Lesson Plan

Date:
Subject: Social Studies 9 Grade: Nine
Topic: Essential Question (from unit, if applicable): Are, we all treaty people?

Materials:
Worldview assessment conducted by students( http://annickdewitt.com/worldviewtest/), computer,
projector, https://prezi.com/zknnms59z-bz/cree-worldview, Eight differences between
Indigenous and western worldviews Info sheet, Power point, 2 videos;
https://www.youtube.com/watch?v=VXnSE0uvwzM, https://www.youtube.com/watch?v=IDFIDV3_iZM, student journals

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Understand that different people have different worldviews

Outcome(s): Outcome: PA9.2

Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the
societies studied.
a. Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans,
comparing the worldviews of the two.

PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and
equitable environment for the empowerment of all learners; and
1.4 a commitment to service and the capacity to be reflective, lifelong learners and
inquirers.
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties,
Residential School, Scrip, and Worldview);
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content, and
perspective into all teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Worldview exam sheet, Journal entry, large and small group discussion.

This will allow me to understand what students already knew what worldview is. What
their world view is(will help later when making groupings for treaty negotiations). Journal
entries will help both myself and the student to see if they are learning anything.

Assessment OF Learning (summative) Assesses the students after learning to evaluate

what they have learned.
Not Applicable

Stage 3- Procedures:
Indicator: Conduct an inquiry of North American Aboriginal peoples with Europeans, comparing the worldviews of the two

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

5 minutes - Asking students what they thought about the world view exam and
the results, tell them we will be watching a few videos (always exciting), going
over what we will be doing for the remainder of the lesson

Main Procedures/Strategies:
Indicator: Conduct an inquiry of North American Aboriginal peoples with Europeans, comparing the worldviews of the two

20 minutes - Watch two videos: https://www.youtube.com/watch?v=VXnSE0uvwzM https://www.youtube.com/watch?

v=IDFIDV3_iZM,

10 minutes go over power point and Prezi asking students to take simple notes

10 minutes - Handout with specific differences of worldviews discuss each pair with students as a group, have them add
to their sheet

10 minutes - Have students in groups of 2-3 compare the results of their test and see if the agree or disagree and why.
Have them write down their ideas on their test results and add them to their journal/portfolio

Closing of lesson:

5 minutes - Journal entry Did they understand their worldview before today? Did they know they had a worldview
before today? Did they learn anything about how their worldviews differ from other world views?

Personal Reflection: Hopefully the students will take the worldview assessment exam, I will
explain to them I they do not then they will be lost. If students do not have access to the
internet I will help them (I will already know who has internet access as well as access to a
printer). This Unit has a good flow and should keep students engaged throughout, there is
not a tremendous amount of content but there is an ability to contextualize and
personalizes that content.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)