Lesson Plan

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

Materials: Computers, Collaborative Mind Map Software, Student Journals

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

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:

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

5-10 minutes Refresher on Collaborative Mind Map Software - Students will
be working in four groups, to collaborate on this topic. This should encourage
them because they will not have to do everything themselves.

Main Procedures/Strategies:

3 minutes Watch short video on what are values. https://www.youtube.com/watch?

v=_PMCJBXff_Q

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:

Write about their experiences with the collaborative mind map. Was
Journal entry 10 minutes
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.
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)