Professional Documents
Culture Documents
TeacherCandidates:
MelanieLaurentino,TanyaFranz,GalitSandaev,&ShuZhang
DESIREDRESULTS
Unit Title:
The political and cultural division between Upper andLowerCanada tellsus
abouthowtheCanadiansocietywasorganizedin1820.
SubjectFocus:
SocialStudies
SubjectsIntegrated
:LanguageArts,VisualArts,&Drama
Cycle:
Three
RationaleforIntegrationofSubjects:
To thoroughly grasp the main ideas and core understanding and knowledge of our unit,
other subject areas will be included among the students learning journey. To critically
analyse the anglophone and francophonesocietiesfeatures,studentswillhavetoexpress
themselves through written and oral tasks. Our unit will incorporate Language Arts, Art
Education (Visual Arts), and Geography, History and Citizenship Education. Among
those integrated subjects, cross curricular competencies will be developed (1 to 9). Our
objective is for students to understand how the organization of the territories in the past
have impacted our present lives. Students will be taught the critical thinking skills in
ordertogetabettersenseoftheworldthattheylivein.
R
a
tionaleforMainSubject:
EstablishedGoals:
Competency1
:
ToUnderstandtheOrganizationofaSocietyinitsTerritory
SocialStudies(p.198)
Tomakeconnectionsofcontinuitywiththepresent
Todefinetheinfluenceofpeopleoreventsonsocialandterritorialorganization
Tosituatethesocietyanditsterritoryinspaceandtime
To make connections between characteristics of the society and the organization
ofitsterritory
To make connections between assets and limitations of the territory and the
organizationofthesociety
Otherintegratedsubjectcompetencies:
LanguageArts
Competency1:
Toreadandlistentoliteracy,popularandinformationbased
texts(p.74)
Competency2:
Towriteselfexpressive,narrativeandinformationbasedtexts
(p.82)
Competency3:
Torepresenther/hisliteracyindifferentmedia(p.91)
Competency4:
Touselanguagetocommunicateandlearn(p.99)
ArtsEducationVisualArts
Competency1:
Toproduceindividualworksinthevisualarts(p.228)
Competency2
:Toproducemediaworksinthevisualarts(p.230)
ArtsEducationDrama
Competency2:
Tointerpretshortscenes(p.216)
Competency3:
Toappreciatedramaticworks,personalproductionsandthoseof
classmates(p.218)
CrossCurricularCompetencies:
Competency1:
Touseinformation,togatherandtoputinformationintouse
(p.16)
Competency2:
Tosolveproblems,toanalyzecomponentsofasituational
problem,toevaluatetheprocedureusedandtotestasolution(p.18)
Competency3:
Toexercisecriticaljudgement,toformanopinion,toqualify
his/herjudgementandtoexpressthejudgement(p.20)
Competency4:
Tousecreativity,toadoptaflexiblemodeofoperation,tobegin
theprocedureandtoimaginewaysofproceeding(p.22)
Competency5:
Toadopteffectiveworkmethods,toanalyzethetasktobe
performed,toanalyzehis/herprocedures,toperformthetask,tobegintheprocess
(p.24)
Competency6:
Touseinformationandcommunicationtechnologies,touse
informationandcommunicationtechnologiestocarryoutatask(p.26)
Competency7:
Toconstructhis/heridentity,tobeopentohis/hersurroundings
andtomakeusehis/herpersonalresources(p.28)
Competency8:
Tocooperatewithothers,tointeractwithanopenmindinvarious
contexts,touseteamworkeffectivelyandtocontributetoteameffort(p.30)
Competency9:
Tocommunicateappropriately,toselectmodeofcommunication
andtocarryoutthecommunication(p.32)
BigIdeas/EnduringUnderstandings:
Studentswillunderstandthat...
Territorieshavebeenorganizeddifferentlythroughouttime
Therearealwaysbenefitsandlimitationstoeachterritory
Societys structureisimpactedbythepopulationandtherolesofthepeopleliving
there
Economic activities and the geographical organization of a society are
interdependent
Politicalandculturalforcesimpactsociety'sstructure
BigIdeas
Studentswillknow
The geographic division between upper and lower Canada resulted into
segregationbetweenfrancophoneandanglophonecitizens.
Themainreasonsthatleadtosegregation.
The majority of the population of Lower Canada was Francophone and the
majorityofthepopulationofUpperCanadawasAnglophone.
Approximately90%ofthepopulationlivedinruralareas.
The gender roles: for example, women were in chargeofdomesticworkandmen
wereinvolvedinphysicallaboursuchasagriculture.
People that lived in cities did not practice agriculture, they were merchants,
artisans,etc.
The majorityofpeoplelivedin villagescitieswerenotmuchmoreadvancedthan
villages.
The transportation system was not very developed, which is the cause of rare
migrationbetweencitiesandvillages.
The francophone population had the choice to either live in lands organized as
townshipsorseigneuries,butloyalistslivedintownships.
In general, most of the population in both Upper and Lower Canada would live
close to major rivers. The advantage was that it served for fishing, hygiene,
transportation,etc.
There were various economic activities (fishing, fur trade, agriculture, wood,
banks,etc.)
The differences and similarities of the political organization of Upper and Lower
Canada.
Theassetsandlimitationoftheclimate,vegetationandhydrography.
Important historical figures such as James McGill, John Molson, Pierre Bdard,
andMonseigneurJeanJacquesLartigue.
SpecificKnowledge
Studentswillbeableto
Knowhowtounderstandhistoryasacombinationofdifferentperspectives.
Critically look at past issues and how to use their understandings of the past to
lookatcurrentissues.
Look at different historical events and players in history through multiple
perspectives.
Constructtheirownunderstandingofimportanthistoricalevents.
Createtheirownidealsocietyandexplainitthroughthecreationofapamphlet.
Recognize and interpret change in differentlevels(political,cultural,economical,
andsocial).
Appreciatethediversityofsocietiesinourworld.
Question the differentcontributionsthattheycandooralreadydoasademocratic
citizen.
SpecificSkills
EssentialQuestions:
How did the organization of Upper and Lower Canada in 1820 shape peoples
cultural identity? How does it affect our identities as Canadians citizens in the
presentday?
How did the organization of Upper and LowerCanadaimpacttheorganizationof
territorytoday?
How did the organization of territories in 1820 result in different economic
activities in Upper and Lower Canada? Do anyoftheactivitiescontinue toplay a
roleinourpresentsociety?
Which events or historical figures have impacted the organization of Upper and
LowerCanada?
Whatweretheadvantagesanddisadvantagesofthedivisionoftheterritories?
What sparked the division between Upper and Lower Canada? Did it get
resolved?
AretherestilllanguagebarriersinCanadatoday?
UnitDescription
This unit will help students to understand how the division between Upper and Lower
Canada resulted in different cultural identities. Throughout this unit, they will explorethe
advantages and disadvantages that this division posed, by focusing their attention on
social, political andeconomiccharacteristicsofeachterritory.Our objectiveisforstudents
to broaden their knowledge about how prior events have contributed to the society that
they presently live in. Students will be provided with the opportunitytoengageinvarious
activities that are focused on expanding their critical thinking skills. All of the subtasks
have been chosen with the intent of building their historical awareness, which will
facilitatetheircomprehensionfortheCulminatingTask.
Authenticity and creativity are two components that will be found often throughout our
unit. We believe that it is important for students to learn factualhistoricalcontent,aswell
as express themselves about the event, in order tofosteraconnectiontothe past.We have
integrated multiple subjects into the social studies course, to ensure that all students will
feel captivated during the lessons. We donotwantstudentstofeelrestrictedtoonewayof
thinking, or one way of learning because every student develops their knowledge
differently. This being the main reason why we decided to include arts, drama and media
intoourclassroom.
Students will apply the information that they have acquired throughout the subtasks, into
theculminatingtask.
In the third subtask, students will be able to explain the rights and interests that hold
certain influential groups in the society of the Upper and Lower Canada in the 1820s, by
organising an oral presentation with their group. Throughout the unit, they will have to
work individually and collaboratively in researching reliable sources of information that
will be shared among the group. Provided with guidance, and constructive feedback from
the teacher, the students will develop theirsocialskillsinworkingingroups,andalsothey
will construct and make meaning out of the other teams oral presentations. The unit will
endonacomparisononourcurrentinfluentialgroupsandtheirimpactinthesociety.
In the fifth subtask, students will have to write an essay to explain how the connections
between economic activities and the organization of territories. After learning about the
characteristics of different economic activities in Upper and Lower Canada, students will
reflect on the assets and limitations of the territories and connect the organization of
societyin1820.
In the fifth subtask, students will be able to produce their own biographyattheendofthe
unit by writing about their art activities they practice, recreational activities, languages
they speak, their informal/traditional dressings, types of food they eat, and customs. With
the use of a document, theywillengageindifferentactivitiesaboutculturalcharacteristics
in the 1820s for the Upper and Lower Canada social groups. Based on these information,
theywillreflectontheirownidentity.
Our culminating task asks students to be in groups of 4 to 6 to create their ideal society
along with a pamphlet, they will have toincorporatesomespecificcharacteristics thatthe
teacher has chosen into their societies. Students will be presenting their final products to
theirclassmates,friends,familymembersandteachersattheschoolfair.
AlignmentMatrixofCurriculumExpectationsandTasks
Placeandasterisk(*)whereanexpectationistaughtinanSTorassessedintheCT
CT
ST1
ST2
ST3
ST4
ST5
******
Tomake
connectionsof
continuitywith
thepresent
QEPp.189
Tosituatethe
society
andits
territoryin
spaceandtime
QEPp.189
Todefinethe
influenceof
peopleor
eventsonsocial
andterritorial
organization
QEPp.189
Tomake
connections
between
characteristics
ofthesociety
andthe
organizationof
itsterritory
QEPp.189
Tomake
connections
betweenassets
andlimitations
oftheterritory
andthe
organizationof
thesociety
QEPp.189
AnnotatedResourcesListfortheunit
Adams,L.&Fahey,K.A.(n.d.).
WebQuestforSocialStudies
.Retrievedfrom
http://www.swlauriersb.qc.ca/english/edservices/pedresources/webquest/journeys/index.html
ThisSourcewasusedforasaninspirationmaterialtoorganizeourunitplan,
theresourcessectioninthisdocumentalsocontainsusefulinformationwhich
weusedtoasareferencetoplanthecontentsofoursubtasks.
http://www.axl.cefan.ulaval.ca/francophonie/HISTfrQC_s2_Britannique.htm
This document contains information about the multiple events that happened
during the British regime. This source served as an information reference for
theteachers.
Marois, A. (n.d.).
La socit canadienne vers 1820. Retrieved from
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUK
EwjmpH77IbMAhWJsYMKHXOhBXcQFggbMAA&url=http%3A%2F%2Fseduc.c
sdecou.qc.ca%2Fprimus%2Ffiles%2F2014%2F03%2F18201.pdf&usg=AFQjCNEaz
HL8xK35TG5Fb0m1z4ZBLrkIWg&sig2=fjscKrBfdYajjcjMk4HA&bvm=bv.11902
8448,d.amc
This source is aPDFfilethatprovidesinformationabouttheCanadiansociety
of 1820 about the territory, economic activities, historical events (the
Conquest, the American Revolution), transportation, etc. It is similar to an
LES so we used it for inspiration for our activities. We used it so we could
gainknowledgeaboutthesociety.
MicrosoftWord:willbeusedbythestudentstocreatethepamphlets.
MinistredelducationduQubec(2001).
QuebecEducationProgram.
Chapter7:
SocialStudies.Retrievedfrom
http://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/index_en.asp
ThisresourcewasusednotonlyfortheSocialStudieschapter,butalsoforthe
Arts,Drama,andLanguageArtssections.Itwasforourbenefitasteachers.
Rcit(n.d.).
LasocitCanadiennedanslebasCanadavers1820
.Retrievedfrom
http://csrdn.recit.qc.ca/wpcontent/uploads/2013/02/1LeCanadaen1820.pdf
This document will be used by the teacher to inspire ideas for students
activities (i.e. writing letters). This document also provides a helpful graphic
organizer.
Rcit Univers Social, [Le commerce au BasCanada vers 1820]. (2013 June, 12).
Retrievedfrom
https://www.youtube.com/watch?v=vFX44m6lCoM
Thisvideowasusedasareferenceforthecontentknowledgeofourunit.
Rcit Univers Social, [Le territoire du BasCanada vers 1820]. (2014 December, 4).
Retrievedfrom
https://www.youtube.com/watch?v=vnF2wC8DPJw
This video was used insubtask1inordertoinformthestudentsofthecontent
knowledgetheyneededtoknowabouttheCanadiansocietyof1820.
ASSESSMENTANDLEARNINGPLAN
CulminatingTask
Expectations:
Throughconstructingtheiridealsocieties,studentswillbeusingdifferentunderstandings
ofCompetency1
ToUnderstandtheOrganizationofaSocietyinitsTerritory
features:
Tomakeconnectionsofcontinuitywiththepresent.
Todefinetheinfluenceofpeopleoreventsonsocialandterritorialorganization.
Tosituatethesocietyanditsterritoryinspaceandtime.
To make connections between characteristics of the societyandthe organizationof
itsterritory.
To make connections between assets and limitations of the territory and the
organizationofthesociety.
EvaluationCriteria:
Establishmentofthegeographicandhistoricalcontextsofthesociety.
Making of connections between characteristics of the society and the organization
ofitsterritory.
Making of connections between assets and limitations of the territory and the
organizationofthesociety.
DescriptionoftheCT:
In the culminating activity, the students will have to create their own ideal society
accompanied by a pamphlet. They will be in teams of 4 to 6studentsandattheendof the
unit, they will have to share their creations and pamphlets with their classmates, friends,
parents, and teachers at the school fair. The teacher will inform the students of the
characteristics they will have to incorporate into their own society, such as at least one
waterway,atleastonespaceforeconomicactivity(eitherabank,harbour,furtradepost,or
one that is invented), both urban and rural areas, a city hall, and a commercial area. They
willdesignthesecriteriaanywaythattheywant.
To begin, they will have to design a plan of what they want their society to look like by
drawing it on a bristol board or onaniPad.Oncetheywillhavedesignedit,theywillhave
to create it by eithermakingitwithplaydough,papermch,usingmaterialsthattheyown
or that are from the outdoors. Hence, they will be given many options by the teacherwho
will provide them with most of the materials. Once they will be done creating their ideal
society, they will have to create a pamphlet that will inform the audience at the fair about
the structure oftheirsociety. Theywillcreatetheirpamphleteitherwithpaperandwriteall
theinformationbyhandoronthecomputer.
The pamphlet will include the name of their society and an explanation of why theythink
their society is ideal compared to the Canadian society of 1820 in relation to the
organization of territory, political structure, lifestyle, economic activities,cultural identity,
etc. They will also list all characteristics of their societies inthepamphlet suchashowthe
urbanandruralareasareorganized,culturalaspects,etc.
Time:
The studentswillhavethreeweeksofclasstime,whichisequivalentto45to60minutesto
work on the creation of their society per class. They will have one week to create the
pamphlet. The presentation at the fair will last about two hours and will take place after
schoolsothefriendsandparentsofthestudentscanparticipate.
AssessmentTool
CategoriesAssessed
*attachacopyoftheblankassessmenttool
Rubric
CrosscurricularCompetencies
Competency 3 To exercise critical
judgment
Competency4Tousecreativity
Competency 5 To adopt effective
workmethods
Competency 6 To use information
&communicationtechnologies
Competency 8 To cooperate with
others
Contentknowledge
Characteristics of the population:
distribution, composition, estimated
sizeofthepopulation.
Wayoflife:sedentary.
Cultural characteristics: beliefs,
religions, arts, languages,diet,dress,
recreationalactivities,customs.
Economic activities: agriculture,
animal husbandry, hunting, fishing,
trade,industries.
CulminatingTaskRubric
Names:____________________________________________________________________
Criteriafor
Pamphlet&
Modelof
idealsociety
Unsatisfactory
(1)
Below
Average
(2)
Average
(3)
Above
Average
(4)
Exemplary
(5)
Thorough
understanding
ofcourse
materials
incorporated
intoproduct.
Students
workwas
unique,
societywas
well
organized,and
thepamphlet
represented
theirstructure
whilemaking
referencesto
course
materials.
Studentsfinal
presentation
shows
evidenceof
excellent
collaborative
work.
Studentsare
abletomake
critical
judgmentson
thepast
Canadian
societyof
1820.
/30
Additionalcomments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Subtask
#1:
IntroductiontoTopic:Whatsocietyisit?
EvaluationCriteria:
Making connections between characteristics of the society and the organization of
itsterritory(p.189).
Establishmentofthegeographicandhistoricalcontextsofthesociety(p.189).
Durationoflesson:
Twoperiodsof60minutes.
DescriptionoftheST:
Inthissubtask,thestudentswillbetoldthattheywillhavetocompleteaCulminatingTask
at the end of the unit, which will be to create their ideal society. They will need to learn
abouttheorganizationofUpperandLowerCanadain1820,inordertoconstructtheirfinal
product. Then, to introduce the topic, they will be shown the images on an interactive
whiteboard (attached below) and they will have to respond to the questions listed on the
board. The students will be asked to thinkpairshare. They will individually answer the
questions on a sheet of paper and share it with a peer. The teacher will take theiranswers
and address their misconceptions by showing them a video that explains the organization
of territory of the Canadian societyof1820.(ThevideoisinFrenchbecauseIwouldteach
FrenchImmersion).
https://www.youtube.com/watch?v=vnF2wC8DPJw
Then, the students will summarize the video and the teacher will discuss any details that
they might have missed. He or she will explain briefly some key features of both Upper
and Lower Canada (location of the society in space and time characteristics of the
population in both territories, way of life: sedentary, land use, relief, vegetation, climate,
resources, etc.). Next, the teacher will ask the students to write a response about how the
organization of Upper and Lower Canada might create divisions and provide examples,
whichisanexampleofthehistoricalthinkingskillcause&consequence.
The intent of the subtask is for students to make predictions and inferences about the
images shown to them and later selfcorrect themselves so they can evaluate their
misconceptions. This way they will develop their autonomy and critical thinking skills.
Also, in the response, they will be using the knowledge they just learned and will
communicate it on paper, to make a connection between the material they learnedandthe
question asked. The ultimate goal for this subtask is for thestudentstobeginnoticingthat
the organization of the territory of the Canadian society of 1820 created cultural and
politicaldivisions.
Imagesthatwillbedisplayed:
SocialStudiesThinking/InquirySkills
Place (geographical) is targeted when the students willlearnaboutthekeyfeatures
ofeachsociety.
Cause & Consequence (historical) is targeted when students write their response
because they have to think about how the Constitutional Act of 1791 has had an
impactontheterritoriesbecauseofthedivisionoftheCanadiansocietyof1820.
Teacherwill
The teacher will explain the Culminating
Activity by telling the students that they
will have to build a 3D model of an ideal
society and make a pamphlet thattheywill
havetopresentatafair.
Inform them that they will learn more
about a past society during the class, in
order to help them complete the
culminatingtask.
The teacher will tell them that they will
startworkingonitintwoclasses.
Next, in order to hook the students, the
teacher will show them images on the
Interactive Whiteboard and say Think
back about what we learned previously
Studentswill
Listen and start thinking
abouttheirproject.
Have to take out a sheet of
paper to answer the questions
that act as a brainstorm ofthe
Canadiansocietyof1820.
Reflect about what they
learned previously in the
course as well as their own
knowledge in order to answer
the questions asked by the
teacher.
Thinkandpairtodiscusstheir
ideas about the images and
answerthequestions.
InstructionalStrategiesUtilizedandhow:
Hook: Engaging the students in the lesson/topic that will be introduced. In this
case,thisisdonebyshowingthemimages.
Thinkpairshare:
the students have to think on their own and write down their
ideas to the questions. Then, they will discuss their ideas with their partners, gain
new understandings, and form new answers. Lastly, they will share their ideas to
thewholeclass.
Wholegroup discussions: when all the students come together to share their own
individual ideas or the ideas they shared in groups. This strategy is excellent for
studentstogainnewunderstandingsandtohearaboutotherperspectives.
Writing a response to a question which requires them to think about what they
learned. The purpose is to evaluate their content knowledge and critical thinking
skills.
AchievementCategory:
AssessmentStrategy:
Checkoffthecategoriestobeassessed? Whatstudentdoesthatwillbe
assessed?Howwillteachersee
it?
ContentKnowledge
Skillsforresearchandworkingwith
information
TechniquesspecifictoHistoryand
Geography
Assessment
Tool:
Toolthe
teacher
uses?
Subtask
#2:
EconomicActivities:Whatgoodswereweexchanging?
EvaluationCriteria:
Theywillhavetoreflectontheconnectionsbetweeneconomicactivitiesandthe
organizationofthesocietybasedontheQEPevaluationcriteria(p.189).
Theassessmentforthissubtasktargetsstudentsunderstandingsofthedifferent
economicactivitiesandthemakingofconnectionsbetweenassetsandlimitations
oftheterritoryandtheorganizationofthesocietyintheQEP(p.189).
Durationoflesson:
Twoclassperiodsof50minutes
DescriptionoftheST:
This subtask focuses on introducing the different economic activities in 1820. The lesson
intends to make students understand how the economic activitiesindifferentgeographical
locations are different and similar. The teacher will draw a specific focus on how the
economic activities in Lower and Upper Canada were different and the part that these
activitiesplayedinthedivisionsbetweentheterritories.
The first class focuses on presenting the different economic activities, the teacher will
preassess students prior knowledge on the economic activities they have learnedpriorto
the lesson by asking them to make predictions and conduct a class discussions. Then, the
teacher will present the economic activities through the use of a Powerpoint presentation
andmapsofCanadaatthetargetedperiod.
The second class targets on eliciting students understandings of previous course content
knowledge. Students will be in groups of 3 or 4 to compare the regional differences and
similaritiesbetweenUpperandLowerCanadathroughtheperspectiveofeconomy.
At the end of the lesson, Students will have to choose one of the economic activities and
write a short essay to explain how the organization of the territory has influenced this
activity or how this economicactivityinfluencedtheorganizationoftheterritory. Students
will also have to critically reflect on whether the activity they chose was effective or not.
They will be assessedontheirunderstandingofthelessonandtheircomprehensionofhow
the activity had impacted thelifeofCanadiansin1820.Thisassignmentassessesstudents
ability to make connections between characteristics of the society and the organization of
its territories because they will have to make connections between the organization of the
territoryandtheeconomicactivities.
SocialStudiesThinking/InquirySkillsengaged:
The region thinking skill will be targeted when students will have to do the
comparisonbetweentheeconomicactivitiesinUpperandLowerCanada.
Locations: Students will look for specific economic characteristics in Upper and
LowerCanada,aswellasincitiesandruralareas.
Students will be using change and continuity thinking skills at the time of class
discussionandwhilecompletingtheiressays
.
Teacherwill
The teacher will first ask what
economic activities they know in
todays society, then ask them to make
predictions of what economic activities
therewereinthe1820s.
During the first class, the teacher will
present different economic features in
Upper and Lower Canada. For
examples, the banking systems were
very similar, the currency used in both
territorieswereidentical.
After giving the lecture on thedifferent
types of economic activities in 1820s,
The teacher will hand out acomparison
template for students to analyze the
economic differences and similarities
betweenUpperandlowerCanada.
The teacher will draw attention to how
the economic activities in 18th century
had changed or continued in the
1820s(In Upper canada, agriculture
continued to play a big part due to the
geographical characteristics In lower
Canada, fur trade reaching its end due
toterritorylimitation,Lecommercedu
bois became the main trade). Students
will learn that the merchants were
mostly anglophone. The information
will be presented through powerpoint
presentation with lot of visualmaterials
along with this youtube video which
hassubtitles:
Studentswill
Students will critically engage in
the class discussion on what
economic
activities
have
continued or changed in 1820
and justify their reasons. This
allows students to think critically
about thelimitationofthesociety
and its territory through the
perspectiveofeconomy.
Students will understand howthe
economic activities in Upper and
lower Canada were similar and
different, they will be in groups
of 3 to make a list using the
regional thinking skill and share
itasaclass.
By working in groups, students
will develop their social skills
and learn to be openminded by
collaboratingwiththeirpeers.
Students will learn the different
economic activities practiced in
different locations (in cities and
in countries). They will have to
draw on the significance of
territorial organization in relation
to economic activities by writing
the assignment at the end of the
lesson.
The essay also requires them to
draw on the effectiveness of the
chosen economic activity, which
https://www.youtube.com/watch?v=vFX44m6l
CoM
The teacher will inform students on
how the transportation (Lachine Canal)
facilitated the trade between Upper and
Lower Canada through showing a map.
Students will be asked to think about
how transportation diminished the
economic differences between Upper
andLowerCanada.
InstructionalStrategiesUtilizedandhow:
Listinstructionalstrategieshereandasentenceabouthoweachworks.
Classdiscussion:Studentswillhavetosharetheiropinionswiththeclassand
intakeotherpeoplesopinions.
Keepingarecordoftheirideasandthoughts:Theteacherwillwritetheirthoughts
ontheboardandkeepthewrittenrecordsthattheycreatedduringthelesson.
Groupdiscussions:Studentswillbeabletobuildoffoftheirpeersideasandlearn
howtoworkcooperativelywitheachother.
Writingastructuredessay:Studentswillhavetousethecoursematerialstowrite
anessayofaspecificstructuretorespondtotheassignmentrequirements.
AchievementCategory:
AssessmentStrategy:
Checkoffthecategoriestobeassessed? Whatstudentdoesthatwillbe
assessed?Howwillteachersee
it?
ContentKnowledge
Skillsforresearchandworkingwith
information
TechniquesspecifictoHistoryand
Geography
Assessment
Tool:
Toolthe
teacher
uses?
Arubric
Subtask
#3:
Politics:Dowehavepower?
EvaluationCriteria:
Students will be evaluated based on the criteria political characteristics: decision
making, selection of leaders, institutions (legislative assembly), from the QEP p.
198.
The essential terms that they will have to know, understand and use are influence,
state,benefits,rights,andinstitution.
Durationoflesson:
Tocompletethistask,threeperiodsof50minutesarenecessary(dependingontheclass
progress,onesupplementaryperiodof50minutescouldbeused).
DescriptionoftheST:
Students will work in teams of 4 for this subtask. Their assignment will be to conduct
research based on an influential group from the 1820s, during the British Regime. They
will have to gather information on the roleandinfluentialpowerthattheirgroupplayedin
the society. Those influential groups will be the Catholic church/clergy, Nobles, English
party, Settlers/Colonists,Indigenouspeople,andthePatrioticparty.Duringthefirstperiod,
students will have to research their topic and collect reliable sources. The teacher will
suggest a list of internet resources and have available books and articles in theclassroom.
The teacher will revise with his or her students the characteristics of reliable resources,in
order for them to attain the best result. Students will have to share their findings and
organize their oral presentation within their own group. Every student in the group will
have to write a one pagestatementonquestionsthattheteacherwillprovide,such ashow
do you think thisgroupinfluencedthesocietyandwhattypeofpowercouldtheyexert in
thesociety?
They will also attach their documentation and at least2justificationsoftheresourcesthey
used. In otherwords,theywillexplainhowthisfragmentofthearticlehelpedthemanswer
thedrivingquestions.
During the third period, each group will have to present in front of the class the interests
that their chosen influential group defend and how their group was influential in society.
Students will have the freedom to choose how they will decide to present. For example,
they can dress up, make posters, conduct aninterviewinfrontoftheclassroom,etc. After
SocialStudiesThinking/InquirySkillsengaged:
Cause and consequence: Students will look at the multiple causes that drive
changes that resulted in consequences in the way different influentialgroupsactin
thesociety.
Continuityandchange:Studentswillbeanalyzingdifferentchronologicalhistorical
events that lead to acertaindeclineorprogressionwithintheinfluentialgroups and
therightstheyadvocatedfor.
Location: Students will be focusing on the territories of the Upper and Lower
Canada.
Region: Students will be exploring how the regioncharacteristicsoftheUpperand
Lower Canada and how the land use, or climate change affected the political
decisionsandpopulation.
Teacherwill
The teacherwillengagethestudents
interest by asking them questions
aboutourdemocraticcountrysuchas
Canyouvote?
To keep their interest, the teacher
will ask open ended questions about
the rights in the 1820s, such as Do
you think students your age had the
same rights as you today? Why or
whynot?.
The teacher will record students
ideas on the smartboard and savethe
data (to show again their answers
and misconceptions at the end of the
unit).
Students will be asked about the
influential groups of the 1820s,
based on what they have already
learned in the previous weeks.
Studentswill
By engaging in a class
discussion/brainstorm, students will
understand what typesofrightsthey
holdascitizens.
Students will develop their oral
language skills by engaging in a
discussion with their peers, and
teacher.
Students will be able to draw
connectionsbetweenwhattheyhave
previously learned about the history
of Canada before the 1820s, as they
suggest ideas about the influential
groups.
Students will convey personal
meaning about the importance of
the subject, by writing an entry in
theirjournal.
By participating in classdiscussions
and by finding relevant information
Again,thiswillkeepthemcaptivated
inthelesson.
The teacher will press on student
thinking and guide his or her
students about being able to name 6
influentialgroups.
The project that the class will be
doing for the next three periods will
be explained. At the end, the teacher
will ask the students about the
importance of knowing historical
content.
The teacher will revise how and
where to find reliable sources (for
theirproject).
The class will bedividedintogroups
of four and they will be given an
influentialgroupfromthe1820s.
By circulating the class and asking
openended questions about the
students work, the teacher will
scaffold students to think critically
aboutthewritteninformation.
At the end of each groups
presentation, the teacher will ask the
students questions or revoice
important aspects from their
presentation (in order to avoid
misconceptions).
The teacher will show the students
the brainstorm page, which they
created before debuting the
project/research and will ask themto
write intheirjournalabout whatthey
have learned. The teacher and
students can discuss the written
misconceptions.
At the end of the lesson, the teacher
will elicit student thinking and ideas
by asking questions about our
and
InstructionalStrategiesUtilizedandhow:
Free writing in journals: student will have to express themselves through several
instancesoffreewriting.
Keeping a physical record of their ideas and thoughts: teacher will write on the
smartboardandsavethewritings.
Groupdiscussions,askingopenendedquestionsandusingtheirpriorknowledge.
Groupprojects:theywillhavetocollaborativelycreateanoralpresentation.
Constructive feedback, selfevaluation and public reviews: the teacher will write
feedback on their work as wellasgivingthemfeedback/encouragementsinperson.
Studentswillhavetocompleteaselfevaluationonparticipation.
AchievementCategory:
AssessmentStrategy:
Checkoffthecategoriestobe
assessed?
Whatstudentdoesthatwillbe
assessed?Howwillteacherseeit?
Assessment
Tool:
Toolthe
teacheruses?
Studentswillhavetowritea
Rubricforthe
journalentryatthebeginningof
presentation
Skillsforresearchandworking thesubtask,inorderto
(information,
withinformation
demonstratewhythebelieve
creativity,
influenceandpoweraffects
speech,etc.)
TechniquesspecifictoHistoryand
people.
andthe
Geography
Eachstudentwillhavetocomplete
information
aselfevaluationsheetabouthow
handoutmade
welltheyparticipatedwiththeir
bystudents
peers.
(includingtheir
Validityofsourcesfoundonline,
research
byfollowingtheinstructionsgiven
traces).
bytheteacher.
ContentKnowledge
Subtask
#4:
Population:GrowthandReligion
EvaluationCriteria:
Being aware of how religion had a significant impact on where the individuals
decidedtosettle.
Beingabletounderstandtheperspectivesofothersthroughdramaticplay.
Comparing students past and present lives understanding how our society has
becomemoremulticultural.
Durationoflesson:
Thelessonwilloccurfor75minutes,overthreeperiodsofclasstime.
DescriptionoftheST:
At this point of the lesson, most of the students willhavea clearcomprehensionaboutthe
political and cultural division of Upper and Lower Canada in the1820s.Thethirdsubtask
will facilitate students comprehension during this section of the unit, since it will have
already introduced them tothe rolesthatthemembersofsocietyhave.The teacherwillask
the students at the beginning of class to give examples that they can remember from the
previous lesson(merchants,loyalists, farmers,etc.).Theywillbeaskedtonotlookthrough
their journals or notebooks, in order for them to use their prior knowledge. Once the
students have provided a few examples, the teacher will list it onto the classroom
computer. He or she will be using the free opensource software
FreeMind
, which is an
amazing application for the brainstorming process, which will be displayed on the
projector.
Afterwards, the teacher will ask the students to conduct aresearchaboutthe populationof
Upper or Lower Canada. When their names will be selected from a bag. They willdecide
on which territory they would like to inquire about. However, there must be an equal
amount of people researching Upper and Lower Canada in order for themtocompletethe
final task in this lesson. Then, students will be separated into groupsoffourandwillhave
to collect data with their teammates. The teacher will have the requirements of the
information listed on the whiteboard: What was the population? Were most of the people
Protestant or Catholic? What language did most of the population speak? Why did the
populationincrease?DidmostofthepeopleliveinUpperorLowerCanada?Why?
As students have already been told the guidelines about using reliablesources,theteacher
will introduce his or her students to
Kiddle
. It is very similar to Google, except it censors
websites that are deemed inappropriate for children. They will also have an encyclopedia
in the classroom and books about theConstitutionalActandtheActofUnion.Thegoalof
this activity is for students to find as much information as possible, so that they can do
their next exciting task, which will not be revealed to them until they have discovered
enough information. However, the teacher will give the students clues, like keepingprops
at the front of his or her desk and bringing in a lot of art supplies in order to keep them
engaged.
Once the students have found the the information requirements for the activity, they will
all be told to create adramaskit.Theywillbeaskedtopairupwithanothergroupwhoare
not doing the same topic as them. Afterwards, they will have to collaboratively decide on
how they are going to perform the skit. They will needtotelltheiraudienceallthefactual
content knowledge that they have acquired and express themselves as if they were
somebody living in the past. They can either write down the skit on paper or if they feel
more comfortable they can just memorize it. They will have approximately a weekbefore
performingtheiract,incasetheyneedtogathertheirmaterialsorpracticebeforehand.
Once they have performed in front of their classmates, the students will have to relatethe
information to their personal lives. The teacher will create a handout, that has questions
listed on in that are true and false, and multiple choice. This will enable students to focus
on their peers presentation and learn new facts (you can find the handout below). The
teacherwillbehandingoutthepaperonthefollowingschoolday.
SocialStudiesThinking/InquirySkillsengaged:
Historical Perspective: Students will have to engage in a dramatic skit, taking ontherole
of somebody from the past. They will need to express themselvesinanauthenticwaythat
will engage the audience. They will need to roleplay, so they will have to conduct
research about how women and men were once portrayed and what was of great
significancetotheirlives(church,expandingfamily,land,etc.)
Change and Continuity:
Students will have to take the information that they have just
learned and apply it to their daily lives. The teacher would like to know whether the
studentscanmakeconnectionstothepast,beforerevealingtheinformationtothestudents.
Cause and Consequence:
Students will learn some of the reasons why the population
increasedandwhyithasbecomediversifiedaswell.
Teacherwill
Ask students to respond to the question what
historical roles did we discuss in the previous
class.
Once the students have answered, the teacher
will write it down into the application
FreeMind
,abrainstormingsource.
Tell the students that they will be conducting
researchonUpperorLowerCanada.
Their names will be selected from a hat, in
order for everybody to have an equal
opportunity.
The teacher will place the students into two
categories: Upper and Lower Canada. They
willbeaskedtofind3teammates.
Students will be asked toresearchinformation
about the population(religious,language,how
manypeople).
Studentswill
Students will have to rely
on their prior knowledge
to answer the teachers
question about what roles
therewereinthe1820s.
The students will respond
to the teacher, without
using information from
their
journals
or
notebooks.
FreeMind the opensource
application will be used
for students to brainstorm
theirideasinto.
Students will be able to
decide whethertheywould
like
to
research
InstructionalStrategiesUtilizedandhow:
Relatestopriorlesson:Studentscanreflectonwhatthehavelearnedsofar
throughouttheunit.
Groupdiscussions:Studentswillbeabletobuildoffoftheirpeersideasandlearn
howtoworkcooperativelywitheachother.
Dramaticskit:Encouragesstudentstousevariousmaterials,andtheycanexpress
themselvesinanywaythattheywouldlike.Theyarenotrestrictedtoonewayof
thinking.
Handout:Ensuringthatallstudentswillbelisteningtoeachotherspresentations.
AchievementCategory:
AssessmentStrategy:
Checkoffthecategoriestobeassessed? Whatstudentdoesthatwillbe
assessed?Howwillteachersee
it?
ContentKnowledge
Skillsforresearchandworkingwith
information
TechniquesspecifictoHistoryand
Geography
Assessment
Tool:
Toolthe
teacher
uses?
Handout.
*Thisisabriefdescriptionofwhatthehandoutwouldlooklike.Itwouldincludemore
questionsdependingonwhatthestudentspresentationsentailed.
Name:__________________Date__________________
Handout:Learnfromyourselfandyourpeers
Instructions:Pleasecircleclearlywhetheryoubelievetheansweristrueorfalse.Inthe
multiplechoicesectionpleasewritenexttotheanswernexttothequestion.Inthelast
sectionofthehandout,therearenorightorwronganswers.
1) Thepopulationincreasedsince1820TF
2) Wearemorereligiousnow,thanwewerein1820TF
3) UpperCanadahadahigherpopulationthanlowerCanadaTF
4) Quebechadoneofthehighestbirthratesintheworldin1820TF
5) LanguagedidnotinfluencesettlementTF
6) Canadawasmoremulticulturalbackin1820TF
7) HowmanypeoplewerelivinginlowerCanadaaround1820?
A)7080people
B)10005000people
C)420,000people
D)1.9millionpeople
8) Wheredidmostoftheanglophoneslive?
A)HudsonBay
B)UpperQuebec
C)UpperCanada
D)LowerCanada
Intwosentencesexplainwhatpieceofinformationimpactedyouthemost.Feelfreeto
expressyouopinion.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Subtask
#5:
Culture:Wheredoourculturalinfluencescomefrom?
EvaluationCriteria:
Throughout the lesson, students will encounter and make sense of the terms:
education,art,religion,identityandheritage.
The students will be able to differentiate and understand the major movements of
thoughtinthe1820s.
The evaluation criteria is based on the category: cultural characteristics: arts,
languages,diet,dress,recreationalactivities,customfromtheQEP,p.198.
Durationoflesson:
This unit will last 6 periods of 50 minutes (plus time to work on their individual
biographiesatschoolorhome).
DescriptionoftheST:
In this unit, students will learn about the cultural aspects of the 1820s and also reflect on
their current cultural practices. To introduce the topic and engage thestudents,theteacher
and studentswillhaveadiscussionaboutthe elementsthatconstituteourcultureinCanada
and narrow it down to Montreal. Open ended questions will be asked by theteacher,such
as what constitutes a culture? What elements do you think we need to create a culture?
What culture means for you? What practicing a culturemeansforyou?Thenwriteallthe
ideasontheboardtheteacherwillmakestudentsquestiontheoriginsofthoseaspects.
There will be a large world map placed in the classroom wherestudentscanrefertowhen
answering. The teachers task in this engaging task will be serving as a guide and also as
thepersonthatpointsthenamedcountries.
The teacher will describe the individual activity they will have to completeinthelasthalf
of the class. They will need to find 5 different cultural habits (sports, alimentation, art,
work, activity, etc) from different countries that their family and themselveshaveadopted
in their life. Each student will receive a blank world map that they will have to fill with
colors for the five selected countries and will be encouraged to draw a legend of the
symbols they may use. On the other side of the paper,theywilllistthefiveculturalhabits
they adopted, the country of origin, and add a brief description of what constitutes that
habit. In class, they will have the time to think of different life habits they might want to
research on. This assignment can be completed with the support of the students family
members. For example: created in the United States, Monopoly isoneofthemostpopular
boardgamesthatIenjoyingplayingwithmyfriends.
SocialStudiesThinking/InquirySkillsengaged:
Cause and consequence: We are looking at how different groups of people
(historical actors) in different historical events (conditions) affected aspects of a
culture.(i.e.immigration)
Continuity and change: Making sense of the past event inachronologicalwayand
looking at it resulted in change (was there a turning point? How did it impact the
population?etc.).
Location:WearedifferentiatingbetweencustomsinUpperandLowerCanada
Region: We are talking about how the region people lived in might have
affected/influencedtheirculturalhabits.
Evidence: How do we know what we know about the past? We will be looking at
differenttypesofevidencesaswellasinterpretations.
Teacherwill
For the introduction, the teacher will
review and discuss what they have
learned in the previous lesson about
population growth, by recalling on
theirpriorknowledge.
To engage in the new topic, the
teacher will explore the term
culture and what does it mean in
the eyes of the students. The teacher
will record their ideas on the
smartboard.
The teacher will build on students
knowledge to answer the question:
what culture do we share in
Montreal?
What
constitutes
Montrealsculture?
The teacher will elicit students
thinking about their own cultural
practices by choosing 5 life habits
that originate from 5 different
countries.
To
visually
represent
this
assignment, the teacher will hang on
the wall a big world map, where
students will have to pin their
countries based on the research they
did.
The teacher will ask the students if
they think there was cultural
influences in the 1820s, and what
could have caused them. He/she will
recordideasonthesmartboard.
Based on the second columns of the
KWL charts, the teacher will adapt
some of the interactive questions or
activities in the next 5 lessons
(second column being what the
studentsarecurioustoknow).
The teacher will guide students
through the document activities,
Studentswill
In theintroduction,studentswilluse
their prior knowledge to recall what
they learned in the lesson about
populationgrowth.
They will reflect on what it means
to have a culture and practice it.
What elements are needed to create
aculture.
They will use their past experiences
to reflect and participate in a class
discussion on questions like what
does culture means? What culture
doweshareinMontreal?
They will then reflect on some of
their own culture practices and
researchtheirorigins.
Students will complete the
distributed sheetinclassorathome.
They will have to color five
different countries on the black and
white world map and write a short
descriptionoftheirfivehabits.
After completingtheassignment,all
students will pin with a stickertheir
five countries on the big world map
onthewalloftheclassroom.
Based on the changes and
influences in their own cultural
habits, students will share their
opinions on the cultural influences
inthe1820s.
Individually, students will have to
write the first two columns of their
KWL chart,beingwhattheyalready
know, and what they would like to
learn.
Students will get insights ofthediet
in the 1820s by watching a
documentary and completing a
InstructionalStrategiesUtilizedandhow:
Keeping a physical record of their ideas and thoughts: teacher will write on the
smartboardandsavethewritings.
Group discussions: asking openended questions and using their prior knowledge.
Encouragingthemtotalkandexpresstheiropinions.
Group work: will have to share their thoughts, ideas, and information in the
document.
Usinghumor:tohelpstudentsretainimportant concepts, theteacherwillusehumor
inappropriatesituationsandways.
Critical Thinking: By trying to make sense of the past and connect aspects to the
presenttime.
Students interest in mind: based on the KWL chart that thestudentswillcomplete,
theteacherwillkeepintoconsiderationtheirinterestswhenplanningtheactivities.
Simulations:
AchievementCategory:
AssessmentStrategy:
Assessment
Check off the categories to be What student does that will be Tool:
assessed?
ContentKnowledge
The document
that the teacher
distributed to each
student, which is
divided
into
different cultural
categories
and
their
individual
biography.
Ideas:
BIG IDEA: 1Where a society is located affects its organization 2Its important to
know how its organized because it informs us of of way of life, cultural
characteristics, land use, etc. how does the organization of a society affect peoples
culturalidentity
Culminating Task: Ask students to build their own society keeping in mind
constraints students have to go investigate a community + mapping my community
orcreateamapofmycommunity
Subtasks:
http://homes.chass.utoronto.ca/~reak/hist/empire.htm
http://homes.chass.utoronto.ca/~reak/hist/mbank.htm
http://www.alloprof.qc.ca/BV/Pages/h1167.aspx
QEP:
http://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/pdf/educprg2001bw/ed
ucprg2001bw071.pdf
Crosscurricularcompetencies:
http://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/pdf/educprg2001bw/ed
ucprg2001bw020.pdf