Académique Documents
Professionnel Documents
Culture Documents
Teaching to relevance is extremely important. Students must not just understand content but it must reflect the ever-
changing landscape of society. The ability to take content and apply it in the future is crucial to a life of learning. If
content does not resonate in the present and the future than learning ceases once students leave the classroom.
Understanding the past and present circumstances which lead to future consequences will only serve to help with a
current understanding of self and community. The ability to look at the community and understand what historical
aspects lead to the current state of things helps with understanding, and can then lead to future, self critical,
evaluation of ones own place in that larger structure.
Once understanding of the first two aspects of BALs has occurred only then can students become engage. Engagement
with no understanding or purpose can have ineffectual results. Only after ones understanding is sufficient can an
individuals values, attitudes, understanding and skills be used to benefit all. Understanding the social and historical
process that lead each of us to the present will create a student who wants to change, not only himself, but others for
the better.
Cross curricular Competencies
How will this unit promote the CCC?
Developing Thinking
This unit focuses on integrating information into a meaningful contextual application of that information. The context
includes past and present influences on society. Resulting from trying to create a treaty as well as presenting in context
all the information, reflecting and understand that has occurred; students will have to think in depth about what they
have learned, as well as their own place within that context.
Understanding the history that lead us to the present can only serve to increase ones caring for self and others.
Looking at various worldview and then applying those to a situation will allow students to see the diversity of human
beings as well as what various societies see as import rights and responsibilities. The various outlooks encountered will
see how all of us are part of and rely on the environment.
Developing Literacies
Students will have an opportunity to contribute to and be informed by various differing literacy applications. This will
allow students to utilize a variety of literacies. They will be able to utilize their best skills for their assessments, while
simultaneously being exposed to various other forms that they may not have mastery of yet.
Understanding the expectations and needs of following the treaty creation process will give students a new and better
comprehension of group interaction. This will include the process of reasoning of what is important to various groups. It
will also include looking at the ideas of self-preservation in context of the natural world.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied.
a Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of the time period.
a Assess the treatment of indigenous populations by the imperialists 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.
a Evaluate the authenticity and validity of information sources used in the inquiry process.
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied.
a Investigate the strategies used to acquire and distribute resources in the societies studied.
a Compare the perspectives regarding the distribution of resources in the societies studied, and assess the results in terms of consequences for the populations
of the societies.
a Research the processes for decision making regarding production and distribution of wealth and resources in the societies studied.
a Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth.
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire because of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviors that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this result of their work in this unit. These will come from the
unit. indicators.
1) Formative assessment on first day, Treaty Trivia Quiz, will 1) Students will journal through the process so that their self-
help students to know what they know about the treaties. reflection will help them to understand how their
2) 5-10 minutes will be allotted at the end of most days for perspectives have changed.
journaling, these entries will be handed in on a weekly 2) Taking notes while the other group of students creates their
basis. treaty will help them to analyze and understand where
3) In groups create a list of things such as; resources, social, they could have done better or where they in fact did a
education and goals that should be included in the treaties good job.
and a brief explanation about why. This will include both 3) Self-reflection at the end will allow them to show that they
indigenous and European perspectives. have in fact understood the treaties, the process and if
4) Participate in one of two treaty making processs. they have changed their perspective about the treaties.
5) Take notes while observing treaty process
6) Submit 3 journal entries and reflection notes
7) Participate in post Treaty Process debriefing.
8) Create and present a culmination of knowledge project in
groups of 2-3
How will you engage students at the beginning of the unit? (motivational set)
The big hook for this unit will be the treaty creation activity This will give students something that is not only fun but
informative and will create a sense of ownership over what they are learning. Also the realization that there will be no
unit exam but instead a group presentation, should help to create excitement about the unit. The introduction of varies
responses to self assessment, should keep students on track in regards to personal success.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources
1 Treaty Trivia Motivational/Anticipatory Set (introducing topic while engaging the students) Treaty Trivia
The main motivation will be attempting to get them excited about engaging in the treaty negotiation activity. Quiz and power
Quiz point, Treaty
This hands on learning experience will hopefully engage them with the content moving forward.
Negotiation
Main Procedures/Strategies: Activity Sheet,
15-minute Treaty Trivia Quiz, I will give the quiz in an oral format, the students will respond on paper. Including Unit Summative
partner marking. I will collect these and do a small 5-minute presentation about the class results at the beginning Assignment
of the next lesson. I will consult the students immediately to see if there is anything about the results that they Sheet,
want to discuss. Questions/concerns Are we all
10-15-minutes handing out and discussing the Treaty Negotiation activity, including questions. Treaty People
work sheet,
- Likely questions; can we pick our own groups?, will we be marked on this?, do we have to participate in
Road Map for
the process? Success
10-15-minutes handing out and discussing the final summative presentation-including the outcomes and
indicators/expectations about the presentation, including questions
- Likely questions; how long should our presentations be? Can we pick our groups members? Will we have
time to work on this during class?
10-15-minutes small break out session with work sheet to discuss the question Are we all treaty people?. In the
context of the promises and expectations of both the indigenous populations and the governement of Canada.
Looking at it from a present-day perspective.
Closing of lesson:
Whatever time is left should be roughly 10 minutes will be used to have the groups come back together and
discuss what they have come up with.
2 Plains Look at the tabulated results of the treaty trivia quiz, Power point lecture w notes (skeleton provided), brief P.P.,
Imperialism discussion and journal entry. skeleton
Topic; the imperial activities of a society, critique the reasons for imperialism in the context of the time period notes,
For Tomorrow: look at one specific indigenous group in Canada and look at how they were treated between the
period 1600-1900, 3-5 points
Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied.
Research the imperial activities of a society studied, and critique the reasons for imperialism in the context of
the time period.
3 Indigenous Brief discussion about individual findings, have students write similarities and differences on the board. P.P.,
Peoples Power Point lecture w notes (skeleton provided), brief discussion about their previous finds and the new skeleton
information. Journal entry notes
Have students at home do the world view test and print and bring back the results for tomorrow,
http://annickdewitt.com/worldviewtest, This will be checked
Assess the treatment of indigenous populations by the imperialists in the societies studied
Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied
Assess the treatment of indigenous populations by the imperialists in the societies studied.
4 Various World Homework Check: the students were required to complete the worldview quiz. Worldview
Views assessmen
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 t,
few videos (always exciting), going over what we will be doing for the remainder of the lesson computer,
Main Procedures/Strategies: projector,
Indicator: Conduct an inquiry of North American Aboriginal peoples with Europeans, comparing the worldviews of the two
prezi, Eight
20 minutes - Watch two videos: https://www.youtube.com/watch?v=VXnSE0uvwzM https://www.youtube.com/watch?
v=IDFIDV3_iZM, differences
10 minutes go over power point and Prezi asking students to take simple notes Info sheet,
10 minutes - Handout with specific differences of worldviews discuss each pair with students as a group, have them add to Power
their sheet
point, 2
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 videos,
student
Homework Check: the students were required to complete the worldview quiz. Have they annotated it with comments? journals
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?
Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied.
Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans,
comparing the worldviews of the two.
5 Work Period I will likely arrange the students seating pattern so that students who scored varyingly on the worldviews quiz Computers
will sit next to each other.
The students and I will spend the first part of this work period talking about and generating ideas of how to best
approach these various presentation choices; Pod cast, Prezi/Power Point, Story Board, Individualized
speech/paper
I will hand out briefing of how to find information suited to each of these choices.
Also quick overview of blooms taxonomy and having to incorporate higher order thinking into their presentation.
Time to work on presentation, including material that has already been covered
Hand in Journal entries.
With computers students, will work on their projects, I will facilitate questions/concerns
Students will need to have 5-10 points of information that will be included in their summative assessment. I will
be checking the next day to see if students have complete this.
6 Validity of Have students completed the required 5-10 points of information Striplin Model of
Inquiry handout,
source w attached
problems with
material Look at the Striplin model of inquiry (source validity) source material
Examine some of the problems associated with material coming up from the past in
regards to the subject matter.
Indicator: Evaluate the authenticity and validity of information sources used in the inquiry
process.
Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups
in the societies studied.
Evaluate the authenticity and validity of information sources used in the inquiry process.
7 Resources Power point presentation w notes (skeleton provided); strategies used to acquire and distribute resources P.P.,
Acquisition ( indigenous and Europeans) skeleton
and notes
Journal entry
Distribution
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the
societies studied
Investigate the strategies used to acquire and distribute resources in the societies studied.
8 Perspectives Students will jigsaw a specific resource type and its specific distribution and associated consequences. These Resource
on Resources resources and distribution will be identified from the previous lesson. This will be based on specific worldviews Sheets
as previously learned.
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the
societies studied
Compare the perspectives regarding the distribution of resources in the societies studied, and assess the results
in terms of consequences for the populations of the societies.
9 Values? Small groups will discuss and Infer the values of the societies studied according to categories of acquisition and
distribution of resources and wealth.
Show tutorial video and give an explanation of Mind mapping software that will be being used for the following
days lesson.
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the
societies studied
Research the processes for decision making regarding production and distribution of wealth and resources in the
societies studied.
10 Power Motivational/Anticipatory Set (introducing topic while engaging the students) Computers,
Structures 5-10 minutes Refresher on Collaborative Mind Map Software - Students will be working in four groups, to collaborate on this topic. This should Collaborati
around encourage them because they will not have to do everything themselves. ve Mind
resources Main Procedures/Strategies:
Map
Software,
3 minutes Watch short video on what are values. https://www.youtube.com/watch?v=_PMCJBXff_Q Student
30-40 minutes - Students Will Infer the values of the societies studied according to categories of acquisition and distribution of resources and
Journals
wealth. They will work collaboratively using the information that they obtained from the previous lesson about resource and wealth
distribution. Collectively they will attempt to classify two groups; one Indigenous and one European. This will be done in software connected
groups of roughly 4.
Closing of lesson:
Journal entry 10 minutes Write about their experiences with the collaborative mind map. Was it useful to work together? Was a visual layout
better than simply writing notes about their research? What other topics could you see yourself using this format?
Hand in Journals
11 Work Period Time to work on presentation, including material that has already been covered Computers
With computers students, will work on their projects, I will facilitate questions/concerns
12 Treaty prep Talk about the process, go into detail about how the next two days will go, expectations chart paper, markers,
and tape
about taking notes when not participating, what is exactly going to happen during the - gummy worms
- optional books/videos
15 Work Period Time to work on presentation, including material that has already been covered Computers
16 Work Period Time to work on presentation, including material that has already been covered computers
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional The seating plan for this unit can be adjusted. I see this happening in two ways.
practices, and/or the learning environment to meet The first being grouping like minding worldviews together, and then grouping
the learning needs and diversities of all my opposite mined worldviews together. This will give people a chance to hear
students? both similar and opposing viewpoints. Having a fluid seating arrangement will
give me a chance to move any students around who are struggling without
anybody being able to directly identify this. Students will know what is
expected as a summative assessment at the end of this unit, I will be able to
talk specifically with students and determine if they are comfortable with the
options and if they need any support, with understanding or content
modification. Student journals which I will be reading weekly will give me a
chance to identify students who are not understanding or producing thoughtful
outcome geared work and thus target them specifically for additional help.
There is not a tremendous amount of subject specific language for this unit so
students who are unfamiliar with English can be scaffolded through any
unknown terms. Any difficult vocabulary could be accompanied by a visual
component. Students will be given an opportunity to pick their own
presentation type for the summative assessment portion at the end of the unit.
Instructional Approaches:
Do I use a variety of teacher directed and student There are various approaches utilized in this unit. They included; teacher
centered instructional approaches? directed, self-directed, large group directed, small group directed. I believe that
there are adequate and varied approaches to this unit. The start of this unit
focuses on a Structured overview of the unit so the students get a roadmap of
where we need to end up. There are elements of lecture and storying telling
coupled with videos to encourage the students to see that I know what I am
talking about and that they can seek assistance from me in the more student
directed instructional portions of the unit. Explicit teaching is powerful when
used in small doses, some of the lesson have specific content which needs to
be taught explicitly. Students will need to problem solve during the treaty
simulation as well as roleplay their various positions. I will only be facilitating
this process it will be student orientated and student directed. Students will
reflect in their journals, and this reflection will help shape their summative
assessment as a portion of that growth will need to be included within their
presentation. Students will attempt to find meaning in areas such as the
perspectives on resource distribution as well as thinking about how they have
changed their mindset during the unit. The expectation for the summative
assessment is that students will not only show that they have learned the
specific content but also that they have attained understanding of the concepts
in relation to themselves. Research will be done to complete the summative
presentation and this will not just be simple facts but a show of analysis and re-
representation of the information. There are elements of discussion, both large
and small groups, this will occur with like mined and differing minded
individuals.
Resource Based Learning: How Canada Became Canada Series; Author(s): Nelson, Sheila.
Do the students have access to various resources
on an ongoing basis? Treaty Essential Learnings: We Are All Treaty People: Office of the Treaty
Commission
The text book being used is How Canada Became Canada Series. Various
pieces of the Treaty Essential Learnings will be photocopied and made available
to the students. Computers will be utilized to construct and to do research for
the summative assessment.
Students will be given the Unit outline (treaty outline, summative presentation
requirements) sheet which they will use as a basis for their interaction with this
unit.
They will largely have access to all of the supplied and required information to
be successful at the objectives of this unit.
Skeleton notes will be provided on various topics which the students will retain
for further exploration and studying.
FNM/I Content and Perspectives/Gender This unit is based in FNMI and multi-cultural perspectives. Students will be able
Equity/Multicultural Education: to draw key parallels between themselves and the content, from many different
Have I nurtured and promoted diversity while perspectives. This knowledge will allow them to look beyond the simple while
honoring each childs identity? creating a shared sense of responsibility in regards to cultural sensitivity.
During the course of this investigation if they are any students who wish to
included their own worldviews because they are different they will be
encouraged to do so.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
Reflection/Justification
As a teacher, I am striving to incorporate FNMI content into my teaching style. This is not because the government has mandated it in
the curriculum, this is because I feel that it has to be incorporated. This does not simply mean FNMI, but a multicultural approach as well. A
Eurocentric approach is not acceptable anymore, nor is it justifiable. I tried to approach these outcomes in that manner. My approach was
based on the idea of, how much can I actually use the curriculum to teach FNMI content. I have created a unit plan which almost exclusively
looks at outcomes through a FNMI lens. This has been accomplished by gearing it towards the treaties and the process of making a treaty.
There are many ways in which I look at this content, including; formative assessment, journaling, lectures, an interactive student driven
activity and final summative presentation. Through these various means students will gain a more complete and diverse understanding of the
past, present and future. They will also have a clearer understanding of their own place in our society as well as, how we all fit together. I am
hoping that they will have more sympathy and a willingness to change themselves and society for the better.
There is a statement that says, We Are All Treaty People, which I like and has gained a lot of traction in the last many years. I took that
saying and I flipped it around to a question which states Are, We All Treaty Peoples?. This is a critical approach to these outcomes, asking
the students to investigate the past and the present, analyze that information, then evaluate if the statement is true or not.
summative assessment to the provincial curriculum but I state the outcomes an indicator directly in the unit plans several times.
The summative assessment questions are taken directly from the curriculum. The students will know at the start of the unit
what they will be expected to know and the summative assessment product they will produce. They will also have, in the larger
picture sense, an idea of what information we will be going through, this is because the information and the questions are
completely linked together. As each indicator is examined the class will be made aware how that links to the outcome in
students to know and learn by the end of each lesson. The information is quite specific so the learning goals are self-evident,
individual and group work, to the integration of technology as well as well lead teacher organized information. On a day to day
basis I try to keep students engaged in the process of learning by allowing them to have time to do things on their own as well
as providing them with structured instruction. Through various means including; structured overview, lecture, explicate
teaching, practice, Problem solving, reflection, concept formation/attainment, roleplay, simulation, research, journaling and
discussion student will gain a greater understanding and be able to analysis the information more thoroughly.
4. My lessons are ready to be used
a. The lesson that I have included in culturally responsive teaching has all the necessary requirements to be successful, including
portrayed. Not only can it inform students but also teachers. Part of the summative assessment will be the students looking
back at their own formative assessment and reflecting on that. Looking at and understanding students relative knowledge is
done through observation of group discussion as well as through reading journal entries.
6. I create summative assessment
a. In the interests of creating summative assessments with an adapted and self-directing layout, my summative assessments has
each of these characteristics. The summative assessment for the unit will allow students to show not only the factually based
things they have learned but also higher order thinking, by relational and analytical presentation of the information. The
summative assessment can be easily modified to fit any learning style, encumbrance or gift.
7. I set and use goals for enhancing my professional development
a. As a professional it is incumbent upon us to continuously recreate ourselves as better teachers. With that in mind I looked to
one of my weakness, namely treaty knowledge, and sought to expand upon that. Thus, turning that weakness into a strength. I
am constantly trying to facilitate personal growth. This unit itself is representative of that as I am taking a weakness and
making it a strength.
10. I can incorporate technology in my planning
Technology is an integral part of this unit. I use technology individually and with the group, my students use technology individually
and with the group. There several varying uses of technology which range from simple power points and Prezi, to collaborative mind maps
and full summative assessment based on student integration of technology. As much as possible I encourage students to not only utilize basic
technology but integrate it seamlessly and productively into what they are trying to accomplish.
11. I can demonstrate a culturally responsive instructional stance
The informal nature of certain aspects of my unit will give me a relative sense of individual cultural affiliation. Instance like the
worldview lesson, will give me insight into student thinking and thus an ability to understand their personal belief system and response
accordingly. Students will have an opportunity to give their own perspectives without fear of retribution from me. I hope that every student
will be able to express themselves and this will inform the rest of the students throughout the unit.
12. I can use all four types of questions
a. Trying to lead students to the results you want can be a difficult task. This can be especially true when It comes to the conent that I
am trying to tackle with this unit plan. This information can engender immediate hostility or compassion, and both must be address and
understood to move students forward. The overarching theme that I am asking of students to follow, stems from An essential question which
hooks them in a polarizing fashion, and hopefully guides them to a better understanding. After which the can lead themselves back to the
a. My summative assessment has differentiation and adaptation at its core. Because all students will be presenting with varying
products it will be easy to adapt and differentiate anyone students project. The information itself easily lends itself to reduction in content
without losing the outcome goals. Students will have an ability to contribute to the goals of this unit, this will allow them to participate in
a. This unit has a little bit of everything from; group work, discussions, individual work, lectures, large group work, and
presentation. I believe that this unit will engage students in a meaningful way. However, depending on the group of student things may have
to be altered in order to facilitate a more or less talkative group of students. The treaty activity and final presentation that the unit builds to
should provide enough incentive to keep students engaged with the material. Moving from one activity to the next will provide respite and
16. My planned activities would improve the discipline specific literacy skills of my students
a. Social Studies is the study of society and all of the things that entails. Society is made up of many facets, not least of all is ones
ability to integrate and present differing yet linked information. Throughout this unit students will build upon their knowledge of society,
history, and their own place within that framework, they will be expected to respond in an insightful and analytical way. The final project will
force them to speak and inform their fellow students in a means directly related to social studies.
17. I can create a unit that would achieve the outcomes and the indicators
a. I have taken all the course material straight out of the outcomes and indicators. I believe that it adequately incorporates the
elements of the curriculum. The students will know exactly what they are expected to know and reproduce and the outcomes and indicators
that make up the information that will be given. During each lesson students, will be told what we are focusing on and how that will relate
back to the outcomes we are hoping to fulfill. The formative and summative assessments will provide students with a deeper understanding of
18. The final task in my unit elicits evidence of application in a new situation
a. for the summative assessment as much as it is about representing the information it is also about how the students engaged with
that content. They will be providing their own feedback about their change in outlook about the current situations in our society. Because I
expect my students to restate this information in differing means they will be able to transpose those skills outside of the class room. The
process of the treaty negotiation will also be very useful in new situations as anyone is constantly being expected to negotiate everything in
their lives. Studying the way that you learn over time as well as have to go back and re-evaluate what you previously thought and wrote helps
19. I can create a unit that would assess the outcomes and indicators
a. Everything in this unit builds towards the summative assessment. This assessment incorporates personal and teacher driven
feedback as well as individual research opportunities. The outcomes and indicators are evident to the students from the very beginning. This
will allow both the student and teacher to fully engage with that content and expectations. The assessment expectations are straightforward,
and the students will have had some input into the rubric for that assessment. The outcomes and indicators drive all of the decisions for this
unit and its assessment. The information that is expected to be given and the understandings that are to be achieved aligned directly with the
outcomes as stated. Formative assessment throughout the unit will allow me to understand if the student will be able to fulfil the requirements
a. I feel Like I have definitely improved this unit plan. I see now that there is a long way to go before this is teachable. However, I
think that I have a much deeper understanding of what is required for student success. The idea of this process is not for me to learn how to do
what I expect the students to do, but for me to understand how to properly adjust my plans in order to facilitate any various changes that may
occur as a result of student variability. I think one of the biggest benefits of this process is understanding where a teacher has strengths and
weaknesses. For me that is very apparent to myself. I am a big picture thinker and this has let me see that very clearly. Moving forward what I
need to focus on is the details. Not what I am going to do in the grand scheme of things, that comes easily, but how am I going to, on a day
aby day basis for my student, bring them the success that I want them to have.
Lesson Plan
Date:
Subject: Social Studies 9 Grade: Nine
Topic: Essential Question (from unit, if applicable):
Are, we all treaty people?
Students will infer the values of the indigenous and European societies based on resource distribution, worldview(earlier in unit) will
also play a role in student understanding of this topic.
Outcomes
Outcome: RW9.1: Compare differing perspectives regarding the acquisition and distribution of resources and wealth in the societies studied.
Indicator: Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth.
PGP Goals:
1.2 ethical behavior and the ability to work in a collaborative manner for the good of all learners;
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);
2.4 ability to use technologies readily, strategically and appropriately
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of
individual learners and support their growth as social, intellectual, physical and spiritual beings.
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.
Students will be writing in their journals for the day about their experiences with the collaborative mind map. Was it useful to work
together? Was a visual layout better than simply writing notes about their research?
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Possibility to use this mind map in their summative assessment.
Stage 3- Procedures:
Main Procedures/Strategies:
30-40 minutes - Students Will Infer the values of the societies studied according to categories of acquisition and distribution of resources and wealth. They will work
collaboratively using the information that they obtained from the previous lesson about resource and wealth distribution. Collectively they will attempt to classify
two groups; one Indigenous and one European. This will be done in software connected groups of roughly 4.
Closing of lesson:
Journal entry 10 minutes Write about their experiences with the collaborative mind map. Was it useful to work together? Was a visual
layout better than simply writing notes about their research? What other topics could you see yourself using this format?
Hand in Journals
Personal Reflection: Students should have a good grasp of the software as we will have worked with it for roughly 20-30
minutes. I will be there to help them to understand how to use the software. I do not know whether the student groups
should work near each other or be separated. Students will be able to use this mind map in the summative assessment if
they choose to.