What do we think of Pre- Confederation Canada?

Grade: 5
Subject: Math and Social Studies
Strand: Statistics and Probability
Learning Outcomes:
5.SP.3 Describe the likelihood of a single outcome occurring, using words such as:
 impossible
 possible
 certain
5.SP.4 Compare the likelihood of two possible outcomes occurring, using words such as:
 less likely
 equally likely
 more likely
KI-013 Compare daily life in Canada East and Canada West. Include: language, religion,
government, laws.
KH-040 Identify people, events, and results of the 1837 to 1838 Rebellions and explain their
impact on the development of Canada.
KH-041 Describe the origins of Confederation and give arguments for and against Canadian
Confederation.

Assessment:
Formative Assessment: the teacher can observe where the students place their block at the
beginning of the topic and whether or not they move it at any point within the three school days.
It will be clear at the end of the three days whether or not the student understands the historical
concept they are working through as well as the mathematical side as the entire class should
draw the same conclusion at the end of the three days. Students will keep a journal recording
their class (and their own) predictions and conclusions. If it is not clear whether or not the
student understands, the teacher can request students to write a paragraph explaining why they
put their block where they did.

Instructional Strategy
Activate:
Materials: Teacher- board with a ledge for the blocks to sit on
Student: 1 block each
Each student will decorate the four sides of their block as the following: their name, favourite
colour, favourite number and one side to be left blank. The students will use these blocks to
graph their predictions and conclusions about a variety of Canadian history topics.
To ensure the students understand what exactly this graph means, we would begin with simple
questions that they should already know the answers to at this point in the Thematic Unit. For
example: How likely is it that there were Indigenous people living in the Canadian West before
settlers expanded?
The students options will be: impossible, possible or certain. With this question all of the
students should place their block in the certain column since they know this to be fact. For about
a week or two we would continue with simple questions that everyone should know the answers
to.

Acquire:
Once the students are comfortable with the graph and how it is to be used in our classroom, we
could pose a more difficult question.
For example: How likely was Newfoundland to join Confederation in 1867?
At first, there are no right or wrong answers. It is just simply a prediction. Then, after a few days
of discussing what Confederation would have done for Newfoundland in 1867, students could
change their answer if they wished to. Finally, on the day we teach students about the four
colonies that did join in Confederation all students should be able to explain that Newfoundland
did not join Confederation and why not.

Apply:
The true reflection of whether or not students understand the concepts of Canadian history and
the purpose of the graph with the words: impossible, possible and certain will come from their
journals. Here, we can see whether or not they are able to make a clear graph and interpret the
information as well as understand their reasoning behind both their prediction and conclusion.

Differentiation of Instruction:
If students are below grade level and not yet ready to begin the graphing stage, they can simply
record the data. They would still do so in their journal, but instead of presenting a graph they
would count the number of blocks in each category and record that.
If students are struggling with the chronological order of historical events, we as a class could
create a visual “Road Map” of Canadian history from contact to Pre—Confederation.
Student’s written work will be expected for their grade level. For students who are more
advanced they could be challenged to pose questions to those whose predictions or conclusions
are different from their own.

Connections
This activity relates to our overall unit of Canada. Additionally, this skill of predicting outcomes
based on facts will be beneficial for students to work on throughout their lives.

References:
Kindergarten to Grade 8 Mathematics: Manitoba Curriculum Framework of Outcomes 2013
Wooden Block Graphic Organizer- Sandy Margetts