Unit Plan:
Confederation
Natalie Comeau, Francesca Roda, Eric Sabatini,
Joe Naso, Yvonne Vanderlaak, Vince Barbatano
EDUC 8Y29
Dr. Camille Rutherford
February 21, 2007
Table of Contents:
1) Unit Overview: Confederation
2) Outline-Sequence of Lessons (8)
3) Lesson plans (8)


Evaluation-Attached to each lesson
Resources-Attached to each lesson
4) Cross-Curricular Connections
Overview:
Grade: 8
Subject: History
Strand: Confederation
The purpose of this unit is to describe and examine the pathway to confederation. This
unit occurs after an introduction to confederation in which students examined the reasons
for confederation. The reasons for confederation unit deal with 6 major issues. This unit
will take approximately 1 ½-2 weeks to complete. The goal is to allow students to
become engaged learners so that they may acquire the essential skills that will be used
within future historical units.
Overall, to meet the ministry expectations, students will: describe the internal and
external political factors, key personalities, significant events, and geographical realities
that led to the creation of the Dominion of Canada of 1867, and to the growth if Canada
as other provinces and territories joined confederation; use a variety of resources and
tools to gather, process, and communicate information about the needs and challenges
that led to the formation and expansion of the Canadian federation; compare Canada as it
was in 1867 to the Canada of today, including political, social, and other issues facing the
country in both periods.
Throughout the six week unit (27 days, 45 minute classes), students will be provided with
a number of hands-on learning experiences that will foster the development of
inquiry/research and communication skills. This unit will culminate with a review
jeopardy game that will examine the key concepts of the unit and a unit test.
Lesson Sequence:
1)
2)
3)
4)
5)
6)
7)
8)
9)
Charlottetown Conference
Quebec Conference
Quebec Conf. French
London Conference
Political Cartoons
BNA Act
Canada Since Confederation
Review-Jeopardy
Unit Test
Lesson #1
Introduction to the Charlottetown Conference as a major step towards confederation in
Canada, using role-play as a form of application.
Resources: Canada Revisited Grade 8 textbook, class set of pencils, overhead projection
of map of Canada, checklist for student evaluation
Evaluation: Observation checklist, oral report, participation checklist
90 Min
Lesson #2
Introduction to the Québec Conference and explain and evaluate the seventy-two
resolutions.
Resources: Textbook “Canada Revisited”, worksheet, summary chart, overhead
projector, overhead transparency.
Evaluation- Observation, Rating Scale
90 min
Lesson #3
Continuation of the Québec Conference and explain and evaluate the seventy-two
resolutions “en français!”
Resources: Textbook “Canada Revisited”, worksheet, summary chart, overhead
projector, overhead transparency, sentence starters, new vocabulary cards.
Evaluation: Observation, Rubric
45 min
Lesson #4
Outline the main reasons for the London Conference and to explore the key results of the
conference. Students will engage in a debate to extend the understanding of the material
just learned.
Resources: Paper, Pencil, Worksheet, Canada Revisited Text Book
Evaluation: Rubric for the debate.
45 min
Lesson # 5
Analyze, synthesize and evaluate political cartoons for the purpose of understanding the
messages, values, and attitudes contained in the visual texts. In addition, students will
create their own political cartoons incorporating issues, events, or significant figures
during the time of Confederation.
Resources: Canada Revisited textbook, political cartoons (available from:
http://www.collectionscanada.ca/confederation/023001-4000-e.html), overhead projector
Evaluation: Student created political cartoons
135 min
Lesson 6
To outline the basic aim of the British North America Act (BNA) of 1867 and to assist
students in learning about federalism (the notion of a strong central government, the role
of provincial governments, and the branches of government outlined by the Act)
Resources: ‘flashcards,’ overhead projector, overhead transparencies, compact disc (CD)
God Save the Queen, compact disc player (CD player).
Evaluation: Worksheet, Checklist.
90 min
Lesson 7
Describe the effect of recent developments in Canada since confederation, including the
Constitution Act (1982), the Meech Lake Accord (1987), the Charlottetown Accord
(1992), the Quebec Referendum (1995), and the Supreme Court Decision (1998). Engage
the students in a physical education activity showing knowledge and comprehension of
information learned.
Resources: pencil, paper, eraser, textbook “Canada Revisted”, overhead projector,
overhead transparencies, labels, gym attire.
Evaluation: Self assessment of questions correlated to pages 140 and 141; Observation
of gym activity.
90 min
Lesson #8: Confederation Jeopardy
Students will engage in a confederation jeopardy game to review unit concepts and skills.
The jeopardy questions are crafted according to the unit test questions.
Resources: Canada Revisited textbook
Evaluation: observing student understanding
40min
Lesson #1: “Confederation Conference: Take 1 “Charlottetown”
1. Identification:
Candidate: Natalie Comeau
Grade: 8
Associate: Mrs. Audrey Grossi
Subject/Strand: Social Studies: History
School: Monsignor Clancy
Lesson Type: Student-Centered
Date: November 8, 2006
mins.
Lesson: 90
No. of Students: 30
Students Absent:
2. Lesson Topic:
Introduction to the Charlottetown Conference as a major step towards confederation in
Canada, using role-playing for application.
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:




Identify external and internal factors and events leading to Confederation
(Curriculum Document, pg. 60).
Identify the roles of key individuals, the main events leading to the signing of the
British North America Act (Curriculum Document, pg. 60).
Use appropriate vocabulary to describe their inquires and observations
(Curriculum Document, pg. 60)
Write in role, analyzing the subtext of a script and the attitudes and points of view
of the characters portrayed (Drama Curriculum, pg. 62)
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students: Mark with an x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Journal:
Projects:
Presentation:
Work Samples:
X
Other: Group
Activity X
4b. Tools for the Teacher: Mark with an x:
Observation: X Checklist:
Self-assess:
Rubric:
Rating Scale: X Notes:
Quiz, Test:
Peer Assess:
Other:
4c. Teacher's Routine for Marking, Tracking, and Reporting:
As students work in groups to formulate discussion, I will walk around and observe.
Through observation, I will use a checklist to ensure group members are on-task and
involved in the discussion. I will also observe the students participation and contribution
to the mock-conference, and their commitment to their individual roles.
5. Lesson Modifications: (Where applicable, provide student names.)
5a. Mark with an x:
Increase Time:
Challenge:
X
Oral Explain:X Repeat:
Decrease
No./Difficulty:
Re-teach:
Scribe:
E.A. Assistance:
Peer Tutor:
Manipulatives:
Other:
Instruct. Tech.:
Visuals:
Alternate
Assignment:
5b. Teacher's Routine for Lesson Modifications:
As I walk around and observe students, I will try to guide them through their work
samples. Moreover, I will allow some students more time to review text and fully
understand the details of the Charlottetown conference.
6. Materials and Equipment Required:
6a. For the Students: Pencil, eraser, textbook.
6b. For the Teacher: Pencil, eraser, textbook, overhead map of Canada, checklist.
7. Instructional Strategies:
7a. Student-Centered: Mark with an x:
Cooperative: X
Centers:X
Problem-solving:
ComputerAssisted
7b. Teacher-Directed: Mark with an x:
Guided Inquiry:
Drill:
Lecture: X
Demonstration:
X
Other:
Other:
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I:
independent
8a. Introduction:……………………………………………………………Minutes: 10
min (W)
Include reviewing, motivating, and providing a context.
1. Students will be reminded of the group discussion last session.
2.Ask representatives from each province to summarize their view.
3.Ask representatives if they have anymore ideas to present.
4. Inform students that their discussion regarding the “National Pride Center” is much
like the Charlottetown conference.
5. Students will take their seat in a calm and orderly manner.
6. Inform students that there is a current dilemma developing in Canada.
7. Inform students that the provinces in the Maritimes (New Brunswick, Nova Scotia,
Prince Edward Island and Newfoundland) have decided that they wish to construct a
National Pride Center in Prince Edward Island.
8.Tell students that these Maritime Provinces wish to use this National Pride Center to
illustrate the successes of Atlantic Canada.
9. Inform students that beyond this, the National Pride Center will chronicle the rise of
Canada since 1867. Also, inform students that Ontario and Quebec have recently heard
these rumors, and wish to discuss further the construction of the Center.
10. Inform students that a “Town Hall Meeting” will be set up in P.E.I. to discuss the
construction of the new center.
11. Inform students that they will be split into groups of 5, each group will represent a
province involved in this debate.
12. Have students form their groups, and tell them that the Maritime Provinces will work
separately, but provide reasons as to why the National Pride Center should be constructed
in P.E.I. (show on hand-outs to students).
13. Inform students representing Ontario and Quebec that they must convince the
Maritime Provinces to allow them to be a part of the National Pride Center, and maybe
offer to construct it in Ottawa or Quebec City.
14. Show students map of Canada on the overhead projector, and locate the provinces
they represent, and discuss the importance of location.
8b. A Sequence of Teaching and Learning……………………………Minutes: 15 min
(W,S)
1. After debate and discussion, begin to relate this dilemma back to the Charlottetown
Conference. Inform students that this is much like the Charlottetown Conference held in
1864.
2. Inform students that the Charlottetown Conference was initially supposed to be about a
Maritime Union, joining Nova Scotia, New Brunswick, and PEI under one central
government.
3. Tell students that the United Province on Canada heard about the desired union and
attended the meetings.
4. Ask students to remember our discussion on the Great Coalition – John A. Macdonald
and George Etienne Cartier acted as leaders for the United Province of Canada.
5. Inform students that those representing, argued in favour of extending the Maritime
Union into a British North American union.
6. The Maritime Provinces had mixed feelings – PEI was against the idea, whereas Nova
Scotia and New Brunswick were divided.
7. The United Province of Canada even offered compromises – example: a railway
connecting all provinces to enhance trade.
8. End Result: spend more time discussing this “confederation” at a conference in Quebec
1 month later.
8c. Application:…………………………………………………………Minutes: 55 min
(W;S)
Include facilitating guided and/or independent practice.
1. Provide students with time to develop collaborative reasoning, and define their point of
view
2. Have students complete group collaboration and move into a “conference formation”
in which each group can see one another in a circular pattern around the room.
3. Allow each Province to present their case, each speaker identifying who they are, and
what province they represent.
4. Ask students from provinces to analyze, constructively criticize, or discuss reasoning
provided by other provinces
5. Ask students to make proper and accurate arguments on behalf of their province to
convince the group of their point of view.
6. Ensure all members of the groups have a chance to speak their part.
8d. Closure and Assessment:…………………………………………Minutes: 10 min
(W; S)
Include sharing, reflecting, and considering next steps
1.Inform students that debate and discussion is important because it is the way that
Canada was created.
2.Inform students that the Charlottetown Conference is often referred to as “the birth
place of Canada”
3.Inform students to keep the reasons for confederation as well as this conference in mind
as they analyze the Quebec conference and London conference in the sessions to come.
4.Have students write a reflection on the conference activity; comment on the result, if
they believe it could have happened differently, and how they contributed to the overall
outcome.
Lesson #2: “Confederation Conference: Take 2 “Quebec”
1. Identification:
Candidate:
Grade: 8
No. of Students: 30
Associate:
Subject/Strand: Social Studies: History
School:
Lesson Type: Student-Centered
Date:
Students Absent:
2. Lesson Topic:
Introduction to the Quebec Conference and the creation of the seventy-two resolutions.
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
 Identify external and internal factors and events leading to Confederation
(Curriculum Document, pg. 60).
 Identify the roles of key individuals, the main events leading to the signing of the
British North America Act (Curriculum Document, pg. 60).
 Use appropriate vocabulary to describe their inquires and observations
(Curriculum Document, pg. 60)
 Formulate questions to guide research on issues and problems (Curriculum
Document, pg. 60).
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
Mark with an x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Journal:
Projects:
Presentation:
Work Samples:
4b. Tools for the Teacher:
Observation:
X
Self-assess:
Other: Group
Activity
X
Mark with an x:
Checklist:
Rubric:
Quiz, Test:
Rating Scale:
Notes:
Peer Assess:
X
Other:
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
As students work in groups to formulate discussion, I will walk around and observe.
Through observation, I will use a checklist to ensure group members are on-task and
involved in the discussion.
5. Lesson Modifications: (Where applicable, provide student names.)
5a.
Mark with an x:
Increase Time:
X
Challenge:
Decrease
No./Difficulty:
Alternate
Assignment:
Oral Explain:
X
Peer Tutor:
Repeat:
Re-teach:
Scribe:
Visuals:
Manipulatives:
Other:
E.A.
Assistance:
Instruct. Tech.:
5b. Teacher’s Routine for Lesson Modifications:
As I walk around and observe students, I will try to guide them through their work
samples. Moreover, I will allow some students more time to review text and fully
understand the details of the Quebec conference.
6. Materials and Equipment Required:
6a. For the Students: Pencil, eraser, textbook, worksheet, summary chart
6b. For the Teacher: Pencil, eraser, textbook, worksheet, summary chart, overhead
projector, overhead transparency.
7. Instructional Strategies:
7a. Student-Centered:
Cooperative:
X
Centers:
Mark with an x:
Problem-solving:
ComputerAssisted
7b. Teacher-Directed:
Drill:
Lecture:
X
Other:
Mark with an x:
Guided Inquiry: Demonstration:
X
Other:
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent
8a. Introduction:……………………………………………………………………Minutes: 5 min (W)
Include reviewing, motivating, and providing a context.
1) Remind students of the result of the Charlottetown Conference: to discuss things
further one month later at a Conference in Quebec
2) Inform students that delegates met again in October 1864 in Quebec City.
3) Inform students that representatives came from the major provinces: Canada East
and Canada West, Nova Scotia, New Brunswick, PEI, and Newfoundland, which
decided to attend in Quebec, after skipping Charlottetown.
4) Inform students that the Conference lasted for over two weeks
8b. A Sequence of Teaching and Learning:……………………………………Minutes: 10
min (W)
1) Inform students that this conference was important because it led to the formation
of RESOLUTIONS.
2) Prompt students to define “resolution”: a course of action determined or decided
on, often agreed to by a vote (New Year’s resolutions; what are some of your
resolutions?)
3) To be exact, representatives came up with 72 resolutions (write on board)
4) Inform students that I do not expect them to know all 72, but that I will highlight
6 of the major ideas agreed upon during the conference.
5) Use overhead projector to display six major resolutions, one at a time.
6) Have volunteers read resolutions aloud, while students copy them into their notes.
8c. Application:…………………………………………………………………Minutes: 50
Include facilitating guided and/or independent practice.
min (W;S)
1) Inform students that they will again be broken up into each province represented
at the Quebec Conference.
2) Students will be assigned a worksheet that they are to compete as a colony (in
groups of 5 or 6)
3) Students are to complete this worksheet using pgs. 122-124 in their history
textbook.
4) Inform students to only deal with the front page of the handout, leaving the
summary chart alone until further instructed.
5) Inform students that while Newfoundland is listed in the book as having attended
the conference, I will deal with them after as there is not much information
provided in the textbook.
6) Once completed, one representative from each province will be asked to come to
the front of the room and present their reaction to the seventy-two resolutions to
the class.
7) Inform students that after the presentation, they are allowed to question the
colony’s reaction, and discuss things further.
8) All other students will be required to fill in the Quebec Conference Summary
Chart while representatives present their information.
8d. Closure and Assessment:……………………………………………………..Minutes: 5
Include sharing, reflecting, and considering next steps
min (W; S)
1) Students will hand in completed worksheet and summary chart
2) Based on both conferences, it is very difficult to get things done because of the
diverse interests that exist in Canada.
3) This has been a continual problem in Canada, as its diversity has sometimes been
a curse
4) In the next session, we will be looking at the final confederation conference.
5) Students will be told that in French, tomorrow, they will be making a statement on
behalf of their colony in French.
Quebec Conference: Six Major Initiatives
1. A strong, central government that would handle economic
development and national defence.
2. The central government would be responsible for making
laws that ensure “peace, order, and good government.”
3. Provinces would have specific powers to deal with local,
social, and cultural issues.
4. The United Province of Canada would be split into two
provinces: Ontario and Quebec.
5. The central Parliament would be made up of two law-making
houses: The Lower House = House of Commons
The Upper House = Senate
6. Members of the House of Commons would be elected based
on the size of their population. This means that the higher a
province’s population, the more representatives they will
have in the House of Commons.
Rating Scale:
Level 1
Level 2
Level 3
Level 4
Identifies internal and external
factors for Confederation and the
roles of key individuals.
Uses appropriate vocabulary.
Limited
Some
Considerable
High
Degree
Limited
Some
Considerable
Formulates questions to guide
research.
Limited
Some
Considerable
High
Degree
High
Degree
Expectation
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Level
Lesson #3 : “Confédération: La Conférence de Québec”
« Au Québec, On Parle le Français! »
1. Identification:
Candidate: Francesca Roda
Grade: 8
No. of Students: 30
Associate:
Subject/Strand: Social Studies: History
School:
Lesson Type: Student-Centered
Date: February 22, 2007
Students Absent:
2. Lesson Topic:
Introduction to the Quebec Conference and the creation of the seventy-two resolutions
“en français!”
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]
Social Studies Expectations:
At the conclusion of the lesson, students will be able to:
 Identify external and internal factors and events leading to Confederation
(Curriculum Document, pg. 60).
 Identify the roles of key individuals, the main events leading to the signing of the
British North America Act (Curriculum Document, pg. 60).
 Use appropriate vocabulary to describe their inquires and observations
(Curriculum Document, pg. 60)
 Formulate questions to guide research on issues and problems (Curriculum
Document, pg. 60).
FSL Expectations:
At the conclusion of the lesson, the students will be able to:
 Use language appropriately in a variety of rehearsed, routine, and open-ended
situations (e.g. an interview) (Curriculum Document, pg. 20).
 Express person preferences or reactions to a text (Curriculum Document, pg.
20).
 Produce a piece of writing in the form of a dialogue or story (Curriculum
Document, pg. 21).
 Words from units under study, phrases and expressions from oral vocabulary,
personal word list, and class list (Curriculum Document, pg. 21).
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
Oral Report:
Portfolio:
Mark with an x:
Conference:
Multi-media:
Other: Group
Activity
X
Journal:
Projects:
Presentation:
Work Samples:
Checklist:
Rubric: X
Quiz, Test:
Rating Scale:
Notes:
Peer Assess:
4b. Tools for the Teacher:
Observation:
X
Self-assess:
Mark with an x:
Other:
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
As students work in groups to formulate discussion, I will walk around and observe.
When students complete their sentences, they will present their “speech” and a rubric will
be used to assess oral communication for each student.
5. Lesson Modifications: (Where applicable, provide student names.)
5a.
Mark with an x:
Increase Time:
X
Challenge:
Decrease
No./Difficulty:
Alternate
Assignment:
Oral Explain:
X
Peer Tutor:
Repeat:
Re-teach:
Scribe:
Visuals:
Manipulatives:
Other:
E.A.
Assistance: X
Instruct. Tech.:
5b. Teacher’s Routine for Lesson Modifications:
As I walk around and observe students, I will try to guide them through their work
samples. Moreover, I will allow some students more time to review text and fully
understand the details of the Quebec conference.
6. Materials and Equipment Required:
6a. For the Students: Pencil, eraser, textbook, worksheet, summary chart
6b. For the Teacher: Pencil, eraser, textbook, worksheet, summary chart, overhead
projector, overhead transparency, sentence starters, new vocabulary cards.
7. Instructional Strategies:
7a. Student-Centered:
Cooperative:
X
Centers:
Mark with an x:
Problem-solving:
ComputerAssisted
7b. Teacher-Directed:
Drill:
Lecture:
X
Other:
Mark with an x:
Guided Inquiry: Demonstration:
X
Other:
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent
8a. Introduction:……………………………………………………………………Minutes: 5 min (W)
Include reviewing, motivating, and providing a context.
1. Instant Role-Play: Teacher is dressed-up as Sir. John A. McDonald. Students are
asked to enter the class quietly because the classroom is now transformed into “La
Conférence de Québec”. Teacher introduces herself and shakes hands of all
representatives of each colony (in French, of course!) as they enter the classroom.
2. Teacher gives each student a map with key vocabulary.
3. Students will sit in their “Colony” groups from the previous lesson in History.
4. Students are told « Nous sommes au Québec, et comme vous savez, on parle
seulement en français au Québec. Avant de commencer, nous allons faire une
révision du vocabulaire et des colonies qui sont présentes. »
8b. A Sequence of Teaching and Learning:……………………………………Minutes: 10
min (W)
5. Nouveau Vocabulaire—Les Colonies: Canada-Ouest, Canada-Est, La Nouvelle
Écosse, L’Ile-du-Prince-Edouard , Le Nouveau Brunswick, La Terre-Neuve.
6. One representative from each group will be asked to introduce their colony en
français. “Nous sommes la colonie de ______________________”.
7. Definition of “Conférence” en français: “ Réunion—L’unification pour former le
Canada. Le gouvernement de chaque colonie voulait obtenir le maximum pour ses
citoyens. (Unification to form Canada. Each government wanted to obtain the
maximum rights for their citizens).
8. Teacher defines « La Conférence de Québec » : La deuxième (2e) réunion. Les
chefs de la Province du Canada, des colonies maritimes et de Terre-Neuve se sont
réunis (une réunion) pour parler de la Confédération. Ils se sont rencontrés à
Québec en Octobre de 1864 et ont parler des Résolutions de Québec. À la suite
de cette réunion, les colonies ont présenté ces résolutions à leur Assemblée
législative respective pour les faire voter. L'Île-du-Prince-Édouard et Terre-Neuve
ont refusé l'entente. (Second conference. The heads of each province of Canada,
the maritimes and Newfoundland have reunited to speak of Confederation. They
gathered in October 1864 and presented their resolutions. After, they presented
their resolutions to their Legislative Assembly to create a vote. Prince Edward
Island and Newfoundland refused.)
8c. Application:…………………………………………………………………Minutes: 30
Include facilitating guided and/or independent practice.
min (W;S)
9. Students are asked to use their completed conference summary chart from History
class to create a short speech (8-10 sentences) about their reactions to the
resolutions.
10. Chart paper with instructions will be placed on the blackboard to describe the
instructions with sentence starters. Students are to complete the following:
a. Introduction de votre colonie: “Je m’appelle ________, __________,
________, _______, (etc) et nous sommes la colonie de
_______________.
b. Parlez de votre colonie--l’économie : « Nous avons une économie
puissante/faible. Nous avons __________ ». Donnez au moins 3 exemples
de votre colonie.
c. Vos réactions des 72 résolutions—êtes-vous en faveur (oui!) ou contre
(non, non, non!) les résolutions? : « Nous sommes en faveur des
résolutions/contre les résolutions PARCE QUE ___________ .» Donnez
au moins 3 exemples en exprimant vos réactions.
d. Conclusion : « Merci pour votre temps. Nous sommes en faveur des
résolutions présentées ici. » OU « Merci pour votre temps, mais nous ne
sommes pas en faveur des résolutions présentées ici. »
11. In the form of a real conference, students will present their resolutions with the
Teacher as the leader.
8d. Closure and Assessment:……………………………………………………..Minutes: 3
Include sharing, reflecting, and considering next steps
min (W; S)
12. Students will hand in their completed speech for completion and grammatical
errors.
13. Based on both conferences, it is very difficult to get things done because of the
diverse interests that exist in Canada.
14. This has been a continual problem in Canada, as its diversity has sometimes been
a curse.
15. La conférence est finie!
Les Instructions pour les Résolutions


Introduction de votre colonie: “Bonjour! Je m’appelle
________, __________, ________, _______, (etc) et
nous sommes la colonie de _______________.
Parlez de votre colonie--l’économie : « Nous avons une
économie puissante
/faible
. Nous avons
__________ ». Donnez au moins 3 exemples de votre
colonie.


Vos réactions des 72 résolutions—êtes-vous en faveur
(oui!) ou contre (non, non, non!) les résolutions? : « Nous
sommes en faveur des résolutions/contre les résolutions
PARCE QUE ___________ .» Donnez au moins 3
exemples en exprimant vos réactions.
Conclusion : « Merci pour votre temps. Nous sommes en
faveur (oui-oui!) des résolutions présentées ici. » OU
« Merci pour votre temps, mais nous ne sommes pas
(non-non!) en faveur des résolutions présentées ici. »
French Rubric: La Conférence de Québec
Student Name:
Date:
The student speaks…
1D51
1
D
54
1+
D+
58
2C61
2
C
64
2+
C+
68
3B71
3
B
74
3+
B+
78
4A82
4
A
87
Understanding Limited effectiveness
of questions
Some effectiveness
Considerable
effectiveness
High degree of
effectiveness
Sentence
Structure
Limited effectiveness
Some effectiveness
Considerable
effectiveness
High degree of
effectiveness
Grammar
Vocabulary
Limited effectiveness
Some effectiveness
Considerable
effectiveness
High degree of
effectiveness
Pronunciation
Limited effectiveness
Some effectiveness
Considerable
effectiveness
High degree of
effectiveness
Presentation
Limited effectiveness
Some effectiveness
Considerable
effectiveness
High degree of
effectiveness
4+
A+
95/100
Lesson #4: THE LONDON CONFERENCE
1. Identification:
Candidate:
Grade: 8
No. of Students: 30
Associate:
Subject/Strand: Social Studies: History
School:
Lesson Type: Student-Centered
Date:
Students Absent:
2. Lesson Topic:
To outline the reason for the London Conference and the key results of the Conference.
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:



Identify external and internal factors and events leading to Confederation
(pg. 60)
Identify the roles of key individuals, the main events leading to the signing
of the British North America Act (pg.60)
Formulate questions to guide research on issues and problems (pg.60)
Under Language Expectations:
 Demonstrate an understanding of appropriate listening behavior by adapting
active listening strategies during group work (pg 138).
 Use appropriate vocabulary to describe their inquiries and observations (pg. 139)
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Mark with an
Other:
X
Journal:
Projects:
4b. Tools for the Teacher:
x:
Observation:
Checklist:
X
Presentation:
Work Samples:
X
Mark with an
Rubric:
X
Quiz, Test:
Other:
Self-assess:
Rating Scale:
Notes:
Peer Assess:
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
The students and I will engage in a discussion to hash out some of the major results of the
London Conference. As students work on a writing sample, I will walk around and
observe. I will collect this writing piece and grade it for completion.
5. Lesson Modifications: (Where applicable, provide student names.)
5a.
x:
Increase Time: Challenge:
Decrease
X
No./Difficulty:
Oral Explain:
Repeat:
Re-teach:
Scribe:
X
Peer Tutor:
Visuals:
Manipulatives: Other:
Mark with an
Alternate
Assignment:
E.A.
Assistance: X
Instruct. Tech.:
5b. Teacher’s Routine for Lesson Modifications:
As I walk around and observe students, I will try to guide them through their work
samples. I will also review important information to ensure they understand the London
Conference and its significance in the creation of Canada.
6. Materials and Equipment Required:
6a. For the Students: pencil, paper, eraser, textbook.
6b. For the Teacher: pencil, paper, eraser, textbook, worksheet
7. Instructional Strategies:
7a. Student-Centered:
with an x:
Cooperative:
Centers:
X
7b. Teacher-Directed:
with an x:
Drill:
Lecture:
Mark
Problem-solving:
ComputerAssisted
Other:
Mark
Guided Inquiry: Demonstration:
X
Other:
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I:
independent
8a.
Introduction:……………………………………………………………………Minutes:
2 min (W)
Include reviewing, motivating, and providing a context.
2. Explain that the London Conference is the last Conference held prior to
Confederation in Canada.
3. Explain that the London Conference was set up so Canadian officials could
present the British with 72-resolutions.
4. Ask students where these 72-resolutions were developed?
5. Encourage students to explain some of the major resolutions adopted at the
Quebec Conference (review)
8b. A Sequence of Teaching and Learning:………………………………..Minutes:
20-25 min (W)
1. Ask the students why Canada had to go to Britain? Couldn’t they have just
presented their resolutions to their own provinces and gained approval?
 Because the provinces of Canada were under the different rule of Britain.
2. Explain that after some discussion in London, a modified bill, known as the BNA
Act, was introduced in British parliament.
3. Ask students what they believed happened when this act was introduced to British
Parliament?
 It was passed thru the House of Commons and the House of Lords
quickly.
4. Ask students to explain the difference between the House of Commons and House
of Lords. Write categorization on the blackboard.
 House of Commons is the Lower House- refers to students back to note taken
yesterday to show that Canada had the same lower house.
 House of Lords is the Upper House; known as the Senate in Canada.
5. Ask students why Britain was eager to allow the Canadian provinces to join into a
central union.
 Threat from the South- Britain became worried that the US may want to make
the North “one of its own.” Therefore, it was a preventative measure to
defend British Holdings.
 Taxation- easier for Britain to collect taxes in a unified Canada.
 Expansion of the West-Britain knew that the vast western territory required
populating, and felt it would be easier with a unified government.
 Defence- Britain would be able to rally the troops much easier if it faced US
problems.
6. Explain that an interesting thing occurred during the London conference. Some
representatives wanted to make Canada “The Kingdom of Canada.” British
officials denied this request because they felt it would anger the US.
7. Ask students if they know what representatives settled for instead?
 The Dominion of Canada.
8. Explain that after British parliament passed the BNA ACT, Queen Victoria
approved the resolutions and Confederation.
8c. Application:…………………………………………………………………Minutes:
10 min (W;S)
Include facilitating guided and/or independent practice.
1. Have students complete the London Conference Worksheet
2. Students can compare and contrast answers in their normal seating groups.
8d. Closure and
Assessment:……………………………………………………Minutes: 5 min (W;S)
Include sharing, reflecting, and considering next steps
1. Take up the Conference worksheet with students.
2. Now that we have a sound understanding of how the idea of Confederation was
discussed and debated, we will move on to look at the BNA Act and
Confederation celebrations next week.
Class Debate : London Conference
Teacher Name:
Student Name:
________________________________________
4
3
2
1
Information
All information
presented in the
debate was clear,
accurate and
thorough.
Most information
presented in the
debate was clear,
accurate and
thorough.
Most information
presented in the
debate was clear
and accurate, but
was not usually
thorough.
Information had
several inaccuracies
OR was usually not
clear.
Use of
Facts/Statistics
Every major point
was well supported
with several relevant
facts, statistics
and/or examples.
Every major point
was adequately
supported with
relevant facts,
statistics and/or
examples.
Every major point
Every point was not
was supported with supported.
facts, statistics
and/or examples, but
the relevance of
some was
questionable.
Presentation
Style
Team consistently
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience.
Team usually used
gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience.
Team sometimes
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience.
One or more
members of the team
had a presentation
style that did not
keep the attention of
the audience.
Understanding
of Topic
The team clearly
understood the topic
in-depth and
presented their
information forcefully
and convincingly.
The team clearly
understood the topic
in-depth and
presented their
information with
ease.
The team seemed to
understand the main
points of the topic
and presented those
with ease.
The team did not
show an adequate
understanding of the
topic.
CATEGORY
29
Lesson #5: The Confederation Series: Political Cartoons
1. Identification:
Candidate:
Grade:
No. of Students:
Associate:
Subject/Strand: Social Studies: History
School:
Lesson Type: Student-Centered
Date:
Students Absent:
2. Lesson Topic:
To introduce to students the importance of political cartoons for the purpose of conveying
messages, values, and attitudes.
3. Specific Expectations: Mark with an x: Concepts: [X] Skills: [ ] Attitudes: [X]
At the conclusion of the lesson, students will be able to:
Social Studies Curriculum Document:
 Identify external and internal factors and events leading to Confederation (pg. 59)
 Identify the roles of key individuals, the main events leading to the signing of the
British North America Act, and the reasons for the exclusion of certain groups
from the political process (pg. 59)
 Communicate the results of inquiries for specific purposes and audiences, using
media works, political cartoons, oral presentations, written notes and descriptions,
drawings, tables, charts, and graphs (pg. 60)
Language Arts Curriculum Document:
 Interpret increasingly complex or difficult media texts, using overt and implied
messages as evidence for their interpretations (pg. 147)
The Arts Curriculum Document:
 Produce two- and three-dimensional works of arts that communicate a range of
thoughts, feelings, and experiences for specific purposes and to specific audiences
(pg. 44).
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
Mark with an x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Journal:
Projects:
Presentation:
Work Samples:
X
Other:
30
4b. Tools for the Teacher:
Observation:
X
Self-assess:
Mark with an x:
Checklist:
X
Rating Scale:
Rubric:
X
Notes:
Quiz, Test:
Other:
Peer Assess:
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
The students will engage in discussion to hash out some of the major points addressed in
the political cartoons. After analyzing one cartoon as a whole, students will be broken
into groups. There will be four stations set up around the room, each with a
corresponding political cartoon and one large piece of chart paper. Each group will begin
at a station and be provided with a different coloured marker. Student will be given five
(5) minutes to record thoughts and feelings on the large chart paper. After the allotted
time, students will proceed to the next station, and repeat the process until all groups have
visited each station. A checklist will be used to assess group work. Since each group is
using different coloured marker, it will be easy for the teacher to see which groups
participated and which groups did not. Students will be asked to complete political
cartoons on Confederation. Students will be asked to hand in these cartoons, and they will
be evaluated using a rubric.
5. Lesson Modifications: (Where applicable, provide student names.)
5a.
Mark with an x:
Increase Time:
X
Challenge:
Repeat:
Decrease
No./Difficulty:
X
Re-teach:
Oral Explain:
Peer Tutor:
Alternate
Assignment:
Scribe:
Visuals:
Manipulatives:
Other:
E.A.
Assistance:
Instruct. Tech.:
5b. Teacher’s Routine for Lesson Modifications:
With respect to modifications, some students will not be asked to complete political
cartoons related to Confederation. Rather, students will be given the opportunity to write
captions for some of the political cartoons analyzed during group work and discussion.
The extra time allowed will allow the teacher to work more closely with them and guide
them through analyzing and understanding the visual texts.
6. Materials and Equipment Required:
6a. For the Students: pencil, paper, eraser, textbook, markers
6b. For the Teacher: pencil, paper, eraser, markers, overhead projector, large chart paper.
7. Instructional Strategies:
7a. Student-Centered:
Cooperative:
X
Centers:
X
Mark with an x:
Problem-solving:
ComputerAssisted
Other:
31
7b. Teacher-Directed:
Drill:
Lecture:
Mark with an x:
Guided Inquiry: Demonstration:
X
Other:
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent
8a. Introduction:……………………………………………………………………Minutes: 8 min (W)
Include reviewing, motivating, and providing a context.
1. Ask students if they have ever view political cartoons. Where do we usually
see/find political cartoons?
 Editorial pages of newspapers, magazines
2. Explain that political cartoons generally deal with events or issues current in the
news.
3. Caricature is the primary technique used by political cartoonists. Ask students to
define “caricature.”
 Exaggerates an individual’s unique characteristics to make them easily
recognizable
4. Explain that another important technique used by political cartoonists is the use of
analogy. Ask students to define “analogy.”
 In which one event is represented by another.
5. Explain that cartoons, especially during the Confederation period, displayed a
number of biases such as political, religious, racial, ethnic, vocational, economic,
and/or gender biases)
8b. A Sequence of Teaching and Learning:………………………………..Minutes:
8 min (W)
1. Display cartoon #1 on overhead. The captions on this overhead cannot be
deciphered by the class, so teacher must read the captions to students
2. Ask students to DESCRIBE (not interpret) what they see in the picture presented?
 A child, with the name “Confederation”
 Dignitaries; important Canadian officials that appear to be disgruntled or
upset
3. Ask students to INTERPRET the cartoon being presented. Remember to remind
students of the three conferences that led to Confederation as a point of review.
 Depicts politicians, or Canadian Founding Fathers, arguing over who
deserves credit for giving birth to Confederation
 In fact, over 33 men participated in the political conferences that led to the
formations of Canada.
4. Inform students that during this time period debates and discussions surrounding
Confederation existed not only in provincial parliaments, but in local newspapers.
5. Inform students that they will be split into groups, and asked to analyze various
political cartoons set-up across the room.
32
8c. Application:…………………………………………………………………Minutes: 115
Include facilitating guided and/or independent practice.
min (W)
1. Split students into four equal groups. Since this is a cooperative learning exercise
(“Graffiti”), ensure that groups are purposely structured to include a range of
learning styles and learning ability.
2. Each group will begin with one political cartoon.
3. Each group will be asked to analyze the political cartoon, and record
feelings/attitudes/observations on large chart paper.
4. After five (5) minutes, groups will be asked to leave the political cartoon at the
station and move clockwise to the next station, repeating the process.
5. As students complete this cooperative learning exercise, the teacher will walk
around, observing progress and aiding groups in their analysis
6. Once complete, groups will be back at their original station. Groups will be given
approximately five (5) minutes to review all of the analysis that now exists on the
large chart paper.
7. Allow groups to address any of the analysis offered by other groups on the large
chart paper.
8. After allowing time for closing discussion, students will be asked to return to their
regular seats.
9. Students will be asked to create their own political cartoons independently.
10. These cartoons must communicate information about Confederation (ex:
significant figures, events, conferences, reasons for Confederation)
8d. Closure and Assessment:……………………………………………………Minutes: 3 min (W)
Include sharing, reflecting, and considering next steps
1. Explain to students that political cartoons are important because they allow the
general public to be involved in debate. Since they often arise in newspapers and
magazines, political cartoons directly engage the ‘people’ in discussion regarding
important subjects of the time.
2. Explain that creating political cartoons allows students to be concerned and
informed citizens.
3. Students will receive the next history class and one art class to complete their
political cartoons
4. Once complete, students will be given the opportunity to share their cartoons with
the rest of the class
5. Students will be asked to hand in political cartoons
6. These cartoons will be evaluated using the attached rubric.
33
The Confederation Series: Political Cartoons
Name:
Criteria
Level 3
Level 2
Level 1
Student
demonstrates
high degree of
Subject
understanding
Matter
of political
concept (s)
presented.
Expression of
ideas is wellVisual
established
Expression of and clear
Ideas
Student
demonstrates
considerable
understanding
of political
concept (s)
presented.
Expression of
ideas is
considerably
established
and
considerably
clear
Student
demonstrates
some
understanding
of political
concept (s)
presented.
Expression of
ideas is
somewhat
established
and somewhat
clear
Student
demonstrates
limited
understanding
of political
concept (s)
presented.
Expression of
ideas is poorly
established
and not clear.
Final product is
uniquely
creative
Final product is
considerably
creative
Final product is
somewhat
creative
Final product
lacks creativity.
Creativity of
Product
Comments:
Level 4
34
Lesson #5: The British North America Act:
The Foundation of Greatness
1. Identification:
Candidate: Joe Naso
Grade: 8
No. of Students: 30
Associate:
Subject/Strand: Social Studies: History
School: Mount Carmel
Lesson Type: Student-Centered
Date: February 22, 2007
Students Absent:
2. Lesson Topic:
To outline the basic aim of the British North America Act (BNA) of 1867 and to assist
students in learning about federalism (the notion of a strong central government, the role
of provincial governments, and the branches of government outlined by the Act)
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
 Identify the roles of key individuals, the main events leading to the signing of the
British North America Act (Social Studies Curriculum Document).
 Identify colonies that joined confederation, and their dates of entry (Social Studies
Curriculum Document).
 Construct and interpret a variety of graphs, charts, diagrams, maps, and models to
organize and interpret information (Social Studies Curriculum Document).
 Identify the contribution of each political region to Canadian confederation today
(Social Studies Curriculum Document).
 Sing and play instruments with expression and proper technique (e.g., with correct
breathing or fingering) (Arts Curriculum Document)
 describe some aspects of the historical context of music that they sing, play, or listen
to (e.g., identify some major political events, social or philosophical movements,
architectural or painting styles) (Arts Curriculum Document)
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
Mark with an x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Journal:
Projects:
Presentation:
Work Samples:
X
4b. Tools for the Teacher:
Other:
Mark with an x:
35
Observation:
X
Self-assess:
Checklist:
X
Rating Scale:
Rubric:
Quiz, Test:
Notes:
Peer Assess:
Other:
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
The students and I will engage in a discussion regarding the distribution of powers as
outlined by the BNA Act, 1867. Students will complete a Venn diagram that
complements the discussion of these distinctive powers. Moreover, students will
complete a worksheet that deals with the branches of government.
5. Lesson Modifications: (Where applicable, provide student names.)
5a.
Mark with an x:
Increase Time:
Challenge:
Repeat:
Decrease
No./Difficulty:
Re-teach:
Oral Explain:
Scribe:
Peer Tutor:
Visuals:
Manipulatives:
Other:
Alternate
Assignment: X
E.A.
Assistance: X
Instruct. Tech.:
5b. Teacher’s Routine for Lesson Modifications:
IEP students will begin by completing a “Confederation” Word Search with words
pertaining to this unit and lesson. Moreover, they will continue by copying down some
information regarding the BNA Act in daily journals. Finally, IEP students will be
provided with a colouring page.
6. Materials and Equipment Required:
6a. For the Students: pencil, paper, eraser, textbook.
6b. For the Teacher: pencil, paper, eraser, ‘flashcards,’ overhead projector, overhead
transparencies, compact disc (CD), compact disc player (CD player).
7. Instructional Strategies:
7a. Student-Centered:
Cooperative:
X
Centers:
Mark with an x:
Problem-solving:
ComputerAssisted
7b. Teacher-Directed:
Drill:
Lecture:
Other:
Mark with an x:
Guided Inquiry: Demonstration:
X
Other:
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent
8a. Introduction:……………………………………………………………………Minutes: 6 min (W)
Include reviewing, motivating, and providing a context.
1. Have students stand to attention for the playing of “God Save the Queen.”
36
2. Have students sing “God Save the Queen”.
3. Ask students why “God Save the Queen” was played?
 God Save the Queen was Canada’s national anthem in 1867, when the
British North America Act was ratified. It is currently Canada’s Royal
anthem.
4. Explain historical background of God Save the Queen from a musical standpoint.
 A hymn is a type of song, usually religious, specifically written for the
purpose of praise, adoration or prayer, and typically addressed to a god or
other religiously significant figure
5. Explain that the British North America Act created the Dominion of Canada in
1867.
6. The aim of the BNA Act: to create a federal union (Confederation) of the
colonies of British North America associated with Great Britain.
7. Prompt students to explain why Britain was so eager to allow Confederation?
 Threat of US invasion; easier taxation; easier to organize and coordinate
defence.
8b. A Sequence of Teaching and Learning:………………………………..Minutes: 20-25
min (W)
1. Handout worksheet to be used during the sequence of teaching.
2. Explain that the BNA Act set out rules for the United Province of Canada
(Ontario and Quebec), Nova Scotia, and New Brunswick. Make analogy with
sports—just as hockey requires rules of proper play, so do countries. These rules,
written in the BNA Act, become the country’s constitution.
3. Explain that one of the most important rules set out in the BNA Act was the
distributions of powers.
4. This is known as Federalism. Ask students to provide a definition for Federalism.
Draw simple diagram on chalkboard to illustrate the idea of central and periphery.
 Federalism is a system of government in which power is constitutionally
divided between a central governing authority and its smaller units
(provinces).
5. Draw a Venn Diagram on the chalkboard having sections labeled “Federal
Powers” and “Provincial Powers.”
6. Use flashcards to discuss with students the responsibilities for federal and
provincial governments. Students will be shown a specific responsibility, and
asked to determine whether it falls under federal or provincial jurisdiction.
7. Students will complete the Venn diagram located on their worksheet during this
activity. Note: this activity is done cooperatively with teacher and students.
8. As the activity comes to an end, students will view three flashcards that do not fall
in either of the two categories. Agriculture, immigration, and education were
shared powers in the BNA Act of 1867.
9. Remind students about the initiative of peace, order, and good government
discussed during the London Conference session. Explain that the POGG
resolution was written in the British North America Act.
10. Ask students why this clause would be important for the federal government?
37

This clause is very broad and potentially allows the federal government to
be very powerful in their decision-making.
11. In addition to the distribution of powers, the BNA Act established three branches
of government.
12. Ask students to name the three branches of government
 Legislative branch, Executive branch, Judiciary branch.
8c. Application:…………………………………………………………………Minutes: 7-12 min
(W;S)
Include facilitating guided and/or independent practice.
1. Tell students that they are to use their textbook (pg. 132) to complete the back of
the worksheet handed out at the beginning of class. This worksheet corresponds
with the branches of government established in the BNA Act.
2. This worksheet will be handed and assessed for completion.
3. **Application is also being conducted when the class helps to fill out the federalprovincial powers Venn diagram.
8d. Closure and Assessment:……………………………………………………Minutes:
Include sharing, reflecting, and considering next steps
2 min (W)
1. Explain that the BNA Act is another example of how we became a country—by
people working together to achieve a common goal.
2. Reflect on the unit to this point—you will notice that many of the conferences
discussed highlight compromise and cooperation to achieve a larger goal.
38
Lesson #6
1. Identification:
Candidate:
Grade: 8
Associate:
Subject/Strand: Social Studies: History
School:
Lesson Type: Student-Centered
Date:
min
No. of Students:
Duration: 90 Students Absent for this Lesson:
2. Lesson Topic:
Describe the effect of recent developments in Canada since confederation, including the
Constitution Act (1982), the Meech Lake Accord (1987), the Charlottetown Accord
(1992), the Quebec Referendum (1995), and the Supreme Court Decision (1998). Engage
the students in a physical education activity showing knowledge and comprehension of
information learned.
3. Specific Expectations:
Mark with an x: Concepts: [ X ] Skills: [
] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
 Use appropriate vocabulary to describe their inquiries and observations.
 Compare Canada as it was in 1867 to the Canada of today, including political,
social, and other issues facing the country in both periods.
 Describe and analyze conflicting points of view about a historical issue or
personality.
 Participate vigorously in all aspects of the program (Physical Education)
 Demonstrate respectful behaviour towards the feelings and ideas of others
(Physical Education)
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students:
x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Journal:
Projects:
Presentation:
Quiz, Test:
Self-assess.: X
Peer Assess:
Notes:
Other:
Work Samples:
X
4.b. Tools for the Teacher:
x:
Observation: X Checklist:
Rubric:
Rating
Scale:
Mark with an
Mark with an
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Other:
39
Students will be responsible for reading through pages 140 and 141 and responding to
various questions. As they complete this work, I will walk around and observe their
progress. We wil take up this work at a later date.
5. Lesson Modifications: (Where applicable, provide student
names.)_________________________________
5.a.
x:
Increase Time: Challenge:
Decrease
X
No./Difficulty:
Oral Explan.: Repeat:
Re-teach:
Scribe:
X
Peer Tutor:
Visuals:
Manipulatives: Other:
Mark with an
Alternate Assignment:
E. A. Assistance:
Instruct. Technologies:
5.b. Teacher’s Routine for Lesson Modifications:
6. Materials and Equipment Required:
6.a. For the Students: pencil, paper, eraser, textbook.
6.b. For the Teacher: pencil, paper, eraser, textbook, overhead projector, overhead
transparencies
7. Instructional Strategies:
7.a. Student-Centered:
x:
Cooperative: Centres:
Inquiry;
X
solving:
Mark with an
Problem- ComputerAssisted:
7.b. Teacher-Directed:
x:
Drill:
Lecture:
Guided Inquiry:
X
8. Presentation Steps (Teacher Actions):
Other:
Mark with an
Demonstration:
Other:
Indicate: W: Whole Class; S: Small Group; I:
Independent
8.a. Introduction: Minutes 8 (w)
Include reviewing, motivating, and providing a context.
1. Although confederation in Canada happened 139 years ago, there are many recent
issues and developments that affect the original structure of confederation.
2. Ask students to brainstorm some current issues (in current I mean in the past 30
years that affect Confederation).
a. Constitution Act and Charter of Rights and Freedoms
b. Quebec Referendums (1980 and 1995)
c. Meech Lake Accord 1987
d. Charlottetown Accord 1992
e. Quebec Reference Question 1998
3. Explain that we will be looking at some of these current issues and their impact
on Confederation.
40
8.b. A Sequence of Teaching and Learning: Minutes 10 (w)
Include checking for understanding and reviewing key points.
1. There are many examples of desired or proposed constitutional change since
1867.
2. Inform students that I will be introducing them to the topics we will be studying,
but they will read pages 140-141 to gain a greater understanding of the issues.
3. In 1982, The BNA Act was renamed and revised and recognized Canada as a
much more diverse nation.
4. Although the Constitution Act was positively received by Canadians, the province
of Quebec refused to support the new act.
5. With the new constitution driving Canadian politics, the Meech Lake Conference
was set in order to persuade Quebec to join in on the new act.
6. Although those involved with the Meech Lake process were hopeful, it was not
accepted by all provinces and failed.
7. In 1992, the Prime Minister and Premiers met again to discuss an accord similar
to Meech Lake. This accord, known as the Charlottetown Accord, included
recognition of Quebecois issues and even Aboriginal desires.
8. This accord seemed to be what the province were waiting for- inform students
that they will have to read to find out what happened regarding the Accord.
9. Another major issue arose in 1995- the province of Quebec elected the Parti
Quebecois. This referendum that attempted to re-evaluate Quebec’s position as a
province in Canada.
10. Explain that the Quebec question has been the most prominent development in
Confederation.
8.c. Application: Minutes 40 (w- in class) & 22 (w- in gym)
Include facilitating guided and/or independent practice.
1. Students will be provided with various questions regarding recent developments
in Confederation.
2. Have students copy questions from the overhead into their notebooks and work
through them reading pages 140-141.
3. Take up answers with students at the end of 40 minutes (allotted).
4. Take the students to the gym. Labels: Constitution Act (1982), the Meech Lake
Accord (1987), the Charlottetown Accord (1992), the Quebec Referendum
(1995), and the Supreme Court Decision (1998); will be posted around the gym.
Students will answer questions related to each event by running to the area of the
gym that corresponds to the answers.
5. Students will discuss their answers, and the correct answer will be revealed.
8.d. Closure and Assessment: Minutes 10 (w)
Include sharing, reflecting, and considering next steps.
1. Ask students what issues they found most interesting? Is there anything they
would like to comment on?
2. Inform students that while the book does not note it, Quebec held a referendum in
1980 which asked a similar question – it was defeated 60% to 40%.
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3. Show students that two questions as they were written in 1980 and 1995- explain
that there was a lot of debate over the length of the question in 1980. Ask them
their feelings on this.
4. Explain that the most interesting issue is Quebec. Quebec has always been the
“glue” that has kept this nation together. Think to the time of confederation- it
was John A. MacDonald and others that recognizes the coalition needed and made
concessions to French, speaking Canadians. Even in these cases, the Meech and
Charlottetown conferences sought to give Quebec more of what they wanted.
Explain that I read and article back entitle “Quebec- Canada’s Poisonous
Foundation”. It is a very interesting article because while it suggests Quebec is a
poison for Canada, some believe that Quebec has been the remedy of many
problems in the nation.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates
are appreciated.
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Lesson #8:Confederation Jeopardy
1. Identification:
Candidate: Eric Sabatini
Grade: 8
No. of Students: 30
Associate: Mr. Rian Bishop
Subject/Strand: Social Studies: History
School: Notre Dame Elementary
Lesson Type: Student-Centered
Date: November 22, 2006
Students Absent:
2. Lesson Topic:
To review entire Confederation unit with students using an interactive jeopardy game.
3. Specific Expectations: Mark with an x: Concepts: [X ] Skills: [ ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
4. Assessment and/or Evaluation of Student Achievement:
4a. Tasks for the Students:
Mark with an x:
Oral Report:
Portfolio:
Conference:
Multi-media:
Journal:
Projects:
Presentation:
Work Samples:
X
4b. Tools for the Teacher:
Observation:
X
Self-assess:
Other:
Mark with an x:
Checklist:
Rubric:
Quiz, Test:
Rating Scale:
Notes:
Peer Assess:
Other:
4c. Teacher’s Routine for Marking, Tracking, and Reporting:
Students will participate in a game of jeopardy to review the Confederation unit. As I
perform my duty as Alex Trebek, I will observe to determine who is not involved in
answering questions. Individuals who choose not to participate in the team-oriented game
will be called on randomly to answer questions.
5. Lesson Modifications: (Where applicable, provide student names.)
5a.
Increase Time:
X
Oral Explain:
X
Mark with an x:
Challenge:
Repeat:
Decrease
No./Difficulty:
Re-teach:
Scribe:
Alternate
Assignment:
E.A.
Assistance:
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Peer Tutor:
Visuals:
Manipulatives:
Other:
Instruct. Tech.:
5b. Teacher’s Routine for Lesson Modifications:
Individuals who require modifications will not be called on to answer questions
randomly. At the conclusion of the game, I will speak with these individuals to ensure
they understand the material presented throughout the game. As a guide for studying,
these students will be given the jeopardy questions and answers to review prior to the
culminating activity.
6. Materials and Equipment Required:
6a. For the Students: pencil, paper, eraser
6b. For the Teacher: pencil, paper, eraser, textbook, jeopardy board, jeopardy questions and
answers.
7. Instructional Strategies:
7a. Student-Centered:
Cooperative:
X
Centers:
Mark with an x:
Problem-solving:
ComputerAssisted
7b. Teacher-Directed:
Drill:
Lecture:
Other:
Mark with an x:
Guided Inquiry: Demonstration:
Other:
X
8. Presentation Steps (Teacher Actions): Indicate: W: whole class S: small group I: independent
8a. Introduction:……………………………………………………………………Minutes: 2 min (W)
Include reviewing, motivating, and providing a context.
1. Begin lesson by playing the theme music from “Jeopardy” game show.
2. Inform students that they will be participating in a jeopardy game in order to
review the Confederation and in preparation for the culminating activity.
3. Explain that it is in their best interest to pay attention to the questions and
answers, and to even jot them down in their notes **HINT, HINT**
8b. A Sequence of Teaching and Learning:………………………………..Minutes:
3 min (W)
1. Split students into two teams. Be aware of students that require accommodations
and modifications, and structure teams with a variety of learning styles and
abilities.
2. Allow students to huddle together in their group, while remaining in their seats.
3. The game will proceed by asking questions to each group alternately.
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8c. Application:…………………………………………………………………Minutes: 35
Include facilitating guided and/or independent practice.
min (W)
1. Students will work in groups and independently to answer questions presented in
jeopardy format.
2. Inform students that should one group fail to answer a question, the other group
will be given the opportunity to steal.
8d. Closure and Assessment:……………………………………………………Minutes:
Include sharing, reflecting, and considering next steps
5 min (W)
1. Remind students that a lot of this information will be of help during the
culminating activity
2. Instruct students to review their history notes and the textbook pgs. 94-101; 118141, as most of the topics discussed are also accompanied by textbook write-ups
3. Things to remember:
 Reasons for confederation (6)
 Three Conferences
 British North America Act
 Recent Issues in Confederation
 Important and significant figures during the Confederation time period.
45
Name:
History Unit: Confederation
Part A: Matching (10)
Match Column A with phrases in Column B. Write the correct letter in the
space provided.
Column A
Column B
____ Sir John A. Macdonald
A) created the Dominion
of Canada in 1867
____ George Brown
____ Fenians
____ Legislative Branch
____ Reciprocity Treaty
B) called for the recognition of Quebec
distinctiveness and the protection of
Aboriginal rights
C) first Prime Minister of Canada
____ British North America Act
D) makes laws and votes on taxes
and other sources of revenue
____ Constitution Act
E) also known as the “Maritime Union”
____ Charlottetown Accord
____ Charlottetown Conference
____ Great Coalition
F) Irish-American group dedicated to
overthrow British rule in Ireland
G) the compromise that took place
due to political deadlock
H) publisher of the Globe newspaper
until his death in 1880
I) includes the Charter of Rights and Freedoms
J) its cancellation led colonies to contemplate
joining together
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Part B: Fill in the Blanks (10)
Use the word bank below to complete the sentences.
Quebec Referendum
BNA Act
POGG
Newfoundland
The Cabinet
Nova Scotia
Georges Etiénne-Cartier
Provincial Government
Meech Lake Accord
Rupert’s Land
Quebec Conference
Federal Government
1. In 1864, as leader of the Le Parti Bleu,
A, Macdonald, and George Brown initiated the great coalition.
, John
2.
felt that they had little in common with the
people of the United Province of Canada. Therefore, they were not interested in
Confederation.
3. The
stated the powers of the provincial and
federal governments and outlined the way in which the government would be
structured.
4. The Parti Quebecois initiated the
in 1995
because they were committed to establishing Quebec as an independent country
in an economic partnership with the rest of Canada.
5. The
government that was very powerful.
clause created a federal (central)
6. In 1987, the
failed because it did not
recognize the distinctiveness of Aboriginal peoples.
7. The
deals with such things as natural
resources, hospitals and asylums, civil law, and issuing licensing to shops,
saloons, and taverns.
8.
includes members of Parliament (MPs)
who are chosen by the Prime Minister to head up ministries (i.e. health, taxation,
education) across the nation.
9. At the end of the
, delegates from the
United Province of Canada, New Brunswick, Nova Scotia, and PEI drafted
seventy-two resolutions.
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10. The shortage of good farmland in Canada West contributed to the desire to
expand into
.
Part C: Short Answers (10)
Answer the following questions.
1. For each of the following conferences listed, identify one key
development: (3)
a) Charlottetown Conference:
b) Quebec Conference:
c) London Conference:
2. Identify three areas in which the federal and provincial
governments share power. (3)
3. Why did the creation of a strong central government create
concern among the French-speaking people of Canada East? (3)
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4. Identify one recent (since 1982) change that has been made to
Confederation. (1)
Part D: Long Answer (10)
Answer the following question. **Quality, not quantity**
Based on what you have learned in this unit, describe and explain the
major factors and events that led to the creation of the Dominion of
Canada in 1867?
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Cross-Curricular Connections
All cross-curricular connections are found within all lessons of the unit. The following is
a list of the subjects covered in each lesson:
 Social Studies
 Arts (Drama, Visual Arts, Music)
 Language Arts
 Health & Physical Education
 French as a Second Language