Running Head: LESSON CRITIQUE
Lesson Critique:
Rethinking Social Studies
Quentin Flokstra
50567072
ETEC 512, Section 66B
The University of British Columbia
Dr. Sunah Cho
August 10, 2013
LESSON CRITIQUE
1
TABLE OF CONTENTS
INTRODUCTION..............................................................................................................2
LESSON PLAN: BACKGROUND AND DESIGN RATIONALE ...............................2
VYGOTSKY’S SOCIOCULTURAL THEORY ............................................................2
CONSTRUCTIVISM .......................................................................................................3
SITUATED LEARNING...................................................................................................4
PROPOSED IMPROVEMENTS TO THE LESSON PLAN ........................................5
REFERENCES ..................................................................................................................7
APPENDICES
A. SS10 LESSON PLAN - ORIGINAL ...........................................................................8
B. SS10 LESSON PLAN – RECIPE PROJECT ..........................................................10
C. SS10 LESSON PLAN - REVISED ...........................................................................12
D. SS 10 LESSON PLAN – 1837 ARTICLES ..............................................................14
E. SS 10 LESSON PLAN – VIDEO QUESTIONS ......................................................18
F. SS10 LESSON PLAN – CONTEMPORARY CAUSE & EFFECT ......................19
LESSON CRITIQUE
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Teaching involves critical reflection to improve ourselves as educators in order to
enhance the learning environment for our students. Thus, to take time to situate our
teaching practices within a larger theoretical framework is a worthwhile endeavour and
necessary to critique and improve our teaching practices. This paper examines a Social
Studies 10 lesson plan regarding the 1837 Rebellions in Canada through the lens of three
key learning theories to show how the lesson reflects those theories as well as aspects of
the lesson that should be revised.
The three key theories that will be examined are
Vygotsky’s sociocultural theory, constructivism, and situated learning.
Lesson Plan: Background Information and Design Rationale
The 1837 Rebellion Lesson Plan (Appendix A) is part of a larger unit which
examines the key events leading up to Canada’s Confederation in 1867. This particular
lesson follows lessons on the significance of the 1791 Constitution Act as well as the
social structure of Canada in the early 1800s This lesson precedes the examination of the
1840 Act of Union and the immediate causes of Confederation.
This lesson is one of the first lessons in the course which examines the key
historical thinking concept of cause and consequence as it relates to our understanding of
history and current events. This lesson was initially designed to focus on individual
understanding of this key concept that students would demonstrate by creating a recipe
for rebellion (Appendix B). I received many creative versions of this project that showed
that students did understand the key concept for this lesson. Although the lesson has
been successful, an examination in light of different theories has led to some key
improvements.
Vygotsky’s Sociocultural Theory:
A key aspect of Vygotsky’s theory is that the social interactions are the precursors
to and form the basis of complex mental processes. Thus, in classrooms, class wide
LESSON CRITIQUE
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discussions, led by the teacher, and group work form a key part of the process of learning.
As John-Steiner and Mahn (1996) state, “When beginning an activity, learners depend on
others with more experience ... By internalizing the effects of working together, the
novice acquires useful strategies and crucial knowledge” (p.192). The opening
discussion in the lesson guides the students and allows them to explore the critical
question with the experienced teacher able help facilitate their conversation. In the
original version of the lesson, the lecture and video also serve as a means of helping the
students gain knowledge.
However, in order to maximize this aspect, the teacher can rely on “experts”
within a classroom. Each student has his or her own area of expertise and thus each
student can learn from a more experienced peer. The revised lesson plan has more group
work to foster this idea of shared learning.
Moreover, Vygotsky’s zone of proximal difference (defined as the difference
between what a learner can do without help and what a learner can do with help), which
is usually used to examine children’s learning, does apply to learners as they get older.
Students need guidance even as they get older. As Brown and her collaborators noted,
there are a variety of people and things that can function as agents within the zone of
proximal difference including the teacher and videos (John-Steiner & Mahn, 1996). The
use of the lecture, video, and guided questions all help the learners push themselves
towards understanding the concept of cause and consequence.
Constructivism
One of the key challenges in teaching social studies is that the courses have
generally been focused on knowing factual knowledge rather than creating knowledge.
Although educators desire to generate knowledge in their students, “it appears that
knowledge is not a transferable commodity” (von Glaserfeld, 2008, p.48).
LESSON CRITIQUE
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Constructivism, with its emphasis on the student’s successful understanding of
experience and applying knowledge to produce answers (von Glaserfeld, 2008), is a
challenge to the seemingly default option of having students replicate knowledge in
social studies classrooms. Constructivists do argue for a need for background knowledge
in order to create new knowledge for we need to know what we know before we come to
know it. New learning does build on prior knowledge (Cooperstein & KocevarWeidinger, 2004).
In the original lesson plan there is some emphasis on ensuring that students have
adequate background knowledge to build from, but the lesson moves into different
versions of having students replicate the knowledge. Although the recipe project is quite
creative, ultimately it seeks to have students replicate a correct form of the desired
knowledge.
Moreover, Cooperstein and Kocevar-Weidinger (2004) argue that learning
activities should lead to the concepts not vice versa. Furthermore, they contend that in
order for students to make knowledge useful, students need to make a deliberate effort to
make sense of the information and to shape their own understanding. Therefore, in the
revised lesson the recipe project has been removed and there is more emphasis on
building towards learning the concept through group work rather than being told the
concept and then working with it. Although this may take more time for students to
understand the concept, they will be navigating their own journey towards knowing.
Situated Learning
Situated Learning contends that since there is interdependency between activity,
concept and culture, all three aspects ought to be present in a lesson (Brown, Collins, &
Duguid, 1989). This means that teachers cannot simply teach abstract concepts without
an authentic activity or outside of its culture in which it is used because “students are too
LESSON CRITIQUE
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often asked to use the tools of a discipline without being able to adopt its culture” (Brown
et al, 1989, p.33). The challenge is to have activities that do not depend on the classroom
environment to succeed.
Certainly the aspect of cause and consequence is a concept used across the
humanities disciplines and is used in our understanding of everyday events. Thus,
exploring the concept is worthwhile and doing so through an activity further validates the
lesson. To have it more situated, the revised lesson has students exploring and
discovering the concept in a more intuitive manner by discovering it through a process of
arranging the events. This more closely resembles the manner in which historians piece
together history and how we navigate the causes of contemporary events. This also
involves the application of knowledge and not just the replication of it (Scheurmann &
Newmann, 1998). Moreover, to further authenticate this lesson, students will be given
the task of choosing a contemporary event that they are interested in to trace its root
causes.
Proposed Improvements to the Lesson Plan
Several changes have been noted thus far to the lesson plan, but it is helpful to
consolidate and to add to the list of improvements. The revised lesson plan can be found
in Appendix C and the accompany documents and activities are found in Appendices DF.
Firstly, the start of the lesson has been modified slightly to include time for a
review of the previous lesson in order to help build on the students’ pre-existing
knowledge. The discussion questions have been expanded upon to foster a deeper
discussion and to fit more in line with a culture of historical thinking.
Secondly, the lecture has been removed completely from the lesson. This was
done to facilitate more group work to make use of the zone of proximal development.
LESSON CRITIQUE
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Moreover, the group work has been set up for the students to construct their own meaning
of the events leading up to the 1837 Rebellions and to uncover the idea of cause and
consequence.
Finally, the recipe project and editorial assignment have been replaced with a
group chart of laying out the events as well as an assignment connecting the concept to a
contemporary event of their own choosing. This removes two inauthentic activities while
replacing it with more authentic activities related to the students’ own lives.
Overall, the proposed changes to align the lesson with the key learning theories
has seen a shift from a replication of knowledge through inauthentic activities to students
constructing their own knowledge through social interaction and using more authentic
means. As Scheurman and Newmann 1998) have said, “Authentic achievement is more
than doing well on a test” (p.1). It is hoped that the revisions in this lesson will foster a
more genuine, and enriched, learning experience for the students.
WORD COUNT: 1377
LESSON CRITIQUE
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References
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1), 32-42. Retrieved from JSTOR database.
Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A
constructivist approach to learning. Reference Services Review, 32(2), 141-148.
http://dx.doi.org/10.1108/00907320410537658
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and
development: A Vygotskian framework. Educational Psychologist, 31, 191-206.
Retrieved from EBSCO database.
Scheurman, G., & Newmann, F. M. (1998). Authentic intellectual work in social studies:
Putting performance before pedagogy [PDF]. Retrieved from
http://www.learner.org/workshops/socialstudies/pdf/session4/4.AuthInellectualW
ork.pdf
von Glasersfeld, E. (2008). Learning as constructive activity. AntiMatters, 2(3), 33-49.
Retrieved from http://anti-matters.org/articles/73/public/73-66-1-PB.pdf
LESSON CRITIQUE
Appendix A: SS 10 Lesson Plan - Original
Class: Social Studies 10
8
Teacher: Quentin Flokstra
Title: 1837 Rebellions: Justified or Not?
Objectives:
Students will:
1. Know of the 1837 Rebellions.
2. Evaluate a historical event.
3. Demonstrate understanding of a historical event by identifying long & short
term causes and consequences in both a chart format and a creative format.
4. Demonstrate personal understanding of a historical event by forming an
opinion in light of justifiable rebellions.
Anticipatory Set
(10 minutes)
Introduction
(2 minutes)
PowerPoint & Video
(40 minutes)
Cause & Consequence
(15 minutes)
Recipe for Rebellion Project
(5 minutes or longer (20) depending on
time remaining)
Think-Pair-Share
-Question on PPT: Is Revolution Ever
Justified?
-Class discussion on when revolutions are
necessary and what criteria is needed to
assess the justification of a rebellion
1. Agenda for the day (via PPT)
2. Introduce topic 1837 Rebellions
1. Background notes
2. Notes related to Rebellion
3. Video clip related to Patriotes.
4. During video portion on the rebellions,
students will be given question sheet to
answer. To be handed in.
1. Hand out cause & consequence sheet;
have students fill it in relation to the 1837
Rebellions
1. Introduce the project.
2. Have them do this as an assignment to be
done neatly; formal assignment. Due Date:
Friday.
LESSON CRITIQUE
(Editorialize on the Rebellion)
(18 minutes)
Closure
(3 minutes)
9
[Students will write an editorial on the
Rebellions of 1837/38. May write from the
perspective of the rebels, elites, British
government, or the Americans. To be
handed in (at the end of class if ahead of
schedule or tomorrow … )]
Before end of class, come back to the
essential question. Have discussion
regarding whether or not the rebellions
were justified or not.
Assessment:
1. Recipe project will be handed in on Friday.
2. Editorial will be handed in at the end of class or next day.
LESSON CRITIQUE
10
Appendix B: SS 10 Lesson Plan – Recipe Project
Socials 10
Create a recipe for the 1837 Rebellions
Drawing on information from our classes, your notes, and the resource package given to
you for this unit, create a recipe for the 1837 Rebellions that show how many
“ingredients” were in Canada to cause the 1837 Rebellions.
This assignment addresses the following objectives: (Students will:)
1. Use the historical thinking concepts of cause and consequence and historical
significance.
2. Identify key figures and events in the 1837 Rebellions
3. Evaluate and assess the significance of key figures and events.
4. Generate an interpretation of a historical event.
Assignment:
1. Give your recipe a creative title.
2. Make a list of ingredients with no less than 10 ingredients
3. Assign each ingredient a baking measurement: teaspoon, tablespoon, cup, ½ cup,
pinch, smidge, dash, sprinkle, heaping tablespoon, etc.
4. The most important ingredients in your recipe should have the largest
measurements
5. Provide a set of instructions on how to make your recipe. (Keep in mind the order
in which you want/need your ingredients to be added.)
6. Provide directions on how to serve your recipe. (What day/year? Does it need to
sit for awhile? Side dishes?)
7. Should be typed in 12-point font.
8. Will be graded according to the rubric on the back of this sheet.
9. An example recipe is included to help you see how your recipe might look.
10. Due: ____________________
11. Questions? Please ask!
LESSON CRITIQUE
Category
Required
Elements
11
Excellent
Good
Satisfactory
Needs Improvement
Includes elements
numbered 1-6 as
described on the
instructions sheet
and is handed in on
time.
May be missing one
element or
ingredient list is
missing one or two
ingredients. Project
handed in late.
3-4
Missing one
element or
ingredient list is
missing two or more
ingredients.
Projected handed in
two days late. 2-3
Missing elements as
outlined on instruction
sheet. Ingredient list
has less than 7
ingredients. Handed
in very late.
0-1
Most of the
ingredients are
relevant to the
theme.
Measurements
reflect their
importance to the
overall theme
8-9
Some ingredients
are not relevant to
the theme.
Measurements do
not clearly reflect
their importance to
the overall theme.
Many ingredients are
not relevant to the
theme. Measurements
are missing or do not
reflect importance.
Sequencing is
mostly logical.
Instructions are
mostly clear and a
pattern is evident.
Shows good
understanding of
cause and
consequence.
Sequencing is hard
to follow.
Instructions do not
follow a logical
pattern. Shows
adequate
understanding of
cause and
consequence.
5-7
Instructions are
missing or hard to
follow. Instructions
do not follow a
pattern that can be
justified. Does not
show understanding
of cause and
consequence.
0-5
There is little
evidence for creativity
in this project.
5
Relevant Elements All ingredients have
clear relevance to
the theme.
Ingredients have
measurements that
clearly reflect their
importance. 9-10
Sequencing
Sequencing is
logical and easy to
follow. Instructions
are clear and follow
a pattern that is
clearly justified.
Shows exceptional
understanding of
cause and
consequence. 9-10
0-5
5-7
7-9
Creativity
Mechanics
Contains many
creative details
and/or descriptions
that are very
relevant to the
theme. Title catches
reader's attention
and is related to the
theme. 9-10
Contains some
creative details
and/or descriptions
that are somewhat
relevant to the
theme. Title grabs
reader's attention. 79
Contains few
creative details but
are not relevant to
the theme. Title is
simple.
No grammatical or
spelling errors.
Typed in 12-point
standard font.
Very few
grammatical and
spelling errors.
Typed in 12-point
font.
3-4
Some grammar and
spelling errors. May
be typed in a hard to
read font.
2-3
5
0-4
5-7
Many grammatical
and spelling errors.
Not typed.
0-1
LESSON CRITIQUE
Appendix C: SS 10 Lesson Plan - Revised
Class: Social Studies 10
12
Teacher: Quentin Flokstra
Title: 1837 Rebellions: Justified or Not?
Objectives:
Students will:
5. Know of the 1837 Rebellions.
6. Evaluate a historical event.
7. Demonstrate understanding of a historical event by identifying long & shortterm causes and consequences in both a chart format and a creative format.
Recap & Critical Discussion
(10 minutes)
recap previous lesson (ask students to share
what they learned last class – ask guided
questions about society in 1800s and what
the 1791 Constitution Act was);
-have students consider what potential
issues would arise from the sociocultural
makeup in Upper and Lower Canada in the
1800s
Think-Pair-Share
-Questions posted on board: Is Revolution
Ever Justified? What causes revolution?
Go through Think-Pair-Share Process
Group Work
(22 minutes)
-Randomly place students in groups
-Hand out 1837 Articles (See Materials)
-Have groups read through and align them
in chronological order
-Clarify any questions about the material
-Have groups arrange the articles in
different modes; groups need to justify their
method of arrangement
-Discuss the different ways groups arranged
the articles
1. Watch “A Seething Anger” and “On the
Eve of Rebellion” from Canada: A
People’s History
Video Clip
(20 minutes)
2. Student’s answer questions on video
sheet
3. Discuss video clip and answers to
questions
LESSON CRITIQUE
Group Work
(25 minutes)
Closure
(3 minutes)
13
-have groups re-evaluate their arrangement
in light of any new information learned
from video
-discuss as a class
-have students create a chart for the articles
to fit into which fits a sequential flow; each
segment of the chart should be labeled –
needs to be done for next class
Discuss what caused the 1837 Rebellion.
How does this event fit the overall story of
the course to this point?
Be ready next class to think about
implications of this event going forward as
well as how we understand contemporary
events
Assessment:
3. Video Questions for Understanding
4. Group chart of events of 1837 Rebellion
5. Individual assignment on outlining causes of a contemporary event (to be worked
on next class)
LESSON CRITIQUE
Appendix D: SS 10 Lesson Plan - 1837 Articles
Article 1
Is Canada the Next Texas?
March 15, 1837
Canadians fear that Canada is next on
the US annexation list as less than one
year ago Texas was claimed by the US.
Many Americans living in the Great
Lakes border region support acquiring
the rich farmland to the north and the
chant of ‘Finish the Revolution’ can be
heard at rallies. Ohio newspapers even
compare the rebels of 1837 to their
heroes of 1776 . . .
Article 3
Colborne Asks for Help
November 25, 1837
The lieutenant governor of Upper
Canada, Sir Francis Bond Head,
confirmed today that General
Colborne asked for more soldiers
to be sent to Montreal to put down
the rebellion. . .
Article 5
Defeated Again
August 8, 1835
Once again we see that the government of
Lower Canada favours the interests of the
wealthy English businessmen. Farmers need
roads not canals but the governor and his
council decided that taxes from farmers must
pay for unnecessary canals that greatly
benefit businessmen. . . .
Article 7
Patriotes Crushed at St. Charles
November 25, 1837
Determined to crush the rebellion,
Colonel Wetherall led 425 soldiers to
attack the Patriote stronghold of St.
Charles in the Richelieu Valley, Lower
Canada. Met with fierce resistance from
an inexperienced group of 250 poorly
equipped rebels Wetherall gained
victory leaving 150 Patriotes dead but
only 7 soldiers. . . .
14
Article 2
Chateau Clique - Too Much Power
June 14, 1836
Something must be done about the wealthy
English and the few French businessmen
who are always at the Governors mansions.
They have too much power and have too
great an influence on the decisions of the
governor and his unelected council. . . .
Article 4
Parti Patriote Present their Demands
February 22, 1834
The nationalist French party, the Parti Patriote,
presented their ninety-two resolutions to the
Lower Canada House of Assembly yesterday. Some
of their resolutions state that:
• the House of Assembly has tried to adopt the
British style of government.
• The Constitutional Act, 1791, gave too much
power to an unelected government.
• The Legislative Council should be elected.
• The Government need not be just like the British
government.
• the executive council’s claims to control revenues
is against what the constitution states.
Article 6
Violence in Lower Canada
Countryside
October 30, 1837
This month has seen an increase in
violence in much of Canada and
especially in the Richelieu Valley. The
Patriotes, led by Louis-Joseph Papineau,
have harassed local officials who refused
to support their cause. The hotbed for
rebellion appears to be Saint-Benoît and
Saint-Eustache in the county of Two
Mountains, or Saint-Denis and SaintCharles in the Richelieu Valley. . . .
Article 8
Second Rebellious Action Hits Upper Canada
December 14, 1837
Leading a group of rebels Dr. Charles Duncombe
and his associate Eliakim Malcolm failed to defeat
the loyal militia near the village of Scotland. It
was an easy victory that sent the rebel leaders
and their men running from the well-trained
militia. . . .
LESSON CRITIQUE
15
Article 9
Rebel Violence Hits York, Upper Canada
December 5, 1837
Former mayor, newspaper editor and rabble-rouser
William Lyon Mackenzie led a group of 800 rebels
down Yonge Street to overthrow the government.
Inspired by the rebellion in Lower Canada,
Mackenzie, wearing several overcoats for protection
from militia muskets, seized the opportunity as most
of the soldiers were fighting in the neighbouring
colony. Fortunately a small group of militia and
volunteers defended the city and prevented
Mackenzie from achieving his goal. . . .
Article 11
Habitants Dominate
September 15, 1836
It should be expected that the great majority of people, the
French farmers, elected the most representatives in the
legislature. Hopefully, the habitants’ representatives, led by
Louis-Joseph Papineau, can put pressure on the governor
and his unelected council to do something that benefits the
farmers instead of the businessmen. . . .
Article 13
Upper Canada Rebels Sent Fleeing
December 7, 1837
Used as a base for rebellion,
Montgomery’s Tavern, just north of the
city, was the scene of fighting as 1000
militia attacked Mackenzie and
malcontents. The surprise attack sent
the rebels fleeing after a brief, but
violent encounter. . . .
Article 15
Rebellion Begins in Lower Canada
November 23, 1837
Over 800 Patriotes led by Dr. Wolfred
Nelson achieved a victory at St. Denis
today defeating the small group of 300
British regulars (soldiers) that were sent
from Upper Canada to stop any violence.
After a fierce six hour battle and with
their ammunition running low, General
Gore ordered his men to retreat leaving
12 soldiers and 13 Patriotes dead. . . .
Article 10
Radical Jack Arrives in Montreal
May 20, 1838
This newspaper has learned that
George Lambton, better known as Lord
Durham, has been sent to Quebec
Lower Canada to investigate the crises
that resulted in rebellion. . . .
Article 12
The Canadas are Safe - Rebels
Leaders in Exile
December 28, 1837
There is more to celebrate this
season than Christmas. This
newspaper has learned that the
rebel leaders of Upper Canada
have all fled to the United States.
Mackenzie, Duncombe and others
are said to have found safe haven
in the country that once was
victorious in their own rebellion. .
..
Article 14
Responsible Government . . . Finally
April 26 1849.
Lord Elgin made a difficult decision yesterday and
signed the Rebellion Losses Bill that paid the people of
Lower Canada for losses suffered during the rebellions
of 1837. Although people in Upper Canada already
received compensation the English dominated council
refused to support the legislature that supported the
Act. Elgin’s wise decision finally shows that Canada’s
unelected council must follow the decisions of the
elected representatives. . .
Article 16
Rebels Executed
April 12, 1838
The governor has taken extreme action to end
rebellion in the Canadas. Rebel leader Samuel
Lount and rebel Peter Matthews were hanged for
treason today. In recent weeks dozens of other
rebels were shipped off to Australia. . . .
LESSON CRITIQUE
16
Article 17
The Canadas are United
February 11, 1841
Following the recommendations of the Durham
Report a single parliament was established
yesterday with equal representation based on
population. The Act forbade the use of French for
government use and prohibited the
establishment of French institutions related to
education and civil law. We fear a return to
violence as leaders in Lower Canada oppose the
anti-French measures they claim seek to
assimilate the French population. . . .
Article 19
Peace Returns to Quebec Lower
Canada
January 5, 1838
After the ferocious battles in Quebec
Lower Canada peace seems to have
finally returned. British soldiers who
burned the houses of rebels and
terrorized the surrounding
communities have left and hundreds
of rebels have been arrested
including the leader Dr. Wolfred
Nelson. Louis-Joseph Papineau
remains in exile in the United States. .
..
Article 18
Soldiers Seek to Arrest Patriot
Leaders
November 16, 1837
After Patriot leaders urged habitants to
boycott British goods, Lord Russell had
enough of Patriot trouble makers and
sent the military to arrest the Leaders.
The leaders, however, had fled to the
country readying themselves for an
armed . . .
Article 20
Patriotes Defeated at St.
Eustache, Lower Canada
December 15, 1837
Soldiers led by Colonel
Colborne attacked the rebel
stronghold of St. Eustache
yesterday. Colonel Colborne’s
force of 1500 men equipped
with cannons and cavalry
attacked. After two hours of
cannon fire the rebels, led by
Dr. Jean-Olivier Chénier fled the
village church. The battle left 70
Patriotes and 3 soldiers dead. . .
Article 22
Rebels Pay a High Price for Treason
May 30, 1838
Now that the rebellions have been put down the
courts have used a heavy hand on the
participants. Hundreds of rebels, both poor
farmers and young idealists, were convicted of
high treason. Seventeen men from Upper Canada
and 12 men from Lower Canada were executed.
More than 140 rebels were loaded on ships and
sent to Australian prison camps where they can
rebel no more. . . .
Article 21
Lord Russell
Rejects an Elected
Legislative
Council
March 6, 1837
Britain’s home
secretary rejected
the demands for an
elected Legislative
Council that is
responsible to the
elected assembly
because . . . .
Article 23
March 21, 1837
Once again Lord Russell rejected the
Patriotes demands. The response of
the Patriotes was swift as they began
to boycott British goods and organize
rallies. . .
LESSON CRITIQUE
17
Article 24
Legislative Council in Conflict With
Assembly
October 1836
The Legislative Council, that unelected
group close to the Governor, once again is
in conflict with the elected assembly.
Often accused of having too much say over
spending, controlling clergy reserves and
land grants and government workers, the
Council members is are using their power
to benefit themselves. This group, who
does not have to follow the wishes of the
elected assembly . . .
Article 25
Mackenzie Blasts the Government
March 16, 1831
William Lyon Mackenzie reported to the House
of Assemble his concerns with the poor state of
representation in the colony’s government. He
notes that there is excessive taxation for
projects that benefit too few and that there are
many unqualified people in the government. . . .
Article 26
Anglican Church Remains Powerful
February 15, 1834
Bishop Strachan and the Anglican clergy
remain a powerful influence in government.
They alone receive land grants of one seventh of all land in Upper Canada. Members
of the Family Compact all belong to the
Anglican Church. . . .
Article 27
Family Compact Plays Favorites
July 12, 1837
Sir Francis Bond Head continues to play
favorites and selected members of his inner
circle to sit in the Executive and Legislative
Council. These men who share similar thoughts
and interests can never be expected to do
29
anything that would threaten their power. . .Article
.
Tensions Rise in the
Canadas
October 2, 1837
People in Upper and Lower
Article 28
Canada are facing desperate
French Nationalism Rising
times. The worldwide
May 24, 1835
economic downturn is hurting
Ever since the renaming of the
business as are the crop
Parti Canadien to the Parti
failures of this year. The
Patriote in 1826 this group
habitants of Lower Canada
has become increasingly
are alarmed with the
radical. Louis-Joseph
increased immigration from
Papineau has become more
the British Isles. Not only are
and more radical in his efforts
many of these people arriving
to promote the French
with cholera but also the
culture, rights and interests.
habitants fear they will lose
We can only hope that the
their culture as many of them
moderates, led by Louisseek to settle in Lower
Hippolyte La Fontaine can
Canada. . . .
gain support of the majority
of Francophones in the next
Article 30
Lord Durham Meets With
Moderates
July 22, 1838
Moderate leaders Robert
Baldwin and Louis-Hippolyte
La Fontaine have joined to
provide a voice of reason in
this time of turmoil. Baldwin
recently met with Lord
Durham to discuss his plans
for establishing responsible
government. Baldwin later
urged La Fontaine to join him
in an alliance to rebuild the
colonies. . . .
Material courtesy of: The Historical Thinking Project
Available online at: http://historicalthinking.ca/lesson/384
LESSON CRITIQUE
18
Appendix E: SS 10 Lesson Plan – Video Questions
The Rebellions of 1837 Video Questions
Name: ________________
1. Describe the British perspective on the revolt in Lower Canada.
2. What inspired the rebels to keep on fighting?
3. Who won the battle of St. Denis? What was the effect of the battle of St.
Denis?
4. Where was the rebellion decided?
5. What happened when the rebels offered to surrender? What were the
consequences?
6. Why did Mackenzie decide to attack? Who were his supporters?
7. Why was Mackenzie’s revolt a failure?
LESSON CRITIQUE
19
Appendix F: SS 10 Lesson Plan – Contemporary Cause and Effect
Social Studies 10
Cause & Effect – A Contemporary Connection
Having examined the events leading up to the 1837 Rebellions and how several other
events and factors led to the rebellions in Upper and Lower Canada, we can apply this
understanding to contemporary events. As we have learned, major events rarely just
happen!
Your task is to choose any contemporary event and situate it within a larger context.
What events led to this event happening? Are there larger categories that these smaller
events fit into?
Once you have chosen your event, traced its causes, and categorized it, you will then
present this information in a format of your own choosing either digitally or by hand.
Some ideas include Power Point, Prezi, Glogster, poster board, chart paper, etc.
You will be evaluated according to the following rubric.
Excellent
Good
Satisfactory
Needs
Improvement
Relevancy
Chosen event and its
related events are all
obviously connected;
choice is meaningful
5
Chosen event and its
related events are
clearly connected;
choice is meaningful
4
Causal events lack
in
connection/relevanc
y to key event;
choice is somewhat
superficial
2-3
Chosen event and/or
related events lack
clear connection;
choice is rushed
and/or based on
superficial issues
0-1
Sequencing/
Order
Sequencing and order
are logical and easy to
follow; larger
categories are justified;
indicates an
exceptional
understanding of cause
& effect
9-10
Sequencing and order
are mostly logical
larger categories fit
the event; shows a
good understanding
of cause & effect
7.5-8.5
Sequencing and
order are somewhat
logical; larger
categories are not
always clear; shows
adequate
understanding of
cause & effect
5.5-7
Creativity
Contains many extra
creative elements that
enhance understanding
5
Contains many
creative elements that
add to the project
Mechanics
No grammatical or
spelling errors
3
Contains few
creative elements or
added elements
detract from project
2.5
Several grammatical
and spelling errors
1
Sequencing and
order are missing or
hard to follow;
larger categories are
missing or lacking
in relevance; does
not show
understanding of
cause & effect
0-5
Contains no extra
elements to enhance
project
0
4
Few grammatical and
spelling errors
2
Many grammatical
and spelling errors;
project has not been
proof-read (0)