Activity Plan

Activity Title:The Great Debate Grade: 8 Subject: History Strand: A

Activity Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
For this activity students are to create two posters that depict Louis Riel as a hero and as a traitor. Students may use a
computer program or create their piece by hand. Students must include three facts for Riel as a hero and three as a
traitor. Students must use three different primary sources to find their six facts. These facts should not be direct
reflections of each other such as: Louis Riel murdered Thomas Scott and Louis Riel did not murder Thomas Scott.
Students should use a combination of images and words to convey their argument and their facts must have a
historical backing.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events,
developments, and/or issues that affected Canada and/or Canadians between 1850 and 1890
A3. Understanding Historical Context: describe various significant events, developments, and people in Canada between 1850
and 1890, and explain their impact
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A2.2 gather and organize information and evidence about perspectives of different groups on some significant events,
developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources
A2.5 evaluate evidence and draw conclusions about perspectives of different groups on some significant events, developments,
and/or issues in Canada during this period
A3.5 identify a variety of significant individuals and groups in Canada during this period
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● how to use primary sources to support an opinion
● how to provide evidence of an event from various perspectives
● how to research to prove a point
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: identify primary sources and use them to support my point

I can:identify Louis Riel and his significance to Canada’s history and explain the different perspectives about his actions
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

This activity could be used as either assessment AS or OF learning. When used as assessment as learning the teacher is assessing
students ability to find and appropriately use primary sources to prove a point. When used as assessment OF learning the teacher
can evaluate students use of primary sources, the historical content and connections made and whether students have accurately
portrayed each view of Louis Riel.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*students will have learned about the red river resistance and Louis Riel, students should know the two different perspectives
of Louis Riel in history
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
● students can host a debate as a class

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ● an online debate or discussion could be hosted
● Students could also write an opinion piece
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)

Red River Resistance Louis Riel Traitor Hero Thomas Scott Sir John A. Macdonald Metis
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● art supplies or a computer lab
● resources on Louis Riel
● debate exemplar
Learning Environment (grouping; transitions; physical set up)
Space where students can work effectively or a computer lab

Cross Curricular Links

Art, Computer studies, English, Philosophy
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
*Introduce students to the activity, give them the *Listen attentively, ask questions if necessary
guidelines, either on the board or posted on the wall *Start researching for their 6 facts
on paper *Input facts into their creative posters
*Show students the exemplar of a possible poster *Edit and revise
format
*Circulate, answer questions, keep students on task,
prompt further thinking
Extension Activities/Next Steps (where will this lesson lead to next)

● students could choose a perspective and create a newspaper article with historical facts
● in groups students could film and edit a newscast, a talk show or a public service announcement etc on Louis
Riel as though that technology was available at the time

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013