorers
Camille Rutherford
Karen Baulke 3145794
Meghan Brien 3729134
Lisa Crewe 2205557
Tammy Guiler 3744158
Carli Rota 3732757
Due Date: Thursday, February, 22, 2007
Table of Contents
Unit Plan Overview 3
Lesson Summaries 4
Lesson # 2 – Introductory/Pre Contact (3 periods) 6
Lesson # 3 – European Explorers - Vikings (1 period) 24
Lesson # 4 – European Explorers – 16th and 17th Century (3 periods 32
Lesson # 5 – European Explorers Review and Quiz (1 period) 50
Lesson # 6 – Post Settlement Conflict (1 period) 55
Lesson # 7 – Building a Trading Post (2 periods) 61
Lesson # 8 – Building a Trading Post (2 periods) 66
Lesson # 9 – Modern Day Issues (3 periods) 70
Physical Education Connections
Lesson # 1 – Aboriginal Games (1 period) 78
Lesson # 2 – Aboriginal Athletes/Lacrosse (1 period) 81
Lesson # 3 – Lacrosse/Quiz (2 periods) 87
Unit Plan Resources 90
OVERVIEW
Students will learn about the main characteristics of North American First Nation culture, including the close relationship of the First Nations peoples with the natural environment. They will investigate the motivating factors for early European exploration and the prevailing attitudes of the explorers. They will also examine the positive and negative effects of interactions between the Europeans and First Nation peoples, from first Viking contact to the time of permanent European settlement in the early seventeenth century.
-Ministry of Education
The purpose of this Heritage and Citizenship unit for grade six students is for them to become knowledgeable about the North American First Nation People as well as the European settlers that inhabited Canada in the early seventeen hundreds.
This unit is a continuation of previous learning from the Ontario Ministry of Education curriculum and is an important part of Canadian National Identity. It is imperative that the students continue to develop their essential knowledge and skills through engaging historical investigation that will lend itself to further development in social studies success.
To meet the overall expectations that include describing the characteristics of First Nations cultures across Canada, including their close relationship with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and incoming parties, the students will use a variety of different resource and tools to investigate different historical perspectives about the positive and negative effects of early contact, as well as analyse examples of interaction between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reasons or disagreements between the two groups.
Throughout the six week unit (20-50minute classes) , students will be provided with a number of hands on learning experiences that will facilitate the development of inquiry/research and communication skills. The unit will commence with a field trip to St. Marie Among the Hurons in Midland ON, where the students will gain an understanding of aboriginal life to provide context for the upcoming unit. The students will undertake a research assignment in which they will orally present on a selected European explorer. They will be required to create a model of an early trading post, and the unit will culminate in a debate that centers upon current issues stemming from First Nation and European contact.
Lesson Synopsis
Lesson One (1 period)
Students will be introduced to the topic of First Nations and European Explorers through a field trip to St. Marie on the Huron, located in Midland, Ontario. During this excursion, students will gain first-hand experience and knowledge of Canada’s First Nations peoples and their traditional lifestyles. Students will be expected to contribute knowledgably to a class discussion of their experience at the conclusion of the trip.
Lesson Two (3 periods)
Canada's First Nation peoples will be studied according to their connections to the environment and also on the environment's ability to provide for their basic needs of survival (food, shelter, and clothing). These groups will include First Nation Peoples who were hunters, fishers, gatherers, and farmers. In addition, their culture, traditions, and beliefs in connection with nature and the environment will be explored, mainly in relation to native symbolism in both folklore and totem poles.
Lesson Three (1 period)
Beginning with a class conversation of the term “explorer”, students will follow a teacher-led lesson discussing the first Europeans to reach and explore the North American continent. Students will complete a graphic organizer, read a handout explaining the Viking explorations and complete a correlating map to show the courses and times of exploration.
Lesson Four (3 periods)
Working in groups, students will build on previous knowledge to research and present information on an explorer that significantly impacted the course of exploration in North America. Student work will include an explorer profile, a correlating timeline and map of the journeys taken, and a one-page handout for the class. Students will be expected to complete both group and peer assessments, with teacher evaluation being rubric based.
Lesson Five (1 period)
Students will be divided into teams for a review game based on information from the student handouts created in the previous lesson. Students will be expected to use their handouts to learn about other explorers and will complete a short quiz following the conclusion of the review game.
Lesson Six (1 period)
In this lesson, students will translate the information provided on a handout into a group discussion which will educate them on both the positive and negative effects of the initial contact between First Nations people and the European Explorers. Students will also have the opportunity to infer the reasons behind the situations that arose after contact, and express their personal beliefs in terms of the injustices and benefits that the Europeans and First Nations people experienced.
Lesson Seven (2 periods)
Students will learn about the North American fur trade and the characteristics of the resulting trading posts. Students will use a map of Canada and the Hudson Bay website to choose sites for five (5) trading posts. Teacher will need to ensure students access to both a large map of Canada and to computers. Completed assignments will be evaluated by a rubric.
Lesson Eight (2 periods)
Students will use knowledge acquired in their previous trading post assignment to create an artistic representation of what a trading post would look like. Students will be required to list advantages and disadvantages to their site as well as research trading supplies for the site. Students will require computer/internet access and art supplies. Evaluation will be an artistic representation rubric.
Lesson Nine (3 periods)
Students will research a modern issue that is relevant to the First Nations people. They will use their research to formulate a well-organized argument to support one side of the issue at hand and conduct a class debate using the evidence they have gathered. This activity allows students to gain insight into the long term effects of First Nation and European contact.
Lesson Ten (2 periods)
The unit will conclude with a guest speaker presentation from the local First Nations community. Students will have the opportunity to hear first-hand about the issues and concerns facing the people of today’s First Nations. Prior to the presentation, students will use the knowledge they have accumulated throughout the unit to formulate appropriate questions for the guest speaker that will compliment the debate completed in the previous lesson.
Physical Education Connections
Lesson One (1 period)
Students will be introduced to games played by First Nations peoples. This will expose students to different activities that students participate in from different cultures while encouraging physical activity.
Lesson Two (1 period)
Students will be introduced to Aboriginal athletes and will be able to identify and understand the achievements and contributions of these athletes to present-day Canadian sport. Students will also be introduced to the game of lacrosse and actively review structure, rules, and history of the game. Students will participate in playing lacrosse in the following lessons.
Lesson Three (2 periods)
Students will participate in a round robin tournament of lacrosse before completing a true and false quiz on the rules and history of lacrosse.
First Nation Peoples & European Explorers
Lesson # 2
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Introductory – Pre Contact First Nations People |
|Date: February, 2007 Duration: 3 (50 minute periods) |Students Absent for this Lesson: |
2. Lesson Topic: First Nation Peoples (Pre-Contact)
Canada's First Nation peoples will be studied according to their connections to the environment and also on the environment's ability to provide for their basic needs of survival (food, shelter, and clothing). These groups will include First Nation Peoples who were hunters, fishers, gatherers, and farmers. In addition, their culture, traditions, and beliefs in connection with nature and the environment will be explored, mainly in relation to native symbolism in both folklore and totem poles.
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
• describe the attitude to the environment of various First Nation groups and show how it affected their practices in daily life (e.g. with respect to food, shelter, and clothing);
• use and construct a graphic organizer to clarify and interpret information (e.g. descriptions of each Aboriginal group in terms of how they obtained their food);
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: |Work Samples: X | |
| | | |Unit Folder | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: |Quiz, Test: |Other: X (work samples) |
|Self-assess.: X |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Anecdotal observation will be done for all students during the time spent in work stations (see attached).
When all work centres have been completed, the students will perform a self-assessment (see attached).
5. Lesson Modifications: (Where applicable, provide student names.)_________________________________
5.a. Mark with an x:
|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: X |Repeat: X |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
While students are working in their groups, circulate the room to identify any modifications that arise. Respond by accommodating individual needs and circumstances with the aforementioned lesson modifications.
6. Materials and Equipment Required:
6.a. For the Students: topic cards, comparison chart, geographical region map, folklore resources, handouts on “TOTEM POLES” and “NATIVE SYMBOLISM”, dry art medium- chalk and oil pastels, crayons, pencil crayons, and markers, newsprint- for sketches, large cartridge paper- for finished pieces, self-assessment forms
6.b. For the Teacher: teacher key (for comparison chart and geographical region map), anecdotal observation worksheets
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: X |Inquiry; Problem-solving: X |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: …………………………………………………………………………..………………Minutes
Include reviewing, motivating, and providing a context.
The entire class will engage in a discussion about the introductory field trip.
A KWL chart will then be completed on the board to assess what students already knew, what they would like to know, and what they have learned from the trip.
8.b. A Sequence of Teaching and Learning:……………………………………………………………Minutes
Include checking for understanding and reviewing key points.
Inform the students that they will be completing a special mission for the Government of Canada, Department of Indian Affairs and Northern Development, collecting information to compile a comprehensive book about all of the different First Nation Peoples in Canada prior to European contact.
The teacher will review the routine for working in centres, reminding students of the pre-established protocols.
8.c. Application:………………………………………..........…………………………………………….Minutes
Include facilitating guided and/or independent practice.
Students will travel to each of the four work centres over the course of 3 periods (giving them approximately 30 minutes at each centre).
Each centre will have a direction sheet (see attached) to ensure that they know what to do at each centre.
CENTRE #1: Aboriginal Group Overview
Present general descriptions of each of these Aboriginal groups (hunters, fishers, gatherers, and farmers) in terms of how they obtained their food (see attached topic cards). Each member of the group will use a different topic card to gather the information needed to complete the appropriate section of the comparison chart (see attached). Once each member has gathered their information, they will share their information and complete the comparison chart with the rest of their group. These comparison charts will become part of the unit folder.
Resources
Irwin, A. (1997). First Nations in Canada. Ottawa: The Department of Indian Affairs and Northern Development
(for comparison charts)
CENTRE #2: Mapping
Provide the students with a blank map, with which they will link the Aboriginal people who inhabited North America to a geographical region of the country (see attached map and teacher’s key)—the various Aboriginal peoples traditional ways of life were largely based on the environment's ability to provide their basic needs of survival including food, shelter, and clothing. These groups would include the hunters, the fishers, gatherers and hunters of the plateau, the hunters and gatherers of the plains, the farmers and hunters, and the hunters and fishers.
Using a physical map from their atlases, students will label & colour their maps, as well as describe the land associated with each of the areas they have indicated in their legend. This will help the students recognize the habitation regions described and understand the link between the environment and the settlement of the Aboriginal people. These maps and descriptions will become part of the unit folder.
Resources
Irwin, A. (1997). First Nations in Canada. Ottawa: The Department of Indian Affairs and Northern Development
(for maps of Canada)
CENTRE #3: Language Arts Connection
Study Aboriginal peoples' folklore (myths and legends), focusing on primary documents. Students will first read at least 2 examples of early native folklore (myths and legends)provided by the teacher, and then respond to the pieces by creating their own folktale. Students will not only focus on the writing process (as outlined in previous language arts lessons), but also on their ideas and voice (as learned in 2 of their “Write Traits” units). This exposure will give the students a feeling for First Nation’s culture, traditions, and beliefs in connection with nature and the environment. All rough work and the finished product will become part of the unit folder.
Language Expectations
Reading
• read a wide variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts.
Writing
• generate ideas about a potential topic and identify those most appropriate for the purpose.
• establish a distinctive voice in their writing appropriate to the subject and audience.
Resources
Bruchac, J. (1991). The Native Stories from Keepers of the Earth. Saskatoon: Fifth House Publishers.
Bruchac, J. & Caduto, M. (1991). Keepers of the Animals: Native Stories and Wildlife Activities for Children. Calgary: Fifth House Ltd.
Melancon, C. (1974). Indian Legends of Canada. Toronto: Gage Publishing Limited.
CENTRE #4: Visual Arts Connection
Provide the students with pictures of totem poles as visual evidence of the traditional ways of the Aboriginal peoples' lives. Provide students with the handouts (see attached handouts on “TOTEM POLES” and “NATIVE SYMBOLISM”). Students will then design totem poles representing their own personal, or family history- First in pencil, and then in a dry medium of their choice (to be provided by the teacher). Once completed, their rough sketch and their final piece will become part of the unit folder.
Visual Arts Expectations
• produce two- and three-dimensional works of art that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences.
Resources
Stewart, H. (1993). Looking at Totem poles. Vancouver: Douglas & MacIntyre
(To the Totem Forests: Emily Carr and Contemporaries Interpret Coastal Villages)
8.d. Closure and Assessment:……………………I & W..……….15.…...................………………..Minutes
Include sharing, reflecting, and considering next steps.
When all work centres have been completed, the students will perform a self-assessment (see attached).
The self assessment, along with the completed projects from each of the 4 work centres will become part of the unit folder.
The entire class will then engage in a reflective discussion about the learning that took place in each of the four centres.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
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RESEARCH MISSION
You have been hired by the Government of Canada, Department of Indian Affairs and Northern Development, to research early First Nation groups. You will need to:
1. Present general descriptions of each of these Aboriginal groups (hunters, fishers, gatherers, and farmers) in terms of how they obtained their food.
2. Each member of your group will use a different topic card to gather the information needed to complete one section of the comparison chart you have been provided with.
3. Once each of your group’s members has gathered their information, you will share your information, and complete the comparison chart with the rest of your group.
These comparison charts will then become a part of your mission folder.
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INFORMATION CARDS
CANADA’S ABORIGINAL PEOPLES
The Subarctic - Hunters
- lived in the northern forests, a land made up of rocks, rivers, lakes, and
coniferous forests
- soil is thin (not good for farming)
- winters are long and cold, summers are short
- food, clothing, shelter, and tools are obtained through the use of small
and large game animals, fish (freshwater), and birds
- generally lived in families or small groups
- gathered in larger groups for seasonal hunting
CANADA’S ABORIGINAL PEOPLES
Pacific Coast - The Fishers
- lived on the Northwest Coast, a land made up of mountains, oceans,
and rainforests (mild climate)
- oceans are the main source of food providing fish, sea mammals,
shellfish, birds
- birds, deer, and other game were found on the coast
- berries and plants were used for food and medicine
- cedar trees provided the material for lodging and sea-going canoes
- canoes used for travel and trade
- lived in villages
CANADA’S ABORIGINAL PEOPLES
The Plateau - Gatherers and Hunters
- lived in the interior of what is now British Columbia, a land made up of
mountains, valleys, and many rivers and small streams
- most food was gathered from the environment (nuts, berries, and plant
roots) but they also hunted
- freshwater fish (especially salmon), game animals, and birds were
available
- summers were hot and dry in valleys but cooler on mountain slopes
- heavy snow in winter
CANADA’S ABORIGINAL PEOPLES
The Plains - Hunters and Gatherers
- lived on the Plains, an open grass land with limited water sources which
supported some trees and shrubs
- winters were cold and summers were hot with clouds of biting insects
- hunted game for meat, mainly buffalo (of which they used every part to
meet their various needs)
- gathered berries and plants for medicines
- migratory life (they followed the buffalo herds)
CANADA’S ABORIGINAL PEOPLES
The Eastern Woodland - Farmers and Hunters
- lived in the Eastern Woodland, good soil for crop growing
- main crops were corn, beans, and squash
- hunted, fished, and gathered plants
- built canoes from wood and bark
-traveled and traded on the rivers
- lived in semi-permanent villages
CANADA’S ABORIGINAL PEOPLES
The Arctic - Hunters and Fishers
- lived in the Arctic in a treeless cold desert (tundra) with sparse low
growing vegetation
- winters are long and cold, summers short
- little plant food provided by the tundra
- no trees to provide wood for building
- caribou, musk-oxen, ocean mammals, and fish provided food, clothing,
and shelter
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MAPPING MISSION
You have been hired by the Government of Canada, Department of Indian Affairs and Northern Development, to link the Aboriginal people who inhabited North America to a geographical region of the country—the various Aboriginal peoples traditional ways of life were largely based on the environment's ability to provide their basic needs of survival including food, shelter, and clothing. These groups include the hunters, the fishers, gatherers and hunters of the plateau, the hunters and gatherers of the plains, the farmers and hunters, and the hunters and fishers.
1. Using a physical map from your atlas, you will label, colour and create a legend for your map.
2. You will then describe the land associated with each of the areas you have indicated in your legend.
This will help your fellow Canadians recognize the habitation regions described and understand the link between the environment and the settlement of the Aboriginal people.
These maps and descriptions will become a part of your mission folder.
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NATIVE FOLKLORE
You have been hired by the Government of Canada, Department of Indian Affairs and Northern Development, and are working collaboratively with the Department of Canadian Studies at Brock University. Your job is to study Aboriginal peoples' folklore (myths and legends), focusing on primary documents.
1. First, you will read at least 2 examples of early native folklore (myths and legends) provided by your supervisor.
2. You will then respond to the pieces by creating your own folktale.
3. You will not only focus on the writing process, but also on your ideas and voice.
This exposure will give you a feeling for First Nation’s culture, traditions, and beliefs in connection with nature and the environment.
All of your rough work, as well as your finished product will become part of your mission folder.
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TOTEM POLE DESIGN
You have been hired by the Government of Canada, Department of Indian Affairs and Northern Development, to study totem poles as visual evidence of the traditional ways of the Aboriginal peoples' lives.
1. Examine the visual and written evidence to determine the purpose of totem poles, and their symbolic significance to First Nation Peoples.
2. You will then design your own totem pole to represent your own personal, or family history. Referring to the “Native Symbolism” handout, choose different totems that represent something about either you, or your family.
3. Start with a rough pencil sketch, and then make a final copy with the materials provided.
Once completed, your rough sketch and final piece will become part of your mission folder.
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TOTEM POLES
Totem poles are monumental sculptures carved from great trees, typically Western Redcedar, by a number of Native cultures along the Pacific northwest coast of North America. The word "totem" is derived from the Algonkian word Dodem, originally meaning "to be related to someone". Totem poles are made up of groups of faces and figures piled one on top of the next, woven into patterns with repeating shapes. totem poles were once carved and raised to represent a family-clan, and served as the emblem of that family or clan and often as a reminder of its ancestry. In general totem poles mean: "This is who we are; these carvings symbolically show what we stand for."
COMMONLY USED CANADIAN TOTEMS
|Eagle |Aristocratic lord of the Sky Realm; occasionally transforms into a human dancer |
|Hawk |Transforms regularly into Hawk Woman or Hawk Man; hates Mosquitoes; quite regal; stand-offish but will assist humans |
|Raven |Powerful, ever-transforming trickster; ever hungry; ever curious; deviant; compulsive; crooked, corrupt and deceptive but |
| |somehow likeable |
|Whale |Ruler of His own Underwater City |
|Bear |Can easily transform into a human; must not be insulted/cursed; lumbering, caring figure; able to make fires with wet sticks |
| |(Bear wood) |
|Beaver |Vengeful creature; if provoked digs underground tunnels that cause earthquakes and landslides; constructs fine arrows |
|Wolf |Powerful; generally avoids humans; able to heal human sickness but this healing is costly; powerful ones are pure white |
|Frog |Much misunderstood and underestimated; associated with great wealth; survives volcanic eruptions; must not be insulted |
|Mosquito |Loves blood |
NATIVE SYMBOLISM
|BEAVER |Creative, Artistic and Determined |
|BEAR |Strength, Learned Humility, Motherhood, Teaching |
|BUMBLEBEE |Honesty, Pure Thinking - Willingness and Drive |
|DOGFISH |Persistence and Strength - A Born Leader |
|DOVE |Love, Gentleness and Kindness |
|DRAGON FLY |Ever-changing Life |
|EAGLE |Great Strength, Leadership and Prestige |
|EAGLE FEATHER |Good Luck to Both Giver and Receiver |
|FROG |Spring & New Life - Communicator, Stability |
|HALIBUT |Life protector, Strength and Stability |
|HAWK |Strength Far Sighted |
|HERON |Patience, Graceful and Easy Going |
|HUMMINGBIRD |Love, Beauty, Intelligence, Spirit Messenger |
|KILLER WHALE |Traveler & Guardian - Symbol of Good |
|KINGFISHER |Luck, Patience, Speed and Agility |
|LOON |Peace, Tranquility - Generous Giving Nature |
|MOON |Protector and Guardian of the Earth by Night |
|OTTER |Trusting, Inquisitive and Bright - Loyal Friendship |
|OWL |Wisdom |
|RAVEN |Creation & Knowledge - Bringer of the Light |
|SALMON |Dependability and Renewal - A Provider |
|SEAL |Bright, Inquisitive, Organized |
|SUN |Healing Energy, Guardian of the Earth by Day |
|THUNDERBIRD |Powerful & Mystical - A Leader |
|WOLF |Intelligence & Leadership - Strong Sense of Family |
Anecdotal Observations
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Student Self-Assessment: Work Centres Name:________________________
RATE YOURSELF IN RELATION TO EACH QUESTION/STATEMENT
1 REPRESENTS A JOB POORLY DONE, AND 5 A JOB WELL DONE
Did I complete all assignments on time and with care?
1 2 3 4 5
Was I able to stay on task and use my time effectively?
1 2 3 4 5
My unit folder was complete and handed in on time.
1 2 3 4 5
Comments
My overall comments of how I worked in the various centres.
•
•
I think my work would have been even better if I ...........
•
•
Student Self-Assessment: Work Centres Name:________________________
RATE YOURSELF IN RELATION TO EACH QUESTION/STATEMENT
1 REPRESENTS A JOB POORLY DONE, AND 5 A JOB WELL DONE
Did I complete all assignments on time and with care?
1 2 3 4 5
Was I able to stay on task and use my time effectively?
1 2 3 4 5
My unit folder was complete and handed in on time.
1 2 3 4 5
Comments
My overall comments of how I worked in the various centres.
•
•
I think my work would have been even better if I ...........
•
•
First Nations People & European Explorers
Lesson # 3
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Introduction to First Nation Explorers |
|Date: February, 2007 Duration: 50 minutes |Students Absent for this Lesson: |
2. Lesson Topic: The First European Explorers – The Vikings
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
1. Identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement)
2. Identify technological developments and cultural factors that assisted and promoted the exploration of North America (e.g., caravel ships, improved navigational instruments, the quest for new lands)
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: |Work Samples: X | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Teacher will observe student participation during class work.
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: X |Repeat: X |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: X |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• If students have difficulty reading and answering questions, teacher may provide additional assistance or put student in pairs with another student who is able to assist them
6. Materials and Equipment Required:
6.a. For the Students:
• Unit portfolios, pencil or pen, paper
6.b. For the Teacher:
• Handouts BLM 1, 2, and 3; overhead map of Viking routes and overhead pens
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: X |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: X |Demonstration: X |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 10 Minutes
Include reviewing, motivating, and providing a context.
1. Begin with a brief review of what students have learned about Canada’s First Nations. Students should be able to answer the
following:
• Who were the first people to live in Canada?
• What was the natural environment like then?
• How did the Aboriginal peoples use the natural environment to survive?
• What groups of Aboriginal peoples have you learned about?
• How are the groups different?
• How are they the same?
• Who came to Canada after the Aboriginal peoples?
2. Introduce the term ‘explorers’, and determine students prior knowledge of the early exploration of Canada.
3. On the centre of a sheet of chart paper, write the term explorers and have students brainstorm everything they know about explorers
4. Use their ideas to create a concept map; the map should include adjectives, names of famous explorers, travel and technology,
countries of origin, reasons for exploration, etc.
8.b. A Sequence of Teaching and Learning: 15 Minutes
Include checking for understanding and reviewing key points.
1. Explain to students that the Vikings are considered to be the first European explorers to come to Canada.
Ask students to suggest some questions they might use as starting points for researching Vikings.
Questions could include:
• What country did the Vikings come from?
• Why would the Vikings leave their country to explore other lands?
• What were the Vikings looking for when exploring?
• How did they travel? What type of ships did they travel in?
• When did the Vikings travel to North America?
2. Have students work as a class to determine 6-8 questions that will form the basis for their learning.
3. Provide students with a herringbone chart (BLM1) on which to write their questions. Ensure that students leave enough room to be
able to add their answers at a later point.
4. Hand out the reading on Vikings (BLM2) to students.
5. Students should read through the handout once silently. Then select one student to read each paragraph aloud.
6. Direct students to keep in mind the questions they will be answering while reading.
8.c. Application: 20 Minutes
Include facilitating guided and/or independent practice.
1. After class has completed reading the handout, have students refer to their chart (BLM1) that lists the questions to be answered
from the reading.
2. Beginning with the first question, work as a class to answer each of the questions. Teacher should be modeling how to write the
answers on the board.
3. Ensure that students are able to include details within their answers.
4. Provide students with a map on which to chart the Viking’s exploration (BLM3). Use an overhead of the map and mark the routes
traveled by the Vikings in 982,1000, and 1008.
8.d. Closure and Assessment: 5 Minutes
Include sharing, reflecting, and considering next steps.
1. Once questions and mapping have been completed, review the information students have learned. Key points to review include:
• Who were the Vikings?
• What were the Vikings looking for?
• When did the first Vikings come to North America?
• Where in Canada did they explore?
• Why did the Vikings not stay in Canada?
• How do we know the Vikings were here?
2. For review at home, students can visit the following website and play a quiz game, ‘Who Wants To Be A Viking’, to test their
knowledge of the Vikings.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
THE FIRST EXPLORERS
[pic]
BLM 1
[pic]The Vikings
It was once thought that Christopher Columbus was the first European to arrive in North America. However, historians and archaeologists have discovered evidence that Vikings came to North America about 1000 years ago – 500 years before Columbus!
The Viking people came from three countries of Scandinavia: Denmark, Norway and Sweden. They were also known as the Norse people. They were mostly farmers, but some worked as craftsmen or traders. Many Vikings were great travellers and sailed all over Europe and the north Atlantic Ocean in their longships. Some went as fierce pirate raiders: they stole treasure and attacked local people. But most Vikings who sailed overseas were simply searching for better land for their farms. As their population increased, there were too many people for the land to support, so the Vikings had to find new land.
The Vikings were brilliant ship builders. Their ships were strong, lightweight and beautifully shaped to skim quickly through the water. Warships and raiding ships were designed to come right up on the beach so that men could jump out and start fighting straight away.
The ships were built of wood and made waterproof with tar from pine trees. The square sails were made of woven wool and were often brightly coloured. When the wind was wrong for sailing, they were rowed by teams of oarsmen. Many ships were decorated with carvings on their curved ends. To help them navigate or tell which direction they were traveling, Vikings had a sundial on the ship. At high noon, when the sun was directly above, the centre pin on the sundial pointed north. Knowing this, the Vikings were able to plan their routes.
The Vikings were brave sailors and explorers. They thought nothing of taking their families on long, dangerous journeys across the sea. They discovered and settled in several remote countries that lay to the west of Britain in the north Atlantic Ocean.
The Vikings started a settlement in Iceland. In 982, a Viking called Eric the Red was found guilty of murdering his neighbours. Banned from Iceland, he and some of his friends sailed west and established a settlement in Greenland. Eric’s son, Leif the Lucky (Leif Erikson), sailed west from Greenland in the year 1000. He sighted two pieces of land, possibly Baffin Island and Labrador. He landed farther south, in Newfoundland. There, he and his crew found wild grapes growing, so they called the area Vinland.
In 1008, Thorfinn Karlsefni and about 160 other people sailed to Vinland to establish a settlement. They did not stay long, but during the time they were there, Thorfinn and his wife, Gudrid, had a son they named Snorri. Snorri is thought to have been the first European born in North America.
The Vikings met some of Canada’s Aboriginal peoples, likely the Beothuk and Inuit. The Vikings called them Skraelings. At the beginning, the two groups were friendly. The Vikings had brought with them cattle for meat and milk, and sheep for meat and wool. They traded these with the Aboriginal peoples. However, when the Aboriginal peoples realized the Vikings were planning to stay, battles broke out between them. The Vikings, both greatly outnumbered and discouraged by the harsh climate, eventually abandoned their North American settlement.
In 1962, archaeologists uncovered proof that Vikings had established a settlement in L’Anse aux Meadows in northern Newfoundland. The remains of seven longhouses, a steambath, two cooking pots, and four boat sheds were uncovered. The houses were very much like those found in Greenland.
A Viking Longship A Sundial
(there would be many oars on each side) (used to tell direction onboard the ship)
BLM2
MAP OF VIKING EXPLORATION
BLM3
First Nations People & European Explorers
Lesson # 4
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Exploration of European Explorers |
|Date: February, 2007 Duration: 3 (50 minute periods) |Students Absent for this Lesson: |
2. Lesson Topic: European Explorers in the 16th and 17th Century
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
3. Identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement)
4. Identify technological developments and cultural factors that assisted and promoted the exploration of North America (e.g., caravel ships, improved navigational instruments, the quest for new lands)
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: X |Presentation: X |Work Samples: X | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: X | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Teacher will observe students during assigned work periods and will use rubrics for both written work (BLM5) and the oral presentation (BLM6). Students will also complete group and peer assessments as part of the assignment.
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
| | |X | | |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Groups will be pre-arranged to balance strengths and weaknesses among students
• Teacher will provide additional support for lower level students
6. Materials and Equipment Required:
6.a. For the Students:
• Project booklet, pencil and paper, notepaper, textbooks and other research resources
6.b. For the Teacher:
• Project booklets to hand out (BLM4), collection of additional texts and other research resources for students to use, student web chart
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: X |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 10 Minutes
Include reviewing, motivating, and providing a context.
1. Begin by reviewing what students previously learned about the Vikings
2. Ask students if they are able to name any other explorers who came to North America. Have students refer to the web chart
developed in the previous class if necessary.
3. Ask students to offer suggestions as to why people might explore (new lands, new travel routes, new resources, etc.).
4. Explain to students that European nations began exploring in 1275 with the adventures of Marco Polo, and continued through to
the 16th and 17th centuries.
5. Explain that the early explorers did not have complete world maps and most set out to hoping to find Asia. Instead they bumped
into North America and discovered a ‘new’ continent that started an age of exploration in the 16th and 17th centuries.
8.b. A Sequence of Teaching and Learning: 20 Minutes
Include checking for understanding and reviewing key points.
1. Tell students that they will be working in groups to research and prepare a presentation on an explorer from the 16th/17th century.
2. Divide students into pre-assigned groups of four (4).
3. Each group will draw one name of an explorer from a hat.
4. Each student will receive a booklet detailing their assignment (BLM4). Have students read silently through the assignment
once before reading it aloud. Review each requirement in detail to ensure all students understand. The assignment will include:
• A profile of the explorer detailing his personal information, skills, voyages, accomplishments, method of travel, technology used and any other interesting facts.
• A map showing the route taken by the explorer
• A timeline of important events
• An oral presentation
• A one-page handout for the class about the explorer including the reasons for the explorers travels, and challenges they faced.
• A poster with a slogan and an illustration relevant to their topic
5. Students will have time in-class to both research and prepare their presentation.
8.c. Application: 70 Minutes
Include facilitating guided and/or independent practice.
1. Students will have two periods to work in their groups. Each student will be assigned a particular role to ensure
equal contribution to the project.
2. Teacher will provide research resources including textbooks, additional books, and internet websites.
3. Teacher will monitor group work and have brief conferences with each group to ensure students are on task
8.d. Closure and Assessment: 50 Minutes
Include sharing, reflecting, and considering next steps.
1. Students will present to the class.
2. Peers will evaluate the presentations using a rating scale prepared by the teacher.
3. Following the presentation, each group will hand in their written work.
4. Once all groups have presented, the teacher will direct a class discussion of the ‘glows’ and ‘grows’ for the presentations.
5. Students will be expected to study the group handouts in preparation for a class review in the following lesson, as well as their notes
about the Vikings.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
THE AGE OF
[pic]
EXPLORATION
A Performance-Based Task Assessment
Grade Six Social Studies
YOUR TASK: You and three other crew members will work as a group to prepare a presentation on your recent journey to the New World. Your presentation will be 10 minutes and must include the following:
➢ A detailed profile of the explorer you work for including his personal information, his skills, his accomplishments, the impact he had on exploration, and two other interesting facts
➢ The reasons for your explorer’s travels
➢ Challenges that your explorer faced on his voyages and explorations
➢ Information about the methods of travel used on your journey
➢ Information about where you went on your journey, what you did there, and who you met
➢ A timeline that shows the major events of your journey (minimum of 5)
➢ A map that shows the routes you took on your voyage to the New World (and the relevant dates if there is more than one voyage!)
➢ A one-page handout to give to the court summarizing the important information about your explorer and his travels
➢ A poster that promotes your voyage with a slogan and an illustration or photo
You will hand in to your teacher:
➢ All written work (both rough and good) including the profile and your handout
➢ A copy of your timeline and your map
➢ A bibliography that shows all of the resources your group used
➢ Your completed group assessment (each student will hand in one form)
GETTING STARTED!
Step One: Get into your pre-assigned group of four (given by the teacher!).
Choose your explorer from the bag of names (the teacher has this!).
Step Two: Decide the roles and responsibilities of each group member.
The roles are described on the next page of the booklet.
Encourager/Scribe:_______________________________
Encourager/Coordinator: _________________________
Encourager/Storekeeper: __________________________
Encourager/Gatekeeper: __________________________
Step Three: Read over the worksheets included in your booklet and begin your research.
Use your textbook and the list other books and internet websites relevant to your topic to help you.
Step Four: Complete the personal profile, the timeline and the map for your explorer. You
will use these for your presentation.
Step Five: Write a rough copy of your handout. Revise and edit your work with your
group members.
Step Six: Design and complete your poster.
Step Seven: Plan your presentation for the court. Practice with your group.
Step Eight: Gather the information you will need to hand in. This includes rough and good
copies of your profile and your handout, a copy of your timeline, a copy of your map, and a bibliography.
Step Nine: Complete your group assessment sheet. Hand it in to the teacher with your
work.
Step Ten: Ask the teacher if you need any help!
THE EXPLORERS
GROUP ROLES AND RESPONSIBILITIES
WORKSHEET 1 – EXPLORER PROFILE
| |PERSONAL INFORMATION |
|NAME: ______________________________ | |
| | |
|DATE OF BIRTH: ______________________ | |
| | |
|PLACE OF BIRTH: _____________________ | |
| | |
|DATE OF DEATH: _____________________ | |
|REASONS FOR EXPLORING: |
| |
|SKILLS: |VOYAGES: |
| | |
| | |
| | |
| | |
|ACCOMPLISHMENTS: |CHALLENGES FACED: |
| | |
| | |
| | |
| | |
|TECHNOLOGY USED: |METHOD OF TRAVEL: |
| | |
| | |
| | |
| | |
|IMPACT ON EXPLORATION: |OTHER INTERESTING FACTS: |
| | |
| | |
| | |
| | |
WORKSHEET 2 – EXPLORER TIMELINE
WORKSHEET 3 – VOYAGE MAP
PROJECT CHECKLIST
Have you…..
| |[pic] |
|Chosen your explorer? | |
| |[pic] |
|Assigned your group roles? | |
| |[pic] |
|Used your textbook, other books and the internet for research? | |
| |[pic] |
|Completed your explorer profile? | |
| |[pic] |
|Completed your timeline and your map? | |
| |[pic] |
|Written a draft version of your handout? | |
| |[pic] |
|Revised and edited your handout? | |
| |[pic] |
|Designed and completed your poster? | |
| |[pic] |
|Planned and practiced your presentation? | |
| |[pic] |
|Prepared a bibliography to hand in to the teacher? | |
| |[pic] |
|Completed your group assessment sheet to hand in? | |
| |[pic] |
GROUP ASSESSMENT – RATING SCALE
My Name: ________________________________________________________
My Role: _________________________________________________________
Use the following rating scale to assess how you well you feel that you and each of your group members contributed to this task.
1. - Rarely
2. - Sometimes
3. - Usually
4. - Always
| | | | | |
| |Myself |__________ |_________ |__________ |
|Participated in group work with | | | | |
|suggestions, ideas and | | | | |
|willingness to complete tasks | | | | |
| | | | | |
|Was prepared for class with | | | | |
|necessary materials and always | | | | |
|ready to work | | | | |
| | | | | |
|Was able to stay on task and to | | | | |
|complete work thoroughly and on | | | | |
|time | | | | |
| | | | | |
|Demonstrated a positive attitude| | | | |
|and encouraged other group | | | | |
|members | | | | |
| | | | | |
PEER ASSESSMENT FOR ORAL PRESENTATION
RATING SCALE
Group Members: _________________________________________________________
|CRITERIA |1 |2 |3 |4 |
| |Needs improvement |Satisfactory |Good |Excellent |
|Informative and easy to | | | | |
|understand | | | | |
| | | | | |
|Use of diagrams, illustrations | | | | |
|and props to support information| | | | |
| | | | | |
|All group members participated | | | | |
|equally | | | | |
|Creative and interesting | | | | |
|presentation | | | | |
| | | | | |
|Communicated in a clear, and | | | | |
|well-spoken way | | | | |
| | | | | |
RUBRIC FOR WRITTEN WORK
|CRITERIA |LEVEL ONE |LEVEL TWO |LEVEL THREE |LEVEL FOUR |
| |50-59 |60-69 |70-79 |80-100 |
|Content and Knowledge |Demonstrates limited |Demonstrates some understanding |Demonstrates clear understanding|Demonstrates thorough |
| |understanding with no supporting|with few supporting details. |with good use of supporting |understanding with excellent use|
| |details. | |details. |of supporting details. |
| | | | | |
|Organization of Information |Disorganized with poorly |Organized but paragraphs are |Organized with well-constructed |Very organized with |
| |constructed paragraphs. |poorly constructed. |paragraphs. |well-constructed and connected |
| | | | |paragraphs. |
|Bibliography/Use of Resources |Limited use and variety of |Some variety and use of |Good variety and use of |Excellent variety and use of |
| |resources. Bibliography is not |resources and bibliography is |resources and bibliography is |resources and bibliography is |
| |properly formatted. |properly formatted. |properly formatted. |properly formatted. |
| | | | | |
|Grammar, Spelling, and |Grammar tenses are inconsistent |Grammar tenses are somewhat |Grammar tenses are consistent |Grammar tenses are consistent |
|Punctuation |and there are more than 5 |consistent and there are 3-5 |and there are 1-3 spelling, |and there are no spelling, |
| |spelling, capitalization and |spelling, capitalization, and |capitalization, and punctuation |capitalization, or punctuation |
| |punctuation errors. |punctuation errors. |errors. |errors. |
| | | | | |
|Timeline and Map |Inaccurate and do not contribute|Lack some accuracy and |Accurate and add to the reader’s|Neat, accurate and add |
| |to the reader’s understanding. |contribute somewhat to the |understanding. |thoroughly to the reader’s |
| | |reader’s understanding. | |understanding |
| | | | | |
| | | | | |
Teacher Comments:
BLM5
RUBRIC FOR ORAL PRESENTATION
Group Members: ___________________________________________________________
|CRITERIA |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 |
| |Unprepared to present with |Prepared presentation with some |Well-prepared presentation that |Very well-prepared presentation |
|Level of Preparedness |limited organization and no |organization but needed more |was organized and showed some |that was very organized and well|
| |rehearsal. |rehearsal. |rehearsal. |rehearsed. |
| |Only 1-2 members played a role |All members played a role in the|All members played a key role in|All members were fully involved |
|Participation of Each Group |in the presentation and there |presentation but there was |the presentation and there was |in the presentation and there |
|Member |was limited cohesiveness among |little cohesiveness among group |cohesiveness among group |was considerable cohesiveness |
| |group members. |members. |members. |among group members. |
| |Limited display of creativity |Some display of creativity and |Display of creativity and use of|Excellent display of creativity |
|Use of Creativity and Props |and use of props to create an |use of props to create an |props to create an engaging |and use of props to create an |
| |engaging presentation. |engaging presentation. |presentation. |engaging presentation. |
| |Presentation was not clear, |Generally clear, concise, and |Clear, concise, and well-spoken |Very clear, concise and |
|Communication Skills |concise or well-spoken. Conveys|well-spoken presentation. |presentation. Conveys enthusiasm|well-spoken presentation. |
| |limited enthusiasm for the task.|Conveys some enthusiasm for the |for the task. |Conveys considerable enthusiasm |
| | |task. | |for the task. |
| |Limited visual appeal with |Some visual appeal with |Visually appealing with good |Very visually appealing with |
|Poster |irrelevant slogan and |appropriate slogan and |slogan and illustration. Adds |excellent slogan and |
| |illustration. Does not add to |illustration. Adds somewhat to |to the presentation. |illustration. Adds considerably|
| |the presentation. |the presentation. | |to the presentation. |
BLM6
LIST OF RESOURCES
Books:
Journeys of Exploration – Stan Garrad
Building a New Life – Stan Garrad
Our Country – Don Massey
The Story of Canada – Lund and Moore
Websites:
Passageways - True Tales of Adventures for Young Explorers - includes explorers of Canada from pre-history to the 20th century - from the National Library of Canada
Dictionary of Canadian Biography On-line - "meet people who played an important role in the formation of what is now Canada."
Who Goes There: European Exploration of the New World - a ThinkQuest student project
The Explorers: From the Virtual Museum of New France - information about; Jacques Cartier, Étienne Brûlé, Samuel de Champlain, Jean Nicollet, Jean de Quen, Jacques Marquette, Louis Jolliet, Cavelier de La Salle, Charles Albanel, La Vérendrye, Pierre Le Moyne d'Iberville
European Explorer Resources – information on explorers and the Age of Exploration
Canadian Explorers - summaries of early explorers of Canada, including maps of their explorations
Who Explored the World? – information on many different explorers
First Nations People & European Explorers
Lesson # 5
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Review and Quiz |
|Date: February, 2007 Duration: 50mins |Students Absent for this Lesson: |
2. Lesson Topic: The Age of Exploration – Review and Quiz
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
5. Identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement)
6. Identify technological developments and cultural factors that assisted and promoted the exploration of North America (e.g., caravel ships, improved navigational instruments, the quest for new lands)
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: X |Portfolio: |Conference: |Multi-media: |Other: Quiz |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: |Quiz, Test: X |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Teacher will collect and mark student quizzes at the end of the period.
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: X |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Teacher will allow extra time to complete the quiz for those students who need it.
6. Materials and Equipment Required:
6.a. For the Students:
• Pen or pencil for the quiz
6.b. For the Teacher:
• Game questions (BLM7), quiz papers (BLM8), board marker or chalk to keep score
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: X |Lecture: |Guided Inquiry: |Demonstration: |Other: X |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 5 Minutes
Include reviewing, motivating, and providing a context.
1. Teacher will begin with positive comments about student presentations from the previous lesson.
2. Students were required to study the handouts they received during the presentations in preparation for today’s review activity.
3. The review activity will be followed by a written quiz about the age of exploration.
4. Students should be able to discuss each explorer and identify the contribution they made to the age of exploration.
5. Students must also be able to discuss the Vikings.
8.b. A Sequence of Teaching and Learning: 15 Minutes
Include checking for understanding and reviewing key points.
Students will play a quiz game as a review activity to prepare for their quiz.
1. Students will be randomly divided into teams of 5 (approximately 6 teams).
2. Teams will answer questions about the age of exploration.
3. Team members will take turns to answer questions and each member must answer at least one question.
3. Teams will earn 1 point for each question answered correctly and lose 1 point for each question answered incorrectly.
8.c. Application: 25 Minutes
Include facilitating guided and/or independent practice.
1. Students will complete a written quiz to assess their knowledge of the age of exploration.
2. Questions will be the same questions used for the review activity.
3. Students will have 25 minutes to complete the quiz at the start of the second class.
8.d. Closure and Assessment: 5 Minutes
Include sharing, reflecting, and considering next steps.
1. Quizzes will be handed in at the end of the period.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
QUIZ GAME
Rules
• Each team will have six members
• Team members must consult each other before answering and take turns to answer the questions.
• For each correct answer, teams will be awarded 1 point
• For each incorrect answer, teams will lose 1 point
Questions
• these are samples only; questions should be based on information contained in student handouts
|Who established the first European settlement on |Who was the first Viking to land on the North American|What name did Leif Ericson give to the portion of the |
|Greenland? |continent? |North American coast he explored? |
|What was the Norse name for the native Inhabitants of |What are the Viking ships called? |What was discovered in Newfoundland in 1962? |
|Vinland? | | |
|What year did Leif Ericson travel to the North |Which explorer named the land he saw “new found land’?|What was the name of John Cabot’s ship? |
|American continent? | | |
|How many voyages did John Cabot make to the North |Which Native peoples did Jacques Cartier trade with? |What type of ships did Jacques Cartier sail in? |
|American continent? What were the dates? | | |
|Which explorer kidnapped Chief Donnaca’s two sons and |Jacques Cartier built a house and fort on the site of |What was Martin Frobisher searching for on his travels|
|took them to France? |which famous city in Canada? |to North America? |
|How many voyages did Martin Frobisher make to North |How many ships did Frobisher have on his third trip to|What did Frobisher think he had discovered on his |
|America? |North America? |first voyage? |
|Which Native peoples did Frobisher meet on his |What tool did John Davis invent to measure longitude? |What did Davis hope to find on his voyages to North |
|travels? | |America? |
|What is the Davis Quadrant? |Which explorer became the governor of New France? |What type of Native American boat did Champlain use to|
| | |explore in New France? |
|Which First Nation was Champlain’s enemy? |Champlain’s work provided the first accurate maps of |Which explorer is credited with the discovery of |
| |which part of North America? |Hudson’s Bay? |
|What was the purpose of Henry Hudson’s first voyage to|Name three places discovered by Henry Hudson. |How did Henry Hudson’s last voyage end? |
|North America? | | |
|Give three reasons that spurred the age of |Henry Kelsey is considered to be the first European to|Which two Native nations was Kelsey friendly with? |
|exploration. |see which part of Canada? | |
BLM7
SAMPLE QUIZ - THE AGE OF EXPLORATION
(questions should be based on student handouts and class discussions)
Part A: Short Answer
1. Name two reasons behind the start of the Age of Exploration.
2. Name two explorers and identify their contributions to exploration in the New World.
3. How many voyages did Henry Hudson make to North America? What three places did he discover?
Part B: Multiple Choice
1. Jacques Cartier built a house and fort
on the site of which famous city?
a. Vancouver
b. Toronto
c. Montreal
d. Quebec
2. The first European settlement in
North America was established by
a. Martin Frobisher
b. Leif Ericson
c. Eric Ericson
d. Snorri Karlsfeni
3. Which famous explorer became
the governor of New France?
a. John Davis
b. Henry Hudson
c. John Cabot
d. Samuel de Champlain
4. John Cabot’s ship was named the
a. Matthew
b. Johnathon
c. Suzanna
d. Percival
5. Martin Frobisher came to North America to
a. find gold
b. trade spices with the Natives
c. find a source of fresh water
d. find the Northwest Passage
6. Jacques Cartier established trading ties
with which Native peoples?
a. The Iroquois
b. The Inuk
c. The Mic’Maq
d. The Huron
First Nations People & Early European Explorers
Lesson # 6
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Post Settlement Conflict |
|Date: February 2007 Duration: 50 minutes |Students Absent for this Lesson: |
2. Lesson Topic: The Effects of European Settlement
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ X ]
At the conclusion of the lesson, students will be able to:X
• Identify the results of contact for both the Europeans and the First Nations peoples.
• Identify and explain differing opinions about the positive and negative effects of early contact between European and First Nations peoples.
• Use appropriate vocabulary to describe their observations and inquiries.
• Express their personal viewpoints based on historical evidence about the outcomes of early contact between First Nation peoples and European Explorers.
• Explain how cooperation between First Nation groups and early European explorers benefited both groups
• Explain how differences between First Nation peoples and early Explorers led to conflicts between the two groups
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: X |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: X |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: X |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• The teacher will observe the group discussions and track participation, collaboration, and progress in understanding.
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: X |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• As the activity is group based, pair up students with exceptionalities or special needs with a stronger students in the group to assist them.
6. Materials and Equipment Required:
6.a. For the Students: Pencils, Papers, Handout
6.b. For the Teacher: Paper, Class set of Impact handout, Checklist for each student or group.
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving:X |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry X: |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 10 Minutes
Include reviewing, motivating, and providing a context.
• Explain to students that today we are going to discuss the impact of the settlement of the Europeans had on all parties involved (First Nations people and European Explorers).
• Start with a Web Map – ask students to brainstorm while you write down what types of things they think the Europeans and Aboriginals would’ve brought to the relationship (e.g., games, tools etc.)
• Explain to students that there are both negative as well as positive contributions.
• Continue this routine with prompting if necessary until list is substantial to continue on with group discussion.
8.b. A Sequence of Teaching and Learning: 10 Minutes
Include checking for understanding and reviewing key points.
• From the list above, ask students to individually brainstorm the effects some of these contributions would’ve had on either parties. Give students approximately 5 minutes to continue on with their individual brainstorming
• Take up answers with students to make sure they are on the right track, and to assure that students will be successful in the a group setting.
• Encourage answers from students while adding insight to encourage further thinking.
8.c. Application: 20 Minutes
Include facilitating guided and/or independent practice.
• Divide class into groups of four.
• Tell students that they will be assessed on their participation in this activity, their ability to positively interact and generate good ideas within their groups, and their use of appropriate vocabulary to describe their opinions.
• Provide each group with the handouts attached.
• Each group with be either Positive impacts for Aboriginals, Negative impacts for Aboriginals, Positive Impacts for Europeans, Negative impacts for Europeans.
• Ask students to go through the given handout in their groups using the questions provided as prompts for their discussion of the effects of the contributions of both parties on both the Europeans and the First Nations people.
• Once students have discussed the issues in their groups have students come together as a class to provide feedback from their earlier discussion to facilitate a class discussion about these issues.
8.d. Closure and Assessment: 10 Minutes
Include sharing, reflecting, and considering next steps.
• Ask students to contribute information that was learned today and that they may not have been aware of prior to the activity.
• Allow this to generate a class discussion about the injustices and justices and their personal opinions about the situations that arose from settlement.
• Tell students that the information exchanged in today’s activity will be important for activities later in the Unit.
Positive Impacts for the Aboriginal Peoples
➢ The introduction of metal tools and some medicines was helpful to the Aboriginal peoples.
➢ The introduction of guns enabled the Aboriginal peoples to hunt more successfully
➢ New animals were introduced by Europeans. One of the most important was the horse, which allowed Aboriginal peoples to travel faster and greater distances. Later, other animals such as chickens, cows, sheep and pigs were introduced
➢ Grains such as wheat and barley were brought over from Europe; some aboriginal peoples used these for crops
➢ The Aboriginal peoples used their skills in hunting and trapping to acquire furs, which they traded for goods that made certain aspects of their lives easier
Negative Impacts for the Aboriginal Peoples
➢ Aboriginal peoples were mistreated by some explorers. For example, Some were kidnapped and taken away from their people
➢ The introduction of guns made conflicts must more deadly. Guns also resulted in over-hunting, which led to a decrease in the animal population
➢ The Europeans introduce new diseases against which Aboriginal peoples had no natural defenses. Smallpox, diphtheria, typhus, measles, and whooping cough decimated Aboriginal populations
➢ The introduction of the fur trade with Europe created new extinction of the beaver, and made Aboriginal peoples dependant on trade to get things
➢ When missionaries introduce Christianity, they destroyed many traditional Aboriginal beliefs.
➢ The expanded settlement of Canada inhibited the Aboriginal traditional way of life.
➢ Aboriginal peoples lost their land and free movement on their land
Positive Impacts for the European Explorers
➢ Aboriginal peoples introduced Europeans to new ways of life, including methods of travel and survival
➢ Aboriginal peoples introduced Europeans to medicinal plants and new foods
➢ Aboriginal people introduce Europeans to new lands, which allowed them to search for more furs
➢ Exploration led to the establishment of European settlements throughout Canada
Negative Impacts for the European Explorers
➢ Exploration was often dangerous. Many explorers lost their lives in shipwrecks and from starvation, exposure to the harsh elements, scurvy, and battle
➢ European settlers suffered from starvation, harsh conditions, and disease.
Possible Discussion Questions:
➢ How would you feel about these changes?
➢ Discuss the conflict from the point of view of each the First Nations people and European explorers
➢ Which group do you think was affected the most? Why?
➢ How do you think these two parties can work together to resolve these problems?
European and First Nations Contact Discussion Checklist
1 2 3 4
Active Participation _____ ______ _____ _____
Progression of
Knowledge and Ideas _____ ______ _____ _____
Group Communication ______ ______ _____ _____
and Cooperation
Use of Vocabulary ______ ______ _____ _____
First Nations People and European Explorers
Lesson # 7
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Introduction to Trading Posts |
|Date: February, 2007 Duration: 2 (50 minute periods) |Students Absent for this Lesson: |
2. Lesson Topic: “Building a Trading Post-How to Choose a site”
3. Specific Expectations: Concepts: [x ] Skills: [x ] Attitudes: [ ]
Overall:
Describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European Explorers; and the effects of contact on both the receiving and incoming groups
Specific:
Knowledge and Understanding: describe the expansion of European Influences through the founding of the first trading posts (e.g. Ile Ste Croix, Port Royal, Quebec, Mont Royal, Fort William) and explain how the fur trade served the interests of both the European and the First Nations people.
Inquiry/Research and Communication Skills:
Observing bibliographic conventions use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between first nation and early European explorers.
Application: Express their personal viewpoints, based on historical evidence, about the outcomes of early contact between First Nation people and Early European explorers.
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
|Oral Report: x |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: x |Presentation: x |Work Samples: x | |
4b. Tools for the Teacher:
|Observation: x |Checklist: |Rubric: x |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: x | |
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
5. Lesson Modifications:
5a.
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5b. Teacher’s Routine for Lesson Modifications: Include more thorough instructions for students working at lower level. Modify group work by pairing lower level students into groups with students operating at a higher level.
6. Materials and Equipment Required:
6a. For the Students: “Canadian Trading Posts” Instructional Handout, Computers with access to the internet, Map of Canada
6b. For the Teacher: “Trading Posts” Overhead Note, Observation Checklist, Rubric for Site Choosing Assignment, Large Map of Canada, Push Pins, History of the Fur Trade Video
7. Instructional Strategies:
7a. Student-Centred:
|Cooperative: x |Centres: |Inquiry; Problem-solving: x |Computer-Assisted: x |Other: |
7b. Teacher-Directed:
|Drill: |Lecture: x |Guided Inquiry: x |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions):
8a. Introduction: ………………………………………………………………..…………………………….
-Students will watch the “History of the Fur Trade” video (20 minutes)
8b .A Sequence of Teaching and Learning:…………………………………………………………………
-Students will copy the note “Canadian Trading Posts and the Fur Trade” into their social studies duo tangs from an overhead note
-Students will then be asked to place push pins on the map in places that they think would make a good site for a fur trading post
8c. Application:………………………………………..........………………………………………………...
-Discuss with the students the types of locations that they chose. Compare and contrast the different sites. Look at the differences and similarities between the sites. Some key questions:
• Where do they think furs from Canada were obtained?
• What would be the easiest way to transport those furs for different regions (especially the interior) to Europe?
• Using a standard map of the world, discuss what the easiest routes would be for the transportation of furs.
-After the discussion brainstorm with the students what kinds of considerations might have to be made when building a trading post. Some suggestions:
• Weather
• Materials available
• Defense
• Storage space for goods
• Living areas
-Display the results of the discussions in a prominent place so that students may refer to them in their small group work.
-Students will be divided into groups of 3 and will be invited to brainstorm criteria that should be considering in choosing a site. Criteria might include weather, transportation, competition, neighbours and access to supplies.
-Using these criteria and a map of Canada with rivers and lakes (see handout #1) students will decide, as if they were an Hudson’s Bay Co. official in the 18th or 19th century, where would they build 5 trading posts.
• For each of these, they should make a list of reasons they chose that location.
• They must also make a list of reasons that that location might not be perfect.
8d. Closure and Assessment:………………………………..………..…...................………………………
-As a class, discuss different locations that were chosen.
• What were the major criteria in making the decisions?
Visit the maps on the Exploration, the Fur Trade and Hudson’s Bay Company Web site.
• Where were HBC posts located?
• Were their choices the same or different?
Using the criteria discussed as a class, and the map of Canada below, decide where you would build 5 trading posts. Make a list of pros and cons for each site.
[pic]© 2001. Government of Canada with permission from Natural Resources Canada
This map is also available on the Natural Resources Canada National Atlas of Canada site, on the Quick Maps page.
URL:
URL: (English)
How to Build a Trading Post-Assessment Rubric
Group Members: ________________________________________
|CATEGORY |4 |3 |2 |1 |
|Historical Information |All criteria is |Most criteria is |Some criteria is |Very little criteria is |
| |addressed. |addressed. |addressed. |addressed. |
|/4 | | | | |
|Quality of Information |Information clearly |Information clearly |Information clearly |Information has little or |
| |relates to the main |relates to the main |relates to the main topic.|nothing to do with the |
|/4 |topic. It includes |topic. It provides 1-2 |It provides very few |main topic. No pros and |
| |several supporting pros |supporting pros and cons |supporting pros and cons |cons are listed. |
| |and cons. | | | |
|Internet Use |Successfully uses |Usually able to use |Occasionally able to use |Needs assistance or |
| |suggested internet links |suggested internet links |suggested internet links |supervision to use |
|/4 |to find information and |to find information and |to find information and |suggested internet links |
| |navigates within these |navigates within these |navigates within these |and/or to navigate within |
| |sites easily without |sites easily without |sites easily without |these sites. |
| |assistance. |assistance. |assistance. | |
|Organization |Information is very |Information is organized |Information is organized, |The information appears to|
| |organized with |with well-constructed |but arguments are not |be disorganized. |
|/4 |well-constructed |arguments. |well-constructed | |
| |arguments | | | |
First Nations People and European Explorers
Lesson # 8
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: Brock University |Lesson Type: Creating a Trading Post |
|Date: February, 2007 Duration: 2(50 minute periods) |Students Absent for this Lesson: |
2. Lesson Topic: “Building a Trading Post-Creating an Artistic Representation”
3. Specific Expectations: Concepts: [x ] Skills: [x ] Attitudes: [ ]
Overall:
Describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European Explorers; and the effects of contact on both the receiving and incoming groups
Specific:
Knowledge and Understanding: describe the expansion of European Influences through the founding of the first trading posts (e.g. Ile Ste Croix, Port Royal, Quebec, Mont Royal, Fort William) and explain how the fur trade served the interests of both the European and the First Nations people.
Inquiry/Research and Communication Skills:
Observing bibliographic conventions use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between first nation and early European explorers.
Application: Express their personal viewpoints, based on historical evidence, about the outcomes of early contact between First Nation people and Early European explorers.
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: x |Presentation: x |Work Samples: x | |
4b. Tools for the Teacher:
|Observation: x |Checklist: |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: x | |
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
5. Lesson Modifications:
5a.
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5b. Teacher’s Routine for Lesson Modifications: Include more thorough instructions for students working at lower level. Modify group work by pairing lower level students into groups with students operating at a higher level.
6. Materials and Equipment Required:
6a. For the Students: “Artistic Representation” Instructional Handout, Computers with access to the internet, Various materials for student-selected means of expression (painting, drawing, collage)
6b. For the Teacher: Assessment Rubric
7. Instructional Strategies:
7a. Student-Centred:
|Cooperative: x |Centres: |Inquiry; Problem-solving: |Computer-Assisted: x |Other: |
7b. Teacher-Directed:
|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other:x |
8. Presentation Steps (Teacher Actions):
8a. Introduction: ………………………………………………………………..…………………………….
-Students will be asked to recall previous lesson on trading posts.
-Attention will be directed to the brainstorming activity from the previous lesson and will review criteria for choice of trading post location
8b .A Sequence of Teaching and Learning:…………………………………………………………………
-Attention will be directed to the brainstorming activity from the previous lesson and will review criteria for choice of trading post location.
-They will also review their choices of trading post from the previous assignment.
8c. Application:………………………………………..........………………………………………………...
-Students will be invited to create an artistic representation of what their trading post would look like (two- or three- dimensional). The creation should reflect the geography and climate of the location, and other factors previously discussed in large group work. The post should be presented to the class with:
• A name for the post
• A list of the advantages and disadvantages of the location
• A list of stores, equipment and trading supplies that would be in the post. (They will be able to obtain this information from the Exploration, the Fur Trade and Hudson’s Bay Company site, and may choose extra supplies).
• They are encouraged to present the information in a manner that evokes the spirit of the period (i.e. weather paper using tea bags, weather edges, use calligraphy, etc.)
Source: A list of trading goods in Albany Fort America, 1706
URL:
8d. Closure and Assessment:………………………………..………..…...................………………………
-Students will present their trading post to the class as a group.
Using the criteria discussed as a class, and the map of Canada below, decide where you would build 5 trading posts. Make a list of pros and cons for each site.
[pic]© 2001. Government of Canada with permission from Natural Resources Canada
This map is also available on the Natural Resources Canada National Atlas of Canada site, on the Quick Maps page.
URL:
URL: (English)
Artistic Representation-Assessment Rubric
Group Members: ________________________________________
|CATEGORY |4 |3 |2 |1 |
|Required Elements |The poster includes all |All required elements are|All but 1 of the required|Several required elements|
| |required elements as well |included on the poster. |elements are included on |were missing. |
| |as additional information.| |the poster. | |
|Content - Accuracy |At least 7 accurate facts |5-6 accurate facts are |3-4 accurate facts are |Less than 3 accurate |
| |are displayed on the |displayed on the poster. |displayed on the poster. |facts are displayed on |
| |poster. | | |the poster. |
|Labels |All items of importance on|Almost all items of |Several items of |Labels are too small to |
| |the poster are clearly |importance on the poster |importance on the poster |view OR no important |
| |labeled with labels that |are clearly labeled with |are clearly labeled with |items were labeled. |
| |can be read from at least |labels that can be read |labels that can be read | |
| |3 ft. away. |from at least 3 ft. away.|from at least 3 ft. away.| |
|Attractiveness |The poster is |The poster is attractive |The poster is acceptably |The poster is |
| |exceptionally attractive |in terms of design, |attractive though it may |distractingly messy or |
| |in terms of design, |layout and neatness. |be a bit messy. |very poorly designed. It |
| |layout, and neatness. | | |is not attractive. |
|Use of Class Time |Used time well during each|Used time well during |Used some of the time |Did not use class time to|
| |class period. Focused on |each class period. |well during each class |focus on the project OR |
| |getting the project done. |Usually focused on |period. There was some |often distracted others. |
| |Never distracted others. |getting the project done |focus on getting the | |
| | |and never distracted |project done but | |
| | |others. |occasionally distracted | |
| | | |others. | |
First Nation Peoples & European Explorers
Lesson # 9
1. Identification:
|Candidate: Lisa Crewe, Karen Baulke, Tammy Guiler, Carli Rota, |Grade: 6 No. of Students: Undetermined |
|Meghan Brien | |
|Associate: |Subject/Strand: Social Studies- Heritage and Citizenship: First |
| |Nation Peoples and European Explorers |
|School: |Lesson Type: Modern Impacts of European Settlement |
|Date: February, 2007 Duration: 3 (50 minute periods) |Students Absent for this Lesson: |
2. Lesson Topic: Modern Impact of European Settlement on First Nations People
3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ ] Attitudes: [ x ]
At the conclusion of the lesson, students will be able to:
-Select relevant resources and identify their point of view.
-Explain how cooperation between First Nations groups and early European explorers benefited both groups.
-Explain how differences between First Nations people and early European explorers led to conflicts between the two groups.
- Identify the results of contact for both First Nations Peoples and European Explorers.
-Formulate questions with a statement of purpose to develop research plans.
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: X |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: X |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: x | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting: Using a checklist of specific criteria regarding research methods, collaborative skill, and content, track student’s use of time and tools to gain appropriate evidence and use of resources in debate; rubric for debate quality; checklist for peer assessment within the groups.
5. Lesson Modifications: (Where applicable, provide student names.)_________________________________
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications: If a special needs student was involved I would group that student with a more skilled classmate; if an exceptional student was involved, I may give them specific roles such as research coordinator.
6. Materials and Equipment Required:
6.a. For the Students: Computer Lab and Library periods, peer assessment sheets, debate rubric, debate process guide, resources.
6.b. For the Teacher: Criteria Checklist, peer assessment sheets indicating pre determined groups of 5, Globe and Mail article and overhead, debate process guide, adequate computer lab and library periods, debate rules overhead.
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: x |Centres: |Inquiry; Problem-solving: x |Computer-Assisted: x |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: x |Guided Inquiry: x |Demonstration: x |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: …………………………………………………………………………..…………W, 10 Minutes
Include reviewing, motivating, and providing a context.
- Begin by asking students to recall the lesson near the beginning of the unit on Pre-Contact impacts for both the European and First Nation groups.
- As a class, brainstorm/recall the initial impacts of the Europeans on the Native people that have been learned about throughout the unit. i.e. What are they issues that effected the Natives upon the Europeans arrival? Have we learned that these issues addressed or solved?
-Ask students to contribute any knowledge they have about current issues that are relevant to the First Nations people.
8.b. A Sequence of Teaching and Learning:………………………………………………………W, 50 Minutes
Include checking for understanding and reviewing key points.
- Put the Globe and Mail article entitled “$250 Million a year is needed for Land Claims” on the overhead and pass the article around the class.
- Have students take turns to volunteer to read through the article.
- As a class, deconstruct the information present in the article, identifying the main points, inferring information that can be used to find other articles and modern Native issues. ie. What can you identify as the major problems that the Native people are facing? List some key words that tell you this? Do there appear to be any solutions to the issues in this article?
- Have students brainstorm ways to acquire articles such as this, and identify ways that they have learned to research materials. ie. Google News or other internet sites, Library periodicals, etc.
- Tell students that they will use the aforementioned resources to research a modern issue with which the Native population is struggling.
- Distribute checklist and peer assessment- remind students that they will be graded on the criteria and their ability to work well and productively in their groups.
- Distribute debate process guide and remind students of the mock academic debate that was held on the topic of allergy exclusion in the first health unit of the year.
- Describe the difference between this kind of debate and a cross-examination debate and discuss the debate rules on overhead.
- Distribute and go over the Debate Rubric.
- Give students free time to research and collaborate with their groups.
- Circulate, observe, and side-coach the groups’ progress.
- Choose two topics that are researched the most thoroughly, assign groups the Native or opposing side to the issue.
- Allow students time to collaborate with their group on the significant points for their argument.
- Again, circulate, observe, and side-coach the groups’ progress.
8.c. Application:………………………………………..........……………………………………….S&W, 28 Minutes
Include facilitating guided and/or independent practice.
- Set -up classroom in debate style. ie. One desk per side adjacent to each other with the judge and audience in front.
- Allow groups 10 minutes to go over their research and points for the debate.
- Review the rules for debate on the overhead.
- Stage the debates with each running for 10-12 minutes.
8.d. Closure and Assessment:………………………………..………..…...................……………..W, 10 Minutes
Include sharing, reflecting, and considering next steps.
- As a class, debrief on the strengths and weaknesses in the different groups debating skills, the content of the evidence/arguments, and the project as a whole.
- Tell students that the closure to the unit will be the guest speaker who will be coming in to talk to the situation of the Native population today and his personal experiences.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Appendix A
$250-million a year is needed for native land claims, report says
More violence is probable if disputes remain unsettled, Senate study concludes
BILL CURRY
OTTAWA -- A major Senate report is warning of more Caledonia-style blockades and violent confrontations between natives and non-natives unless Ottawa starts setting aside $250-million a year to settle land-claim disputes.
After hearing from a wide range of native leaders and academics over the past year, the senators concluded in yesterday's report that a plan to settle these claims is a proven way to better the lives of Canada's natives. Resolving land disputes, they argue, allows native communities to benefit from economic activities such as housing developments and natural-resources projects.
"In every case where they have been settled, it has meant an immediate improvement in the lives of First Nations people," the report states.
Indian Affairs Minister Jim Prentice, who spent most of his pre-political career working on land claims, has pledged to reform the way Ottawa deals with land claims but has yet to announce his new approach. A spokeswoman said the minister will go over the details of the report before responding.
Print Edition - Section Front
The Senate committee is chaired by Conservative Senator Gerry St. Germain, a Métis with a strong interest in aboriginal policy.
In an interview, Mr. St. Germain said federal leaders need to treat their legal liabilities in the same way a business would, setting aside enough money each year so that the debt can be paid off.
He said most of the natives' claims against the government are clear cases of Ottawa allowing development, such as roads or rail lines, on native land without compensation. "It's fraud, theft and mismanagement," he said.
Although the senators found positive results where deals have been reached, the nearly 300 resolved claims are a fraction of the almost 900 that are currently backlogged.
The report found that long delays -- and Ottawa's conflict of interest in acting as both defendant and judge -- means it will be at least 90 years before that backlog is cleared.
To speed up the pace, the senators recommend at least $250-million be set aside each year to settle these disputes. They also call on Ottawa to create a claims commission to rule on these matters independent of the federal government.
Hard numbers are difficult to find, but Mr. St. Germain estimated that settling all specific claims would cost between $3-billion and $6-billion. Even at $250-million a year, it would still take between 12 and 24 years to clear the backlog.
Mr. St. Germain said the threat that further confrontations like Caledonia -- the Southwestern Ontario town where Six Nations protesters have occupied disputed land for nearly a year -- will spread across the country inspired him to dig into the issue.
"I can see problems just lying there waiting to happen and I think we have a responsibility as members of Parliament to make certain that if something is imminent, that we deal with it in a responsible manner," he said. "[Addressing claims] is something that I think really, really hits right at the very core of what we have to do right off the top to deal with our aboriginal peoples."
The Conservative government had promised an independent body for such claims during the campaign but has yet to act on the file.
As Canada was settled by Europeans, a wide range of promises were made to native communities in the form of treaties and other land arrangements. But natives who felt those promises were ignored, either by neglect or outright fraud, were legally prevented from hiring lawyers to defend themselves until the 1950s.
Since then, hundreds of claims have been filed against the federal government. Known as "specific claims," they deal with violations of deals that already exist. Talks toward new treaties or land claims are called "comprehensive claims." The report found that Indian Affairs estimates its liability for all claims to be at least $15-billion, a figure that the senators said will continue to rise unless action starts soon.
In an interview in December, Mr. Prentice said self-government and settling land claims hold the most promise for addressing native poverty in Canada.
"My view of where we need to go in this country is we have to resolve treaties, we have to resolve the self-government issues and there has to be a gradual replacement of the Indian Act," he said. "I'm pretty passionate about this because I think it is the way forward."
Appendix B
Debate Preparation Guide
Name:_____________________________ Topic:_____________________________
Position:___________________________
Opening Statement:
Argument/Point #1:
Supporting Evidence #1:
Argument/Point #2:
Supporting Evidence #2:
Argument/Point #3:
Supporting Evidence #3:
Closing Statement:
Possible Opposing Arguments:
Possible Counter Points:
Modern Impact of European and First Nations Contact
Debate Rubric
| |Levels of Performance |
|Criteria |1 |2 |3 |4 |
|1. Organization and Clarity: |Presentation was unclear |Presentation was clear |Presentation was mostly |Presentation was |
|Viewpoints and responses are outlined|in most parts. |in some parts but not |clear and organized |completely clear and |
|both clearly and orderly. | |over all. |throughout. |well organized |
| | | | |throughout. |
|2. Use of Arguments: |Few or no relevant |Statements provided were|Statements were somewhat|Statements were thorough|
|Reasons are given to support |statements made to |somewhat thorough and |thorough and relevant to|and highly relevant to |
|viewpoint. |demonstrate viewpoint |relevant to demonstrate |demonstrate viewpoint. |demonstrate viewpoint. |
| |provided. |viewpoint. | | |
|3. Use of Examples and Facts: |Few or no relevant |Some relevant |Many examples/facts |Many relevant supporting|
|Examples and facts are given to |supporting examples/facts.|examples/facts given. |given: most relevant. |examples and facts |
|support reasons. | | | |given. |
|4. Use of Rebuttal: |No effective |Few effective |Some effective |Many effective |
|Arguments made by the other teams are|counter-arguments made |counter-arguments made |counter-arguments |counter-arguments made |
|responded to and dealt with | | |provided | |
|effectively. | | | | |
|5. Presentation Style: |Few style features were |Few style features were |All style features were |All style features were |
|Tone of voice, use of gestures, and |used unconvincingly. |used convincingly. |used mostly |used convincingly. |
|level of enthusiasm are convincing to| | |convincingly. | |
|audience. | | | | |
Physical Education Connection to Social Studies
Lesson #1
1. Identification:
|Candidate: Tammy Guiler, Carli Rota, Lisa Crewe, Meghan Brien, Karen |Grade: 6 No. of Students: Undetermined |
|Baulke | |
|Associate: |Subject/Strand: Physical Education (Social Studies Connections) |
|School: |Lesson Type: Introduction to Aboriginal Games |
|Date: February, 2007 Duration: 50 minute period |Students Absent for this Lesson: |
2. Lesson Topic:
• Introduction to Aboriginal Games
3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
• Demonstrate a variety of running techniques
• Participate vigorously in all aspects of the program (e.g., three on three basketball, aerobics)
• Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., minimum of fifteen minutes) without undue fatigue)
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: X |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: X |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• The teacher will observe students while participating in the various activities and record their observations using the provided checklist
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
| | |X | | |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• The teacher will provide adaptations during the activities to either increase or decrease the level of difficulty depending on the individual participants
6. Materials and Equipment Required:
6.a. For the Students:
• Proper gym clothing (shorts, T-shirt, running shoes)
6.b. For the Teacher:
• Broomsticks with string tied to the end with an object hanging down
• Steps and Raisers
• Wrestling Mats, Crash Mats, Gymnastics Mats
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: X |Inquiry; Problem-solving: |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: X |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 10 Minutes
Include reviewing, motivating, and providing a context.
• When students enter the gymnasium they will be asked to complete five laps of the track (2000 m)
• Once completed they will return to the gymnasium where a discussion will be initiated by the teacher about how they felt running 2 km
• Ask students if they would be able to run for 805 km; as they have been studying in Social Studies, today’s gym class will focus on Aboriginal Traditional Games
• Introduce the sacred run (805km) that young men participated in to carry messages to distant villages. These men were to live alone and to not have any contact with women as this might affect their stamina
• Today we are going to look at some games that Aboriginal Teenagers take place in for leisure. We will be participating in centers today including; The One foot high kick, Two foot high kick, The Alaskan high kick, The Sledge Jump and the Kneel Jump.
• Ask students to gather around the center of the gym so that you can demonstrate each center
• Make sure each center has enough mats and equipment available if students lose balance and fall for safety. Each center should be covered in mats where students will be participating in activities.
8.b. A Sequence of Teaching and Learning: 10 Minutes
Include checking for understanding and reviewing key points.
Centre One:
One foot high kick – students take off on two feet while trying to hit the target (on broomstick) with one foot and land on that foot
Centre Two:
Two foot high kick – students take off on two feet, trying to hit the target and land on two feet (balance after landing is important)
Centre Three:
Alaskan high kick – students hold one foot with one hand, and balance on the other hand and try to high target
Centre Four:
Sledge Jump – students try to jump with two feet over ten
Center Five:
Kneel Jump – students will start from a kneeling position, and jump as far as they can (like the long jump) while trying to land on both feet
- To modify any of the kicks, the person holding the target can raise or lower it
- To modify the Sledge jump, an increase or decrease in raisers under the steps will accommodate
- To view any of these activities please refer to the following website:
8.c. Application: 25 Minutes
Include facilitating guided and/or independent practice
- Allow students time to participate in each activity once (3 minute cycles)
- Once students have had a chance to participate at each station, gather students and divide them into groups of four to participate in the Airplane game
- one students must lay down straight with their arms in a T, while the other teammates lift the students and try to carry them as far as they can without the student collapsing their body
- Students must have stiff and rigid bodies to be successful
- Teacher should make sure students are always on the mats in case the individual falls to the ground
- SAFETY is a very important issue in this lesson, students need to experience the games, but must remember not to push themselves past their limits and they must also be aware of the safety concerns with each activity.
8.d. Closure and Assessment: 5Minutes
Include sharing, reflecting, and considering next steps.
• Have students meet you in the middle of the gym to stretch out both their legs and arms
• Ask students during this time what they thought about the activities; Were they tough? How come Aboriginal teenagers would want to participate in such activities? Do you think it has to do with the nature of their environment and how they live? For example, do they have to physically fit in order to catch food and to survive?
• Congratulate students on a job well done, and tell them you will see them next time in Health Class
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Teacher Checklist
|Students Name |Participated full in all |Worked cooperatively with other |Was on task during centered |Had an open mind and cheerful |
| |physical activities ( check yes)|during centered work (Check yes)|activities: Required little |attitude when introduced to |
| | | |supervision (check yes) |activities unknown to them |
| | | | |(check yes) |
|Susie | | | | |
|Jane | | | | |
|Bryan | | | | |
|Mac | | | | |
| | | | | |
Physical Education Connections to Social Studies
Lesson # 2
1. Identification:
|Candidate: Tammy Guiler, Carli Rota, Lisa Crewe, Meghan Brien, Karen |Grade: 6 No. of Students: 25 |
|Baulke | |
|Associate: |Subject/Strand: Physical Education/ Health (Cross Connections with |
| |Social Studies) |
|School: |Lesson Type: Aboriginal Athletes/ Introduction to Lacrosse |
|Date: February, 2007 Duration: 50 minute period |Students Absent for this Lesson: |
2. Lesson Topic:
• Students will be introduced to two major Aboriginal Athletes who contributed to Canadian Sport
• Students will be introduced to an Aboriginal Formal Game (Lacrosse)
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
• Identify achievements and contributions of Aboriginal people in present – day Canada (e.g., James Bartlemen, Jordin Tootoo, Douglas Cardinal, Susan Agulkark)
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Teacher will observe students to ensure understanding and comprehension of the subject matter, a small quiz will be administered in a later lesson regarding Lacrosse
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: X |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• If students are having trouble understanding the materials the teacher may need to reexamine and re teach the subject matter
6. Materials and Equipment Required:
6.a. For the Students:
• Pens and paper to add notes to handout
6.b. For the Teacher:
• Handouts that are attached to lesson plan (See Appendix A and B)
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: X |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: X |Guided Inquiry: |Demonstration: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 5 Minutes
Include reviewing, motivating, and providing a context.
• Students will have a general overview and discussion about the Aboriginal games they experienced in the previous class
• Today we will be discussing contributions Aboriginal peoples have made to sport in Canada
• As well as look as the game of Lacrosse which we will be playing for the next two periods
8.b. A Sequence of Teaching and Learning: 20 Minutes
Include checking for understanding and reviewing key points.
• Provide students with Appendix A and ask they to read their sheets individually
• Ask students to get into groups of three to discuss the two athletes and why they their contributions were important
• Ask students to hink about the difficulties a miniority might have in entering the NHL, or the difficulties they may face in sport itself
• Have students reflect and discuss these ideas
• Once enough time has been given for discussion, open the discussion to the class (teacher acts as facilitator of discussion
• Tell students you are glad they are thinking this way, and this discussion will help them further in their next Social Studies Lessons
8.c. Application: 20 Minutes
Include facilitating guided and/or independent practice.
• Hand students out appendix B
• Have each student read the rules and introduction to themselves, reminding them to underline any concerns or questions they have
• Give students a brief history of the sport, including that it is our National summer sport
• Walk students through rules and regulations and provide examples and explanations about how to play the sport
• Allow those who know how to play to answer questions if they are able, encourage participation from the class
• Explain that we will be playing Lacrosse next class, and two classes from now they will have a small quiz based on today’s discussion and the handout
8.d. Closure and Assessment: 5 Minutes
Include sharing, reflecting, and considering next steps.
• Ask if there are any questions about how to play Lacrosse
• Ask students if they are comfortable enough to play tomorrow, if the answer is yes carry on, if not you may need to go into rules and regulations in further detail next class while in the gym where examples and demonstrations can be used.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Appendix A
Aboriginal Athletes who Contributed to Canadian Sport
Tom LongBoat
Though most young Canadians have never heard of Tom Longboat, in the early 20th century he was one of the most famous athletes in the western world. He entered the 1907 Boston Marathon—at the time the most prestigious of all road races—as the odds-on favourite. In front of 100,000 spectators, Longboat defeated 123 other runners and smashed the previous marathon record by almost 5 minutes, running the final 1.6 kilometres uphill, into a snow squall, in four minutes, forty-seconds. In 1908 he was favoured to win the London Olympics but collapsed and was carried grief-stricken from the course. As a professional, he ruled the match-race circuit. His Madison Square Gardens showdown with British champion Alfie Shrubb in 1909 was the greatest marathon of the century with Longboat pulling ahead to victory in the final mile of the race. Longboat's desire to train himself led to several well-publicized conflicts with managers. Despite constant and sometimes racist criticism, he stuck to his own methods. He bought up his contract in 1911 and ran better than ever. In 1912, he set a professional record of 1:18:10 for 15 miles - 7 minutes faster than his amateur record. He raced successfully during WWI while serving as a dispatch runner in France. After the war he lived and worked in Toronto until 1944, when he retired to the Six Nations Reserve.
Jordin Tootoo
Jordin Tootoo played for the Brandon Wheat Kings of the Western Hockey League from 1999 to 2003 and was selected 98th overall in the 2001 NHL Entry Draft as the 6th choice of the Nashville Predators. He became the first player of Inuit descent to play in a regular season NHL game when he suited up against the Anaheim Mighty Ducks on opening night October 9, 2003. He was also the first person of Inuit descent to be drafted by an NHL team. He got his first NHL point with an assist on a Dan Hamhuis goal against the St. Louis Blues on October 16, 2003 and scored his first NHL goal against the Atlanta Thrashers on October 23, 2003. Tootoo also got a "Gordie Howe hat trick" against the St. Louis Blues on January 10th 2004 when he notched a goal, assist, and fighting major. He spent the 2005-06 season between the Nashville Predators and the Predators' minor league affiliate, the Milwaukee Admirals, where he played during the 2004-05 NHL lockout. On July 21, 2006 he was re-signed by the Predators to a two-year contract.
Appendix B
FIELD LACROSSE
History:
With a history that spans centuries, lacrosse is the oldest sport in North America. Rooted in Native American religion, lacrosse was often played to resolve conflicts, heal the sick, and develop strong, virile men. To Native Americans, lacrosse is still referred to as "The Creator's Game." Ironically, lacrosse also served as a preparation for war. Legend tells of as many as 1,000 players per side, from the same or different tribes, who took turns engaging in a violent contest. Contestants played on a field from one to 15 miles in length, and games sometimes lasted for days. Some tribes used a single pole, tree or rock for a goal, while other tribes had two goalposts through which the ball had to bass. Balls were made out of wood, deerskin, baked clay or stone. The evolution of the Native American game into modern lacrosse began in 1636 when Jean de Brebeuf, a Jesuit missionary, documented a Huron contest in what is now southeast Ontario, Canada. At that time, some type of lacrosse was played by at least 48 Native American tribes scattered throughout what is now southern Canada and all parts of the United States. French pioneers began playing the game avidly in the 1800s. Canadian dentist W. George Beers standardized the game in 1867 with the adoption of set field dimensions, limits to the number of players per team and other basic rules.
Playing Rules:
Regulation playing time in the game of lacrosse is 60 minutes divided into 4 15 minute periods. If there happens to be a tie at the end of regulation time, play will continue in 2 periods of 4 minutes each. If the game is then still tied, play will then continue sudden death style until a goal is scored.
Control of the game is held by 2 officials, the umpire and the referee. Sometimes a field judge is also used. The referee is the final word in all decisions.
Play is started at the beginning of each period (and after each goal,) with a faceoff. At a faceoff, each player on the team must stay in a specific area of the field. See diagram below....
When the official blows his whistle to start play, the 2 center midfielders (at position 5 on the chart,) start the faceoff. The 2 wing midfielders are then released from their positions. (at 4 and 6 on the chart) The remaining players on the field must hold their positions until a player on either team gains control of the ball, (usually signified by a whistle) the ball crosses either goal area line, or the ball goes out of bounds. After that, the team in control of the ball tries to score and the gam e progresses.
The offside rule in lacrosse is downright odd. It requires each team to have 3 players on its attack half of the field and 4 players on its defensive half at all times. This prevents all twenty players from jamming up in any one spot on the field.
When a ball goes out of bounds (either by throw or carry,) the opposing team gets possesion. As standard as this is, there is a peculiar exception. If the ball goes out of bounds as a result of a shot on goal, possesion is awarded to the team whose play er is closest to the ball when it goes out of bounds.
Substitutions of players may be made any time play is suspended, or may be made during play. (ice hockey style...) The in-play substitutions are made one player at a time at the special substitution area at the center line.
Body checking is legal if the opponent has the ball, or is within 5 yards of a loose ball, and the contact is from the front or side. (and above the knees...)
Stick checking is legal only when striking an opponents stick, (or his hands upon the stick,) and only in the situations described above. No other part of the body may be checked with the stick. When a player commits a penalty, that player is forced to spend time in the penalty box. His team is then forced to make do with 1 less player. There are 2 types of fouls. Personal fouls are punishable by a 1 to 3 minute penalty. (at the discretion of the officials...) Technical fouls are punishable by a 30 second penalty if the offending team does not have possesion of the ball, and by a loss of possesion if his team does have the ball. The penalized player must spend his penalty time in the penalty box and must remain there until the timekeeper informs him that his penalty is up. The fouls are as follows...
Technical Fouls:
• Interference: Interfering with the movement of a player who does not have the ball or is farther than 5 yards from a loose ball
• Holding: Holding an opponent or his stick (in any way...)
• Pushing: Pushing someone who does not have the ball, or is farther than 5 yards from a loose ball
• Illegal action with the stick: Throwing the stick, or playing without the stick (oops...)
• Illegal procedure: Crease violations, (a defending player with the ball running through the crease, or an offensive player stepping in his opponents crease,) or checking the goalies stick when he has the ball
• Withholding ball from play: Lying on a loose ball, or trapping it on the ground longer than is neccesary to pick the ball up
• Offsides: Explained above
Personal Fouls:
• Unsportsmanlike conduct: Cussing, threatening, etc.
• Crosse checking: Checking the opponent with the portion of the stick between the players hands
• Tripping: Self-explanatory...
• Slashing: Striking an opponent with the stick on any illegal part of his body
• Illegal body checking: Checking an opponent in an illegal way
Physical Education Connections to Social Studies
Lesson # 3
1. Identification:
|Candidate: Tammy Guiler, Carli Rota, Lisa Crewe, Meghan Brien, Karen |Grade: 6 No. of Students: 25 |
|Baulke | |
|Associate: |Subject/Strand: Physical Education (Cross Connection with Social |
| |Studies) |
|School: |Lesson Type: Lacrosse |
|Date: February, 2007 Duration: 2 (50 minute periods) |Students Absent for this Lesson: |
2. Lesson Topic:
• Introduction and playing of Lacrosse
• Assessment of knowledge of Lacrosse History and Rules
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
• Perform a combination of locomotion/traveling skills using equipment (e.g., navigating through obstacle courses, skiing, skating)
• Demonstrate a variety of running techniques
• Throw an object overhand or side arm, using the dominant, to a target or a partner for distance and accuracy
• Demonstrate goaltending skills (e.g., blocking, trapping, catching, clearing) with or without a piece of equipment
• Participate vigorously in all aspects of the program (e.g., three on three basketball, aerobics)
• Improve or maintain their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (e.g., minimum of fifteen minutes) without undue fatigue
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: X |
|Journal: |Projects: |Presentation: |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: X |Rubric: |Quiz, Test: X |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Teacher will observe students while recording these observations with the following checklist (Appendix A)
• As well teacher will administer a small test to ensure understanding and comprehension of Lacrosse history and rules (Appendix B)
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: |Re-teach: X |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• If students are not understanding the rules and regulations to play the game of Lacrosse the teacher may need to re teach these things to the class
6. Materials and Equipment Required:
6.a. For the Students:
• Lacrosse Sticks and Balls
• Nets
6.b. For the Teacher:
• Appendix A and B
• Whistle
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: X |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: |Demonstration: X |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 15 Minutes
Include reviewing, motivating, and providing a context.
• Students will enter gym and complete 8 laps of the track outside
• Once they have returned to the gym they will stretch individually
8.b. A Sequence of Teaching and Learning: 15 Minutes
Include checking for understanding and reviewing key points.
• Ask students to review with you the rules and regulation of Lacrosse
• Demonstrate concepts that students are having trouble with
• Make sure all rules and regulations are clear and individuals
8.c. Application: 60 Minutes
Include facilitating guided and/or independent practice.
• Divide students into four teams, having two half gym games
• Each team will play all other teams (12 minute games with 3 minutes break in between)
• Have students keep track of score (1 point for a tie, 2 for a w in, o for a loss)
• The top two teams then play for the final 13 minutes, and the bottom two teams play as well
• Have students stretch out with their team maters
8.d. Closure and Assessment: 10 Minutes
Include sharing, reflecting, and considering next steps.
• Ask students to recall information they may need to know for the quiz
• Administer quiz, those who are finished early can go change
• Class is dismissed
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Appendix A
Teacher Checklist
|Students Name |Participated full in all |Worked cooperatively with team |Was on task during centered |Had an open mind and cheerful |
| |physical activities ( check yes)|members during game (Check yes) |activities: Required little |attitude when introduced to |
| | | |supervision (check yes) |activities unknown to them |
| | | | |(check yes) |
|Susie | | | | |
|Jane | | | | |
|Bryan | | | | |
|Mac | | | | |
| | | | | |
Appendix B
Lacrosse Quiz –True/False
Name: ________________
1. Present day Lacrosse games take less than an hour to play? T F
2. The Iroquois call Lacrosse Tewaarathon? T F
3. An enclosed goal net has always been used? T F
4. Traditionally Lacrosse could last for days? T F
5. The Lacrosse ball is now made of hard sponge rubber? T F
6. There are twelve players on each Lacrosse team? T F
7. A Lacrosse game is made up of halves? T F
8. The Lacrosse ball can be kicked? T F
9. Goaltenders can only touch the ball with their hands? T F
10. Lacrosse is the National Sport of Canada? T F
Bonus: What is Canada’s National Winter Sport? ___(Hockey)______
Out of /20
RESOURCES
FIELD TRIP
Sainte Marie Among the Hurons-Midland, ON (705) 526-7838
DVD
History of The Fur Trade (The Fur Institute of Canada)
A 20-minute video program chronicling the role the fur trade played in the unfolding history of Canada from 1400 to 1867.
ARTICLES
“250-million a year is needed for native land claims, report says”-Bill Curray, Globe and Mail
WEBSITES
A list of trading goods in Albany Fort America, 1706:
Who Wants to be a Viking-Quiz Game
Passageways - True Tales of Adventures for Young Explorers
Who Goes There: European Exploration of the New World
The Explorers: From the Virtual Museum of New France
Canadian Explorers
Who Explored the World
BOOKS
Irwin, A. (1997). First Nations in Canada. Ottawa: The Department of Indian Affairs and Northern Development (for comparison charts)
Bruchac, J. (1991). The Native Stories from Keepers of the Earth. Saskatoon: Fifth House Publishers.
Bruchac, J. & Caduto, M. (1991). Keepers of the Animals: Native Stories and Wildlife Activities for Children. Calgary: Fifth House Ltd.
Melancon, C. (1974). Indian Legends of Canada. Toronto: Gage Publishing Limited.
Stewart, H. (1993). Looking at Totem poles. Vancouver: Douglas & MacIntyre (To the Totem Forests: Emily Carr and Contemporaries Interpret Coastal Villages)
Garrod, S (1985) Journeys of Exploration. Prentice-Hall Canada.
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THE
VIKINGS
[pic]
[pic]
HEAR YE! HEAR YE!
The Age of Exploration is well underway in Europe and tales abound of the strange land discovered across the ocean. As a crew member on one of the recent voyages to the New World, you have recently returned home from the adventure of a lifetime and have many exciting stories to share. The King and Queen have invited you and three other crew members to court, and requested that you prepare a short presentation about your journey for the members of the royal household. Everyone there is excited to hear not only the details of your travels through this wonderful new land, but also about the famous explorer you work for. You and your fellow crew members are hopeful that your presentation will convince the King to grant your team the funds your explorer needs to make another voyage.
JACQUES CARTIER
JOHN CABOT
JOHN DAVIS
MARTIN FROBISHER
HENRY HUDSON
SAMUEL DE CHAMPLAIN
HENRY KELSEY
CHRISTOPHER COLUMBUS
ENCOURAGER/COORDINATOR
You play an important role in helping your group to follow the steps of the presentation.
As an encourager you will:
➢ Help to create a positive atmosphere for cooperation among group members
➢ Respond positively to other member’s ideas and suggestions
As a coordinator you will:
➢ Ask for ideas from each group member
➢ Set goals for your group work and ensure task are divided equally
➢ Organize the tasks that must be completed for the presentation
ENCOURAGER/SCRIBE
You play an important role in keeping your group organized.
As an encourager you will:
➢ Help to create a positive atmosphere for cooperation among group members
➢ Respond positively to other member’s ideas and suggestions
As a scribe you will:
➢ Write down ideas and questions that your group has
➢ Write down decisions that are made
➢ Organize the information for your group presentation
ENCOURAGER/GATEKEEPER
You play an important role in helping your group to complete the presentation on time.
As an encourager you will:
➢ Help to create a positive atmosphere for cooperation among group members
➢ Respond positively to other member’s ideas and suggestions
As a gatekeeper you will:
➢ Keep your group on task
➢ Check that all steps are completed
➢ Ensure that every member participates equally
ENCOURAGER/STOREKEEPER
You play an important role in helping your group to prepare for the presentation.
As an encourager you will:
➢ Help to create a positive atmosphere for cooperation among group members
➢ Respond positively to other member’s ideas and suggestions
As a storekeeper you will:
➢ Collect materials for your group
➢ Collect and keep track of resources your group is using
➢ Organize group worksheets
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