Faculty of Education Lesson Plan Template

Subject / Course: History Grade Level: 8 Topic: The Gold Rush (British Columbia) AT Name: Mr. Goles

TC Name: Robert Ciccocelli Date: Tuesday October 16 2012 Time of Class: 55min Room # / Location: 206

1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson

a) Expectations: (list. 1-3 specific expectations from the Ontario curriculum} Be realistic about how much you can accomplish in one lesson. describe the internal and external political factors, key personalities, signicant events, and geographical realities that led to the creation of the Dominion of Canada in 1867, and to the growth of Canada as other provinces and territories joined Confederation; use a variety of resources and tools to gather, process, and communicate information about the needs and challenges that led to the formation and expansion of the Canadian federation;

b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by the end of the lesson? How will you know they have learned?) -Students will discuss why gold miners and prospectors came to Canada to gold mind. -Students will relate gold miners experiences to their families experience coming to Canada. -Students will Identify why British Columbia chose to join the Dominion of Canada.

c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned what you want them to learn.) -Discussion of first hand documents, photos. -Work sheet on the Gold Rush. -Whip Around (consolidation)

2. Preassessment and Accommodations/Modifications

(What can you do to ensure the success of all students?) Preassessment: (Describe the student(s)) Academic Needs: (e.g. student finishes early or doesnt finish. e.g. Student has difficulty understanding Accommodation/Modification: (how will you adapt your lesson?) -Students finishing early will read the next session of the history textbook to prepare for the next lesson, The Metis and Ruperts land.

Behavioural/Social/Emotional Needs: e.g. student distracts others, gets out of his seat.

-Distracted students will be asked to remain on task. -They will be reminded what they do not finish in class

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e.g. student does not participate

is homework. -If the class begins to speak while I am speaking, I will remind them about the class rules on speaking when someone else is speaking. -Students who cannot see the board or hear me clearly will be invited to sit closer. -The teacher will pay close attention to ESL students. -If they need any help the teacher will help them with what they need. -ESL students may use the help of the ESL teacher to complete their work.

Physical Needs e.g. student difficulty seeing, hearing or moving Diversity Needs: e.g. student has difficulty communicating in English e.g. accommodations due to different cultural background

3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth transitions? -Students will remain seated in their seats. They may consult a seat partner for help. -The students will be reminded that they are to communicate with each other in an acceptable fashion

4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students) -Power point presentation, discussion of photos. -Work sheet. - Whip Around

5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference those here) -Power point presentation of the Gold Rush through primary documents. -30 work sheets entitled The Gold Rush

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6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds-on, Instruction, Application and Consolidation with approximate times for each portion with enough detail that another teacher could teach your lesson) Time Teaching and Assessment Strategies/ technology use Detailed Description of your lesson including question

10min

Discussion

Introduction (Hook) What activity/questions will you use to introduce your lesson? -Begin with getting students attention, eyes on me. -Begin power point presentation on the Gold Rush. -Begin discussing the first slide, The New Eldorado map of the gold rush. -Relate picture to students lives. -Discuss the title of map and what does it mean. - Opportunity. - Wealth. - A new start. - Adventure. -Whose family has moved to Canada from another country? - Give example of my grandfather who came to Canada in the post war period. - Ask for students stories. - Why do these people come to Canada? A better life. - Some things never change in our history. - Canada is a nation of immigrants and always will be so. - It is a defining characteristic of us. -Transition to the next slide and Continue presentation Instruction/Application Detail what you will say, questions you will ask, and activities for the students.

30min

Exploring the Gold Rush through Primary Documents. (photos)

-Define what is a primary document to students: - Original materials -Slide Two The Working Life -Ask students what they see in the photos? -Begin to discuss with students how hard the work it was work in the gold rush. - Gold miners and prospectors worked on their hands and knees in the dirt. - Most of the time they would pan for gold in streams of water. - Cold, damp and dirty. -Discuss to students how the Gold rush drew many people from North America and the rest of the world. - The picture on the right is of a Chinese prospector. - An example of the aforementioned point. - Why did so many people come?

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- Adventure and the idea of wealth. -Lead discussion to next slide (3)on The Cariboo Trailer -Show students the slide and let them try to gage the distance of the trail. -Ask them, if anyone has driven ten hours in a car? That is about how long the trail is (723 km) -Now ask students how about making that journey on a wagon. -Wait for their reactions. -Move onto the next slide (4) The Journey -The journey was long and dangerous, as seen in the left picture. - The terrain was rocky and full of trees, much different than our environment in Toronto. - To help prospectors and miners, the government built the Cariboo Road. - Not like the roads of today, made of dirt and stones. - This at least gave a clear pathway for wagons to travel to mining locations. - Still very dangerous, note the cliff in the picture. Direct students attention to slide 5, Displacement of Native Americans - To make room for new settlers and prospectors, the Government moved Natives off their lands to reserve. - Even though the gold rush brought a lot of money to B.C. it created a lot of displaced people. - Define displace to students. People forced to leave from their home - Ask the students how they would like to be forcefully removed from their home and be relocated in a place they have no ties to, to make room for somebody else. - As many positives the gold rush had, there is a tarnished legacy attached to it. Ask What do I mean by a tarnished legacy? Move onto the 6th slide, Population. -In this slide simply discuss how the population boomed within a single year. -Discuss how it fell after the gold rush, but nonetheless many people still lived in the colony. Direct attention to the final slide, American Annexation After the gold rush many people feared they would be annexed by America. - Many business men wanted to stay in connection to their British roots and business partners. - A reason why B.C. chose to join the Dominion of Canada in 1871. -Ask students what they see in political annexation cartoon? - Uncle Sam ready to catch Canada in its hands. This is the meaning Annexation. - Mother Britannia is the proud mother watching her young child (Canada) walk on its own for the first time. - Walking on their own; confederation, standing up for themselves. - Child playing with weapons. Ask students what that may mean?

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Work Sheet 10min

Young children should not play with guns. Canada will rebel?

-Hand work sheet out entitled the Gold Rush. -Instruct students they will have the next 10 minutes to work on the hand out. -Let students know what they do not finish in class is homework. -Also let students know I am here if they need any help.

Whip 5min Around

Consolidation- Referring back to the learning goals for the lesson, how will you know they have learned? In a word or two students will tell the teacher as well as their peers what they have learned today. - ie the Gold Rush forced Native Americans onto reserves.

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7. Reflections: To be completed after you have taught the lesson. (In this section,
you will assess the effectiveness/ineffectiveness of your lesson and of your teaching. a) Effectiveness of your lesson. Include 2 or 3 lesson elements that were effective/ineffective. You may comment on some of the following: pacing of your lesson: variety of teaching and assessment strategies effective, and student engagement. What do you need to learn more about? What do you need to work on when planning your next lesson? Should you discuss something with your AT or your FA? What was effective/ineffective about your lesson Pacing-effective How do you know? Students understood and grasped concepts I was teaching. What steps will you take to improve? I will improve be creating a less tense atmosphere for students to learn within the classroom. This will help in pacing the lesson Perhaps next time I will alter the whip around activity; I would simply ask students to write down something they learned

Consolidation-Whip Around ineffective

Students could not think on the spot to answer this question.

b) Effectiveness as a Teacher: Include 2 or 3 comments about your effectiveness as a teacher or areas that could be improved such as classroom management, questioning, adaptability, and oral/written communication. What was effective/ineffective about you as a teacher? Classroom Managementeffective. How do you know? Students responded to me asking them to stop talking. They did so without any problem What steps will you take to improve? Continue to use proximity and pacing and never staying still in the classroom. Circulation and proximity has thus far helped me curb talking in the class. I will continue to integrate first hand documents in forms of photos to give what I am speaking about a face or something a student may relate too.

Oral communication-effective.

Students seem interested in the gold rush photos I showed them.

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