1

SLO: 7.2.4
Should we Consider Louis Riel a Father of
Confederation?

Taylor McDonald
001178348

March 4th, 2018

ED3601: Curriculum and Instruction for Majors – SSII

Aaron Stout
 2

Unit Rationale:

This unit plan is the beginning of the 7.2 GLO on post-confederation and how
Canada began to expand westward to where it is today. The SLO 7.2.4 refers to the
beginnings of Western expansion by the Canadian government and the clashing
perspectives that came from the Red River Metis, Louis Riel, the French, the Canadian
Government and the English. This is important because it allows for students to
understand the struggle and hardships that the diverse people of Canada had to go
through to establish Canada as we know it today. It sets up the beginnings of expansion
starting at Manitoba and will continue into the rest of the western provinces.
This unit demonstrates to students that perspectives are critical for
understanding how clashes and conflicts occurred in Canadian history, and the violent
extents that the people of Canada went through to create what we have today. This is
critical because it gives students the information on different perspectives such as
Metis, French, English, and government. By students understanding perspectives from
the past and the hardships that previous Canadians went through students can form
their own perspectives and mold their personal development as responsible citizens.
Students that do not learn about the past, cannot possibly understand how there are still
repercussions today that impact others’ lives.
This unit allows for a lot of growth through research, consequently, this is a
strategy that I strongly believe in for students growing to be responsible and active
citizens. Therefore, by allowing for students to make their own conclusions about the
content and present it to their fellow classmates. By presenting their summative
assignment to each other, they can be exposed to the different perspectives within their
own classroom and continue to grow. I am a huge advocate for personal development
within the social studies classroom, therefore, by allowing them to come to their own
conclusions, they are going to be consistently evolving their perspective, and becoming
tolerant to other’s perspectives. Consistently being exposed to other’s views will make
students more tolerant to new perspectives they will see in their lives. These are critical
skills to have when students become active and responsible citizens.
 3

Unit Planning Organizer

Subject: Social Studies Grade: 7A + 7B GLO: 7.2
Unit/Topic: Following Confederation: Canadian Expansion
Unit Duration: 6 Weeks

Unit Overview – Critical Inquiry Question

Should we view Louis Riel as a father of Confederation?

Focusing Questions for Lessons (Related questions)

 Who were the first settlers in the Selkirk Settlement?
 What was the purpose of starting the Selkirk Settlement?
 What conditions would the settlers have encountered when they first arrived to
the Selkirk Settlement?
 Who was Louis Riel?
 What is the Red River Resistance?
 What is the Second Metis Uprising?
 What were the demographics of Red River in Manitoba post Confederation?
 What was the economy of Red River in Manitoba post Confederation?
 How did the Metis react to colonists?
 How did the arrival of colonists threaten the identity of the Red River Metis?
 What is the Pemmican Proclamation?
 What is Rupert’s Land and where is it?
 What are the different perspectives regarding the settlement of Western Canada?
 What is assimilation?
 Were the Metis people subject to assimilation?
 What was the Metis Bill of Rights?
 What did the Manitoba Act do?
 What was the Second Metis Uprising in 1885?
 What was Louis Riel’s role in preserving the Metis Identity?
 How were Metis and First Nations impacted by the settlement of the West?
 When the Red River Resistance had lost, what happened to Louis Riel?
 What was the Manitoba Schools Act?
 How do perspectives influence how we view Louis Riel?

SEE-I of Key Concept for Unit

Perspectives
State It – Perspectives are how people view the world.
Elaborate – Perspectives are formed due to the different experiences, events, and
moments in people’s lives. They are varied greatly between different people, and what
someone may view as wrong, others may consider this to be right. Perspective is
different for each person, and usually follow what is in their best interests.
Exemplify – For example, when looking at politics, many may agree that having lower
taxes and losing some social service is better, while many others may disagree and
want higher taxes and more social services.
Illustrate – In order to illustrate this, I have chosen the following image. It is like the
 4
Government of Canada is the dog, and the Red River Metis is the cat, both are
aggressive in their pursuit of keeping the land in their best interests. The Government of
Canada and Red River Metis are both fighting due to their differing perspectives.

Culminating Task Description

Museum Exhibit
Students are going to be tasked with creating a museum exhibit that demonstrates what
Louis Riel did, his perspectives, his trial, the Red River Metis and how they were
perceived during their time period. Students are going to first do a museum proposal
and hand it in as a formative assessment. From here I can analyze how the students
are doing and if I need to reroute our learning or continue on when starting the exhibit
process. Students are going to be able to choose how they want their museum exhibit to
look, they can use tri-folds, PowerPoint, iMovie, Poster, or any other approved layout
they would like. Students are going to be graded by a rubric that they will have access
to when they begin doing their research and project. I have online resources that
students can use to research, and their prior knowledge from other learning activities
will be beneficial. Students can work in partners or alone.
Full Culminating Task is Below.
Specific Learning Outcomes for Unit
Values and Attitudes:
Students will:
7.2.1 – Recognize the positive and negative aspects of immigration and migration
7.2.2 – Recognize the positive and negative consequences of political decisions
7.2.3 – Appreciate the challenges that individuals and communities face when
confronted with rapid change

Knowledge and Understanding:

7.2.4 – Students will assess, critically, the role, contributions and influence of the Red
River Metis on the development of western Canada by exploring and reflecting upon the
following questions and issues:
 What factors led to Louis Riel’s emergence as the leader of the Metis?
 What similarities and differences exist between the causes of the Red River
Resistance in 1869 and the causes of the second Metis uprising in 1885?
 How did the Government of Canada’s response to the Red River Resistance and
the second Metis uprising solidify Canada’s control of the West?
 To what extent were the Red River Resistance and the second Metis uprising
means to counter assimilation?
 What were the Metis, First Nations, French, and British perspectives on the
events that led to the establishment of Manitoba?
 How was the creation of Manitoba an attempt to achieve compromise between
the Metis, First Nations, French, and British peoples?
 To what extent were the Manitoba Schools Act and evolving educational
legislation in the Northwest Territories attempts to impose a British identity in
Western Canada?
 5

Skills and processes:

Students Will;
7.S.2 - develop skills of historical thinking:
 Analyze historical issues to form or support an opinion
 Use historical and community resources to organize the sequence of historical
events
 explain the historical contexts of key events of a given time period
 Distinguish cause, effect, sequence and correlation in historical events, including
the long- and short-term causal relations of events
 Create a simulation or a model, using technology that permits the making of
inferences
7.S.5 - Demonstrate skills of cooperation, conflict resolution and consensus building:
 Assume various roles within groups, including roles of leadership where
appropriate
 Identify and use a variety of strategies to resolve conflicts peacefully and
equitably
 Consider the needs and perspectives of others
Students will:
7.S.7 apply the research process:
• Develop a position that is supported by information gathered through research
• Draw conclusions based upon research and evidence
• Determine how information serves a variety of purposes and that the accuracy or
relevance of information may need verification
• Organize and synthesize researched information
• Formulate new questions as research progresses
• Integrate and synthesize concepts to provide an informed point of view on a
research question or an issue
• Practise the responsible and ethical use of information and technology
• include and organize references as part of research
• Plan and conduct a search, using a wide variety of electronic sources
• Demonstrate the advanced search skills necessary to limit the number of hits
desired for online and offline databases; for example, the use of “and” or “or”
between search topics and the choice of appropriate search engines for the topic
• Develop a process to manage volumes of information that can be made available
through electronic sources
• Evaluate the relevance of electronically accessed information to a particular topic
• Make connections among related, organized data and assemble various pieces
into a unified message
• Refine searches to limit sources to a manageable number
• Analyze and synthesize information to produce an original work

Annotated Essential Resources

Web Resources:
thecanadianencyclopedia.com (2018). The Canadian Encyclopedia. [online]
Available at: http://www.thecanadianencyclopedia.com/en/ [Accessed 21 Feb.
2018].
This is an excellent resource for myself and students as it contains factual secondary
 6
and primary resources that can guide student’s research. I can guide students to this
website when they are doing research and tell them to research key figures and events
in Canadian history and it will come up with a range of different resources from different
perspectives and time periods.

Thecanadianencyclopedia.com. (2018). The Canadian Encyclopedia. [online]

Available at: http://www.thecanadianencyclopedia.com/en/ [Accessed 21 Feb.
2018].
This source is really helpful for students looking to do more research for their final
debate, as it gives key figures, events, and places during the time of the Red River
Rebellion. It is condensed so students are able to guide their way through information
easier as it is streamlined for the Rebellion. This resource is good for students to start
researching on their own and gathering the information that they find relevant.

canadahistoryproject.ca (2018). Canada A Country by Consent: Manitoba[online]

Available at: http://www.canadahistoryproject.ca/1870/index.html
Accessed 21 Feb. 2018].
This source highlights all major events within the Red River Rebellion and Louis Riel’s
life. This source will be beneficial for students because it will help to guide their research
when they are doing their museum exhibits. This is a good resource as it will allow them
to do guided research and find the information they need.
Video Resources:

Heritage Minutes: Louis Riel. (2016). [video] Canada: Historica Canada.

Heritage minutes are always a great resource to get a quick glimpse into Canadian
history without losing the students. The video is 1:06 long and is engaging. It delivers
Louis Riel’s justification of what he did for Metis and Manitoba. It is a dramatic minute
and will most likely keep student’s attention. It is a good starting point at looking into the
Metis perspective when analyzing the Red River Rebellion.

Text Resources:

Brown, C. (2007). Louis Riel: A Comic Strip Biography. 2nd ed. Montreal: Drawn
and Quarterly Publications.
This is a phenomenal book that can be used in both Language Arts and Social Studies.
It is an excellent, factual, and fun graphic novel that demonstrates the violent nature of
the Red River Rebellion and Louis Riel’s role within it. It highlights his journey in
becoming one of Canada’s most controversial historical figures. This is an easy read for
 7
students that are not strong readers and due to its graphic novel nature has pictures
that are helpful to continuing on with the story line. I can work with the information in
social studies, and progress with it in language arts, therefore, if students have access
to this book, I want them to be reading and analyzing it. This would be done over the
course of the six-week unit.

Learn Alberta – Louis Riel Teaching Guide -

https://www.learnalberta.ca/content/aeChapter/pdf/Alberta_Louis_Riel
%20_Teacher_Guide.pdf
This is an excellent source that I will be referring to throughout my practicum, as it is
going to help me understand the material more in depth and give me ideas to ensure
that I am teaching students everything that they need to know. I will not be using all the
activities in it, but it is a good resource for me to use to refer back to. I will be using a
majority of key terms in this resource for the weekly low-risk formative quizzes the
students will be doing.

News Articles:
Laura Glowacki (2018). Facebook Translation of Metis. [online] Available at:
http://www.cbc.ca/news/canada/manitoba/mmf-facebook-translation-
1.4507250 [Accessed 21 Feb. 2018].
This news article highlights the racism still prevalent today towards Canadian Metis.
This is a good relevant news article as the assimilation that happened during post
confederation had a lot to do with racism and British superiority. It is imperative for the
students to see that the Metis people are still subject to racism, even if it is meant as a
mistake. ‘Half-Breed’ is an inappropriate word and this news story will help to highlight
empathy, tolerance, and acceptance for different cultures and perspectives within
students.

Sharon Pfeifer (2018). Honouring Louis Riel. [online] Available at:

https://globalnews.ca/news/4034023/honouring-louis-riel-carving-out-family-
time-festival-du-voyageur/ [Accessed 21 Feb. 2018].
This news article demonstrates the current perspective within Manitoba. I think it is good
for the students to see that today in Manitoba, there is a provincial holiday for Louis Riel
since 2008. The article demonstrates the idea that Louis Riel was critical for the
expansion of Western Canada, and I think seeing a modern perspective will help for
students to more engaged with the content since it is still relevant today within their own
context.

CBC News (2017). John A Macdonald Schools Replaced with Indigenous

Leaders. [online] Available at: http://www.cbc.ca/news/canada/kitchener-
waterloo/paul-smith-metis-guelph-rename-sir-john-a-macdonald-school-
1.4266870 [Accessed 21 Feb. 2018].
This article will allow for students to become engaged within the current conversation
regarding Macdonald as an idol. Students can argue for or against changing the name
to Louis Riel. They will be able to formulate their own opinions and ideas based on this
article and decide if this is a fundamental part of the reconciliation project in Canada.

Learning Activities
 8
 Exit slips – these are going to be incorporated into a few of the lessons as a way
to ensure that my students are on track, and that I can continue on with the unit,
knowing that there is understanding and learning as I progress.
 Perspectives Poster – On the first day of classes, students are going to make a
poster that demonstrates their understanding of their perspective and what
shapes their perspectives. This doubles as an ice breaker activity and gives me
an opportunity to make a connection with students.
 Worksheets – Occasionally I will have to give students worksheets to ensure that
they are getting the information that they need from different learning activities.
 Jigsaw – Students are going to be reading in groups and sharing their
understanding, and then teaching their section to other students. This is
beneficial because when students are required to teach, they tend to learn better
in the long run.
 Timeline – Students are going to be required to do a time line that plots the
events of the Red River Rebellion.
 Lecture – Students are going to listening to a lecture at one point in the semester,
and students are going to have to find the key ideas within the lecture and
present them in their guided notes.
 Informal Debate – Students are going to be debating on if particular events within
the Red River Rebellion and Second Metis Uprising are forms of counter
assimilation. They will cross the floor if they believe it is or is not a form of
counter assimilation, and then will talk as a group to discuss why they chose their
side.
 Museum Exhibit – Students are going to be creating a museum exhibit for their
final summative project with me, where they will describe their answer to the
essential question for the unit.
 T-Chart – Students are going to be required to fill out a T-Chart while reading the
textbook that will describe their findings on perspectives.
 Classroom Chart – Students are going to be in a large group after doing their T-
Charts on perspectives.
 Flipped Classroom – Students are going to be trying out a flipped classroom
where they will have to do the research at home from the resources I give them
and answer the focusing question for the Manitoba Schools Act lesson.
 Reasoning Poster – Students are going to be required to make a small reasoning
poster where they explain their answer to the focusing question for the Manitoba
Schools Act lesson. They can do this in words, a logo, or picture. Something
short, where we can then discuss and present our findings from the Flipped
Classroom.
 Exam – Students are going to have an exam as it will allow for them to gain
experience taking exams in the future, and students will also be required to show
me their individual learning as well.

Lesson Overview
Lesson Date Learning Activities Focus Question Formative
Assessment
 9
1 Mar. Students are going to be What Shapes Our Small poster,
6 introduced to perspectives. Perspectives? drawing or
I will be asking them things that creative way
shape their identity and of
perspective, and how that demonstrating
impacts their life. what shapes
I will also have my small poster the student’s
that I made to show the students. perspective.
This will serve as an introduction
to how perspectives are shaped
and why they are different, and
as an introduction of myself to the
students.
2 Mar. Students are going to be using a What is the Red Worksheets
8 worksheet to analyze a reading River Settlement? Exit Slips
on the establishment of the Red
River Settlement.
They are going to be reading an
adapted version of page 20 of the
teacher’s guide on Louis Riel.
Students are going to be doing
this reading in a jigsaw reading
format.
Students are also going to be an
exit slip.
3 Mar. Today we are going to be doing Who is Louis Worksheet
12 lecture-based learning. Riel? Lecture
Students are going to be taught Why is Louis Riel Exit Slip
by me giving them a PowerPoint significant?
presentation. What were the
Students are going to be given a actions of the
note sheet that allows for them to Canadian
take notes and gain the big Government?
concepts of the lecture-based
learning.
The worksheet will have key
ideas that students need to follow
and write down when I give them
the information, as it will help
them for their final project.
4 Mar. Students are going to do an What were the Check-In
13 online timeline of the events causes and Exit Slips
during the Red River Uprising. events of the Red Worksheet
They are going to be doing this River Rebellion? detailing
small project for the next few battles that
class periods, as they plot need to be
specific events from the completed.
Rebellion, and describe the
significance of each one.
 10
Students will be given a list of
events that they need to include
in their timelines.
They can work in partners for this
assignment. They will be doing
guided research and using the
online timeline maker.
https://www.tiki-toki.com/

5 Mar. Students are going to start class What were the Check-In
15 by doing their low-risk formative events of the Red Quiz
quiz on keywords. River Rebellion?
Working on Timelines
Students will continue to work on
their timelines alone or in
partners.
At this point students should be
working on putting their online
timeline together.
6 Mar. Timelines are due. What was the Timeline
19 Now that students have learned Second Metis Hand-In
about the Red River Rebellion Uprising? Timeline
through their timelines, students How does this (Summative)
are going to be required to use compare with the Venn Diagram
the textbook to find information Red River
about the Second Metis Uprising Rebellion?
and compare the two.
Students are going to be doing a
Venn Diagram to demonstrate
their learning, and then compare
the events and their significance.
Students are going to be handing
these in at the end of class, after
working collaboratively.
7 Mar. Students are going to be learning How were the Red Informal Floor
20 about what assimilation is, and River Rebellion Debate
with their previous knowledge we and the Second
are going to be discussing if any Metis Uprising a
of the actions are a means to means to counter
counter assimilation from the assimilation?
Metis.
I will first have to make sure that
they understand what it means to
For this activity students are
going to be required to participate
in an informal debate, where they
can cross the floor depending on
if they believe a certain event was
a means of counter assimilation.
 11
I will be asking students for their
reasoning and encouraging
debate on the events.
8 Mar. Perspectives in Manitoba What are the Classroom
21 Creation differing Chart
4 perspectives T-Chart, students perspectives on 4 Way T-
are going to be referring to the the creation of Chart
textbook for this (page: 182-184). Manitoba?
They are going to fill them out in To what extent
groups of 2-4. This will be half of was this a
the class, where they analyze, compromise
French, Metis, and English
perspectives on the
establishment of Manitoba and
Westward Expansion after
confederation.
The second half of class will
consist of students coming
together into a large group where
we can make a large chart that
explain the different perspectives
and what everyone found from
their research in the textbook.
9 Mar. Before starting students will be Should we Quiz
23 required to do their low-risk, consider Louis Museum
formative quiz on keywords. Riel a Father of Exhibit
Louis Riel Museum Exhibit Start Confederation? Proposal
Students will be given the
assignment and told that they can
start working on their proposals.
Students must hand in their
proposals at the end of class, so I
can gauge where they are at.
10 Mar. Students are going to get their Should we Museum
27 planning sheets back and they consider Louis Exhibit
can work on their Louis Riel Riel a Father of Proposal
Museum Exhibit. Confederation? Check-In
They will hand in their sheet
again, so I can see their progress
from the previous class.
Students are expected to be
working on putting together their
information on some sort of
media.
11 Mar. Students are going to be putting Should we Museum
28 finishing touches on their consider Louis Exhibit
museum exhibits. Riel a Father of Proposal
Each group is going to have to Confederation? Check-In
check in with me that day to
 12
ensure that they are ready to
present, and if they need to work
on it over Easter Break.
12 Apr. Louis Riel Museums Exhibit Should we Summative
10 Presentations consider Louis Evaluation
Students are going to start Riel a Father of
presenting their museum exhibits Confederation?
to the class. We will be pausing
for brain breaks, and students are
going to be allowed to bring
snacks.
13 Apr. Louis Riel Museum Exhibit Should we Summative
12 Presentations consider Louis Evaluation
Students will be finishing their Riel as a Father of
presentations, rules still allowing Confederation?
for them to have brain breaks,
and bringing snacks.
14 Apr. Students are going to be Was the Manitoba Flipped
13 attempting a Flipped Classroom, Schools Act an act Classroom
so they will have to do homework of assimilation or Reasoning
before the class. legislation Posters
I will have documents posted, promoting a
secondary and primary that unified Canada?
students are going to analyze,
and they will come in and we will
talk about if we consider the
focusing question.
Students will be asked to bring in
relevant examples to back up
their answer to the question.
Students will immediately get into
the assignment, where they will
be making a short reasoning
poster demonstrating what they
have learned, and their answer to
the focusing question. This can
be done in a picture, words, or
logo.
15 Apr. Preparation for Exam What was this Review on
16 This doubles as a Review for Unit About? Board
students. Students are going to
be required to do a review with
me.
They are going to tell me what
they want on their exam, what
kind of questions they want, and
any other suggestions that I can
add to their exam.
This is also a good way to see
 13
where students are at and guide
their studying.
What do the student want on their
exam?
16 Apr. Exam Addressing all Summative
18 Students are going to be given a SLO’s. Evaluation
final exam for the unit, and they
will be given their marks back in
their LA class the next day to
ensure that they are getting their
feedback before I am gone.
 14

Louis Riel Museum Exhibit

You have been tasked with creating a museum exhibit

that demonstrates events that were crucial to Louis Riel’s
life and his cause. You are going to be creating this
museum based on the following question:

Should We Consider Louis Riel as a Father of

Confederation?
Before creating your museum exhibit, it is
important that you have all the facts you need to
answer the question.
Fill out the worksheet given in class to help guide
your research on Louis Riel and answer the
question that will be relevant to your final product.
You MUST:
1.) Answer the essential question.
2.) Use information to back up your answer of
the essential question.
3.) Make a conclusion that justifies your answer.

You can work alone or work with partners on this

exhibit!
 15
Hand in your research worksheets and your exhibit
planning so that the museum curator can approve
your work!

When you have been approved by the museum

curator you can begin putting your information
together in you exhibit! See the rubric for what is
expected of your exhibit! Be sure to answer the
question and be creative!
Should we Consider Louis Riel as a Father of
Confederation?
Who is Louis Riel? Why is he significant? What is
his perspective?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Who are the Red River Metis? What is their

perspective and cause?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
 16
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

How did Louis Riel Emerge as the Leader of the Red

River Metis? What was his cause?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

What were the Influential Events that Brought

Attention to Louis Riel and his Cause?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
 17
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

What Role Did Violence Play in Louis Riel’s Cause?

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

How did the Canadian Government React to Louis

Riel? What happened to Louis Riel?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
 18
____________________________________________________
____________________________________________________

Should We Consider Louis Riel as a Father of

Confederation?
(Be sure to ANSWER the question, and JUSTIFY
your answer with the information you just
researched)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
 19
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Explain Your Exhibit:

How will I present my How will I answer the
information? key question?
 20

What other information What resources do I

could I include from need to construct my
previous classes? exhibit?

Student Name ________________________________________________________________

Date ___________________________

Task: Louis Riel Museum Exhibit

 21
Level
Mastery Proficient Acceptable Beginning Insufficie
Criteria nt/
Blank*
The student The student The student The student No score is
awarded
has answered has answered has minimally has not because there
Essential the question the question answered the answered the is insufficient
evidence of
Question thoughtfully, effectively and question. Gave question and student
critically. clearly. a yes or no did not performance
Obvious Clear answer with demonstrate based on the
requirements of
understanding understanding vague or an the assessment
and insight into of why they unclear understanding task.
why they have chose to reasoning. of the topic.
chosen to answer in a
answer in a particular way.
particular way.

Information is Information is Information Information

correct, clear, thoughtful, demonstrates demonstrates
Information and insightful. clear, and minimal limited
X2 Information demonstrates understanding understanding
highlights the an of Louis Riel of Louis Riel
student's understanding and the Red and the Red
answer to the of Louis Riel River Metis. River Metis.
essential and the Red The The
question and River Metis. information is information
their The
limited but does not
understanding information
justifies their justify their
of Louis Riel mostly
answer to the answer to the
and the Red supports their
River Metis. answer to the
essential essential
The essential question. question and
Information question and is Information is is vague and
fully supports supported from only from one unclear.
their answer to more than one source. Information is
the essential source not
question and is referenced.
from multiple
sources.
 22
Student has Student has Student has Student has
provided a provided and given a given a vague
Conclusions clear and clear and reasonable and unclear
insightful thoughtful conclusion to conclusion to
conclusion to conclusion to their answer of their answer of
their answer of their answer of the essential the essential
the essential the essential question. question.
question. question. The conclusion The conclusion
The conclusion The conclusion uses minimal is rarely
refers to uses some information to supported by
information information to justify their information
and justifies justify their answer. and does not
their answer to answer. sufficiently
the essential justify their
question answer.
thoroughly.
 When work is judged to be limited or insufficient, the teacher makes decisions about appropriate
intervention to help the student improve.
 23
Lesson Plan
Subject: Social Studies GLO: 7.2 Date: March 6th, 2018 Time:
Unit Inquiry Question: Should we consider Louis Riel a Father of Confederation?
SLO: No SLO’s taught today, introduction activity only.
Key Questions:
What is this unit about?
How are our perspectives shaped?
Can our differing perspectives cause conflict?
Materials:
Paper, pencils, markers, art equipment. Anything that is available at the student center at the
back of the room.
My example of my perspectives poster.
Preparation:
I will have my perspectives poster created and ready to demonstrate. Have the agenda for the
day written on the board. I will ensure that the student center at the back of the room is
organized and ready to go for the students.
Adaptations:
No adaptation for today.
Lesson Procedures:
Introduction:
I will start by introducing myself to class formally. Telling them my name, where I am from,
and what I expect from them, and see what they expect from me.
My expectations:
1.) Be Prepared for Class, bring in supplies and settle quickly.
2.) Respect – being respectful to me, your peers, and yourself. Listening to each other
when someone is speaking and respecting everyone’s opinion’s and perspectives.
3.) No cell phones are allowed in class, as per the school’s rules
4.) Feel free to have snacks in class, as long as they don’t become a source of distraction.
5.) Fidget tools, such as cubes, stress balls, etc., are permitted as long as they are not a
huge distraction. No fidget spinners, this isn’t 2017 anymore.
6.) Don’t be afraid to ask questions, I might not always know the answer, but I am here to
help and teach you.
Explain the popsicle stick jar, and what it is for.
After I tell the students my expectations of them, I will get them to give me their expectations
of me. What do they want from a teacher? How will I get their best every day? Write these on
the board, or use the smart board depending on what is set up best.

Once expectations have been established, I am going to get to know these students by asking
them about their perspectives and what shapes their perspectives.
Body:
I am first going to ask student about general things that shape their perspectives. Either by
asking students with their hands up or by using the popsicle stick jar that I have created.
Once we have made a list of what general things can influence perspective, we can then
elaborate more personally.
I will show students my small poster of things that influence my perspective, and general
things about me that students can either use as a sample or simply use to learn more about me.
Students are then going to be given time to work on their posters, they have until the end of the
period to finish their perspectives project.
Sponge: If students are finished early, I am going to ask them to elaborate on how each thing
 24
in their perspective project influences them.
Conclusion:
Students are going to hand in their perspectives projects, and before they leave, I want to
quickly ask for volunteers to elaborate on their creation.
If there are no volunteers, I won’t pry, instead I will ask them considering their own
perspective and what shapes it, in comparison to others, how can differing perspectives cause
conflict.
This is not a question that has to be answered right away, instead, students can think about this
into the next class when we start addressing some of the SLO’s.
Assessment:
Students are going to be handing in either a poster, drawing, paper, or something of their
choosing that demonstrates to me who they are, and what influences their perspectives. This is
purely formative as it is an introduction activity.

Lesson Reflection:
 25
Lesson Plan
Subject: Social Studies GLO: 7.2 Date: March 7th, 2018 Time: 1 Period (40
minutes)
Unit Inquiry Question: Should we Consider Louis Riel as a Father of Confederation?
SLO: 7.2.4 – Students will assess, critically, the role, contributions, and influence of the Red
River Metis on the development of western Canada by exploring and reflecting upon the
following questions and issues:
 What factors led to Louis Riel’s emergence as the leader of the Metis?
Instructional Objectives: The Students Will
Knowledge:
Gain an understanding of the reasons for, and the sequence of the establishment of the
settlement of the Red River Colony.
Analyze the Metis perspective on the establishment of the Red River Settlement
Analyze the Scottish perspective on the establishment of the Red River Settlement.
Skill:
7.S.5 – Demonstrate skills of cooperation, conflict resolution and consensus building:
 Assume roles within groups, including roles of leadership where appropriate.
 Consider the needs and perspectives of others.
7.S.2 – Develop skills of historical thinking:
 Drawn conclusions based upon research and evidence
 Determine how information serves a variety of purposes and that the accuracy or
relevance of information may need verification.
Key Questions:
Why did the Selkirk settlers go to Red River?
What caused conflict between settlers and the Metis?
How was the Canadian government involved in the creation and upkeep of the Red River
settlement?
Key Terms for Weekly Quiz:
Emigrate: to leave one place or country in order to settle in another.
Lord Selkirk: Scottish born 5th Earl of Selkirk, used his money to buy the Hudson’s Bay
Company in order to get land to establish a settlement on the Red River in Rupert’s Land in
1812.
Red River: a river that flows North Dakota north into Lake Winnipeg
Exonerate: to clear or absolve from blame or a criminal charge
Hudson’s Bay Company: An English company chartered in 1670 to trade in all parts of North
America drained by rivers flowing into Hudson’s Bay.
North West Company: A fur trading business headquartered in Montreal from 1779 to 1821
which competed, often violently with the HBC until they merged in 1821.
Rupert’s Land: the territories granted by Charles II of England to the Hudson’s Bay
Company in 1670 and ceded to the Canadian government in 1870.
Council of Assiniboia: created by the HBC to govern Rupert’s Land following its merger with
the NWC, an unelected body consisting of Protestant and Roman Catholic clergy,
Francophones, Metis, and Anglophone country born.

Materials:
 Reading Sheets
 Markers
 Worksheets
 26
 Highlighters
Preparation: Printing off and copying the reading for the jigsaw activity. Paper, markers, and
highlighters. The reading is going to have to be enlarged to adapt and divided into manageable
reading portions.
Adaptations:
For students with a learning disability and the ELL student I am going to revise the sheet for
less reading, in bullet point form so they can still participate in the jigsaw activity.
Lesson Procedures:
Introduction:
I will start by telling the student that we are going to be learning about the Red River
Settlement, and how the establishment of it influenced Metis and Settler relationships, going
into the establishment of the Red River Rebellion and the rise of Louis Riel as their leader.
I will introduce the activity as students are going to be required to jigsaw their learning by
reading and analyzing the document that I give them.
Explain to students that they are going to be numbered off and that they are going to read their
own corresponding section of the text.
Body:
Students are going to be told their numbers for their specified reading. Students will be tasked
with reading the section and analyzing it thoroughly. Students are going to have a worksheet
that asks them what their section is about, what is in the text, and how it is relevant to the big
picture.
When students are done reading in by themselves they are going to get into their number
groups and discuss with their peers about what they read so they can discuss and ensure their
understanding of what they read.
After they have discussed and feel they sufficiently understand they are going to be numbered
off again, so they can tell their new groups about the section that they read.
As each student describes their section, other students can write down bullet points on the
other sections.
Conclusion:
Once they are done sharing, we will come together as a class to talk about what they have
learned. I will either ask for volunteers or use the popsicle stick jar to get students talking
about how the Red River Settlement was established.
I am going to ask students to do an exit slip that makes them think about bias and perspective
within the piece they just read. We are going to be elaborating on this in the next class.
Exit Slip: What perspective did the reading mostly reflect? Why? Explain in one or two
sentences.

Assessment: Students are going to be required to write down what they are learning when they
are reading their specific section and when sharing with other students.
They will also be doing an exit slip that requires them to think about bias in the reading, and
perspectives that are represented.
Lesson Reflection: