Aimee Holland
ECS 350
Shawn Holmes
February 6, 2012
As a group, we decided in which order the unit should flow. We agreed with the
curriculum that both the first and last outcomes should be where they were, however, the two
middle outcomes we flipped. We thought that it would be more logical to study natural
environment and its effect on the development of societies before we studied the key historical
events within these societies. The section that I worked on was the first one. It dealt with how to
obtain information about past societies and taught like archeology, oral traditions, and primary
sources. I thought, as did the group, that the students should first explore archeology because
many students would already have knowledge about this area. From here, we worked our way to
the lesser known concept of primary sources. This will allow for the students to build on their
prior knowledge and make inferences about primary sources from the knowledge gained about
archeology.
I think that it is a great section to do group brainstorming. This will allow the students to
connect what they have learned throughout the lesson. This can also work as both a formative
assessment and an end evaluation. It works as a formative assessment because you can require
your students to check with you prior to placing their findings on their brainstorm. This will
allow you to guide them and to see whether or not they are understanding the lessons. It also
works as a final evaluation because you can see what the students have learned throughout the
section in a visual format. As well, they are required to present their brainstorm which allows
them the opportunity to present what they learned and have a real life experience. After all, when
an archeologist or historian discovers something new they usually present their findings in one
way or another.
Most of the indicators in the section that I created deal with investigating, explaining, and
understanding. Therefore, I think that the brainstorm group activity gives the students the best
chance at showing this. The only indicator that does not deal with obtaining knowledge is about
presenting their findings. This makes the brainstorm even more useful because from the
brainstorms they have created they will be able to present their findings from the lessons. It will
be a lot of work to keep the students on track but I think that a big project is necessary for the
students to see the connections between all the areas of social studies that we study.
Through formative assessment, the teacher can see whether the student has obtained the
knowledge necessary for that lesson. I think that most of these lessons are important, therefore, I
have allowed for 1-2 classes per lessons so that if the students do not understand what they were
taught one day there is another day in which to re-teach/re-learn this lesson. If the students do
understand we can move forward to the next lesson. If it should take more than two class periods
for the students to achieve the outcome then I would try to rearrange one of my other objectives
so that I can teach the knowledge necessary alongside another lesson.
PAGE 1 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Dynamic Relationships
Outcomes (The order in the curriculum)
Examine the challenges involved in obtaining information about societies of the past.
Synthesize the significance of key historical events in societies studied.
Assess the relationship of the natural environment in the development of a society.
Determine the influence of societies of the past on contemporary life in Canada.
Overview
Order of objectives with indicators.
1. Examine the challenges involved in obtaining information about societies of the past.
Describe the role of archaeology in obtaining information about societies of the past.
Explain various technologies used in archaeology (e.g., shovels, brushes, carbon dating, GPS
cartography, satellite imagery).
Present results obtained and techniques used in ongoing archaeological digs
Analyze the advantages and disadvantages of oral accounts as sources of information
about historical events.
Investigate the role of literature, visual arts, music, newspapers, photographs, and other
artifacts in obtaining information about past societies.
Recognize the dynamic nature of historical knowledge by identifying examples of changes
occurring in the interpretation of history as a result of new information uncovered or
acknowledged.
2. Assess the relationship of the natural environment in the development of a society.
Explain the influence of the major water systems, the topography, and the climate on the
ways of life and worldviews in the societies studied.
Connect the characteristics of the natural environment with the settlement and movement of
people in the societies studied.
Explain the effect of the natural environment in the progress or decline of the societies
studied.
Give examples of ways in which the development of societies studied impacted the natural
environment.
Give examples of ways in which the natural environment influenced technological
development in the societies studied.
Analyze the influence of the natural environment on the territorial expansion, colonization, or
empire-building in the societies studied.
PAGE 2 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Analyze the effects of colonization, territorial expansion, and empire-building on the natural
environment.
3. Synthesize the significance of key historical events in societies studied.
Relate the origins and the repercussions of an event in the history of the societies studied.
Represent in a timeline the key historical events in the societies studied.
Judge the importance of an event in the history of the societies studied to the people in the
society, in historical context as well as to the current era.
4. Determine the influence of societies of the past on contemporary life in Canada.
Identify ideas, images, and symbols in contemporary life that have their roots in societies of
the past
Analyze the impact of knowledge acquired from historical events on the future of
contemporary societies
Construct an inventory of references to traditional oral narratives found in current popular
media, and determine the relevance of traditional narratives to contemporary society.
Societies that we will be studying in this Unit
Canadian Aboriginal Cultures
Ancient Greece
Class Duration
Each class runs 50 mins
Rationale
We have decided that the order of the outcomes should be different then what
the curriculum stipulates. We agree that the first outcome of the curriculum should go
first as it is pre-courser to the rest of the unit as it is the introduction to the theme of the
unit. We decided to flip the second and third outcomes because it seemed more
practical that way. We decided that it is more important to investigate the relationship of
natural environments to the development of society before we look at key historical
events within societies. Because, the students should know about what effects the
development of societies before they study about their histories. The final outcome we
left in its original place because students relate the materials that they have learned
throughout the course to contemporary Canadian society. It is necessary that students
know and understand these past societies in order to do this. We think that this places
the outcomes in a more logical sequence.
PAGE 3 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 1
Outcome:
Students will understand the role of archeology in obtaining information about the past.
Indicators:
Students will show evidence of this through their group brainstorms that they develop by looking
at an online archeological site
Materials/Resources
Materials:
Markers
Computer
Big Paper
Resources
http://www.virtualmuseum.ca/Exhibitions/Spirits/English/Welcome/index.html an
archeology site
http://fortressoflouisbourg.ca/ArchaeologyE/ an archeology site
http://www.footprintsthroughtime.ca/ an archeology site
Instructional Strategies
Guided Inquiry: Students will be grouped in brainstorm groups that they will be in for the
rest of the lessons within this outcome. Teacher will give guided instruction as to where to go
and what they will be looking for. They will be asked to look at a specific current or old
archeological site. Students will answer questions given to them to answer while exploring
these sites.
Brainstorming- Students will put what they have found out about archeology on their
brainstorms.
Discussion Questions
What is archeology?
What are some things that archeologist look for or find while at a site?
What is the role of archeology in discovering information about societies?
What are some interesting things that you found in your site?
PAGE 4 OF 35
DURATION: ONE -TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Assessment and Evaluation
Students will be brainstorming what they have learned. Their brainstorm should consist of
information about the site they are researching, some artifacts they found, some interesting facts
about their site, historical inferences from what they have found and a summary of an answer to
their question about the role of archeology in discovering information about societies.
Lesson Summery
Students will learn about the role of archeology in discovering about past societies. They will do
this through guided inquiry, and group work. They will be required to look at an archeological site and
answer the questions given them. They will place some important information on their brainstorm
activities. The teacher will assess if they have acquired the knowledge necessary by looking at the
students brainstorms. If the students understand the role of archeology we will continue on. If they do not
understand, we will spend time in the next class relearning this outcome. They will also have time to
correct their brainstorms or restart them.
Cross Curricular Competencies
Developing Literacies- Using technology and websites.
Developing Thinking- Students will be inferring and analyzing facts on their archeological site.
Developing Social Responsibilities- Students will be working together to reach a common goal
in their brainstorm groups. They will be required to discuss what goes on these brainstorms.
PAGE 5 OF 35
DURATION: ONE -TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 2
Outcomes
Students will be able to explain various technologies used in archeology.
Students will understand techniques that are used in current dig sites.
Indicators
Students will explain various technologies by filling out a KWL or graphic organizer about tools
useful for archeology.
Students select which techniques and tools were used in the site that they are looking at. They
will put these on their brainstorms.
Materials/Resources
Materials
Brainstorms
GPS
Brushes
Trowel
Computers
KWLs or a graphic organizer
Markers
Resources
http://www.bbc.co.uk/history/interactive/games/hunt_ancestor/index_embed.shtml
Interactive dig game
http://www.virtualmuseum.ca/Exhibitions/Spirits/English/Welcome/index.html
Interactive dig game
Instructional Strategies
Direct Instruction teacher will present information about technologies and techniques used
looking at current sites.
Kinesthetic hands on- Students will use some of the tools used in archeology.
Brainstorming- Students will be put in their brainstorm groups in order to find out what tools and
techniques are used in their archeology site.
Games-If there is time Students will play an interactive archeological dig game.
PAGE 6 OF 35
DURATION: ONE-TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Discussion Questions
What tools are used in archeology?
What techniques are used in archeology?
What tools and techniques are used in the archeological site that you are studying?
Why do archeologist need these tools or use these techniques.
Assessment and Evaluation
Teacher will assess the KWL/graphic organizer to see if the students understand the various
techniques and tools used. If it appears that the students understand the use of various tools and
techniques used then we will continue if not teacher will re-teach.
For evaluation students will put the tools and techniques used in their archeological site on their
brainstorms and answer the question why were these tools and techniques chosen to be used in
your archeological site.
Lesson Summary
At the end of this lesson, students will be able to explain the various tools used in archeology and
understand the techniques used for archeology. There will be various strategies used to obtain this
outcome. First, there will be some direct instruction to introduce the tools and techniques used in
archeology. During this time, they will fill out their KWL or graphic organizers while the teacher is
teaching. The students will then have the opportunity to play with the tools used in archeology.
Students will then be split into their brainstorm groups where they will explore their site and find out
what was used in their site. They will put these on their brainstorms. If there is time, students will be able
to play an interactive archeological dig game.
Cross Curricular Competencies.
Developing Literacies- Using technology and websites.
Developing Thinking- Students will be inferring and analyzing facts on their archeological site.
Developing Social Responsibilities- Students will be working together to reach a common goal
in their brainstorm groups. They will be required to discuss what goes on these brainstorms.
PAGE 7 OF 35
DURATION: ONE-TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 3
Outcome
Students will understand the advantages and disadvantages of oral accounts as sources of
information about historical events.
Treaty Education Outcome: Students will understand the significance of oral tradition in
Aboriginal cultures and how this affected treaty negotiations and interpretations.
Indicators
Students will show understanding by writing a response to the class in their journals.
Students will include a story that they would normally tell orally, one that they would be
comfortable sharing as these will be used in the next class.
Materials and Resources
Materials
Journals
Pens/pencils
Oral Stories that have been recorded in written text
Resources
http://www.canadashistory.ca/Education/Lesson-Plans/Lesson-Plans/Middle/FamiliesFound--Collecting-Oral-History.aspx- a site about oral history
Treaty Kit Grades 7-12 (Should be available in your school library)
Instructional Strategies
Direct Instruction- Teacher will tell a historical story and introduce students to the concept of
Oral histories asking if any know what they are
Inquiry- Students will look at some oral histories that have recently been recorded in text
Direct Instruction- teacher will tell the students about how oral histories are important to
Aboriginal cultures
Fish bowl (class discussion)- Students will discuss questions posed by the teacher.
Journaling- Students will summarize the lesson in their journals and write down a story of their
own.
PAGE 8 OF 35
DURATION: ONE TO TWO CLASS PERIOD.
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Discussion Questions
What is different from Oral and Written history?
Why do we find it more difficult to trust an oral histories?
Did the oral traditions of the Aboriginal peoples make understanding and negotiating the treaties
more difficult? If so, why?
Are there still types of oral traditions today?
What are some advantages and disadvantages to oral histories?
Evaluation
Students will be assessed by observing the guided discussion in the class.
Students will be evaluated on their journal response.
Lesson summary
Students will be learning about the disadvantages and advantages to oral histories by exploring
some of the Aboriginal cultures within Canada. Teacher will tell them a historical story. Then the
students will look at many different oral histories that have now been written down. They will
answer some questions about this. We will then relate this to treaties and talk about how because
of the importance of oral traditions it has made the negotiations and interpretations of the treaties
more difficult. We will assess through discussion and journal responses.
Cross Curricular Competencies.
Developing Literacies- Reading the copies of traditional oral histories given them
Developing Thinking- Through class discussion about oral histories and treaties.
Developing Social Responsibilities- Students will join in a class discussion and relate
respectfully to the other students in the classroom.
Developing Identity and Interdependence- Students will be studying and discussing about
Aboriginal cultures and about the treaties. They will be taught to respect human diversity and
rights.
PAGE 9 OF 35
DURATION: ONE TO TWO CLASS PERIOD.
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 4
Outcome
Students will understand the importance of historical sources in learning about past societies.
Students will be able to investigate primary sources to obtain information about past societies.
Indicator
Students will show they understand by looking for primary resources that will connect with their
brainstorms.
Students will show that they are able to use primary sources by adding information from
appropriate primary sources to their brainstorms.
Materials and Resources
Materials
Primary sources
Computers
Brainstorms
Markers
Resources
http://classics.mit.edu/Aristophanes/acharnians.html site of Greek plays
http://www.gc.ca/aboutcanada-ausujetcanada/hist/canada-eng.html Has a bunch of websites
some have primary resources.
http://www.leaderpost.com/index.html- Newspaper.
http://www.theglobeandmail.com/ Newspaper
http://www.nytimes.com/ Newspaper.
http://www.sasksettlement.com Pictures from the prairies
http://www.ancient-greece.org/resources/slides.html Pictures of Ancient Greece.
http://www.museevirtuel-virtualmuseum.ca/index-eng.jsp Virtual museum of Canada.
http://www.otc.ca/ -has some primary sources related to Aboriginal peoples
Teaching Strategies
Art based-Story theater. Students will read the stories that they have written in their journals
PAGE 10 OF 35
DURATION: ONE-TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Direct Instruction- Teacher will relate their stories to primary documents teaching the students
what a primary document is
Inquiry- Students will search for some primary sources that are related to their brainstorm and
put these on their brainstorms telling what they are and how they are important.
Discussion Questions
What are primary resources?
What are they important to history?
What are some forms that primary resources come in?
Assessment and Evaluation
Students will be assessed through observation of their groups.
Students evaluated on their brainstorms.
Lesson Summary
Students will start the lesson by telling some of the stories that they wrote in their journals. Teacher will
then relate these stories to primary documents. Students will follow this by inquiry about primary
resources that are applicable to their brainstorms.
Cross Curricular Competences
Developing Literacies- Using technology and websites.
Developing Thinking- Students will be inferring and analyzing facts on their archeological site.
Developing Social Responsibilities- Students will join in a class discussion and relate
respectfully to the other students in the classroom.
PAGE 11 OF 35
DURATION: ONE-TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 5
Outcome
Students will be able to recognize the dynamic nature of historical knowledge
Students will be able to present results obtained through archeology
Indicators
Students will show that they can recognize the dynamic nature of historical knowledge
identifying examples of changes occurring in the interpretation of history as a result of new
information uncovered or acknowledged. This will go on their brainstorms.
Students will be able to present results obtained through archeology by presenting their
brainstorms to the class.
Materials and Resources
Materials
Primary sources,
Brainstorms,
Computers,
Journals and graphic organizers used in this section
Oral histories
Instructional Strategies
Direct Instruction- Teacher will give guidance about how historical knowledge has been changed
through the discovery of new information
Inquiry- Students will look at the many things they did during this section and compare and
contrast them. They will discuss some questions given by the teacher.
Brainstorming- Students will build a summary of new historical knowledge discovered or that
could be discovered because of their archeological site.
Oral presentations- Students will present their findings to the class.
Discussion Questions
How many different kinds of historical information is their?
How does this shape the way we see historical events.
Evaluation
PAGE 12 OF 35
DURATION: TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Students will be evaluated on their brainstorms and presentations.
Lesson Summary
Teacher will give some instruction as to how new information that is being discovered shapes the way we
view history. Students will then discuss and inquire about all of the different historical pieces they looked
at throughout the section. Students will summarize and write how their archeological site may change,
how we see the history of that event. Students will present their findings in the second class of this lesson.
Cross Curricular Competencies.
Developing Literacies- Using technology and websites.
Developing Thinking- Students will be inferring and analyzing facts on their archeological site.
Developing Social Responsibilities- Students will join in a class discussion and relate
respectfully to the other students in the classroom.
PAGE 13 OF 35
DURATION: TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 6
Prior Knowledge, Topic Introduction
Pre-Note: The prior knowledge for these lessons in my mind will be provided for the students in
the first few weeks of the course. An in-depth look at all the civilizations to be studied
throughout the course in the beginning would provide them with a sound basis to complete the
outcomes for the entire curriculum. My lessons have been based on this idea, as it would have
been difficult to pack all of that information into these lessons. I hope that clears any cloudiness
that may become from the fact that the information sheets provided for the students are vague.
Outcomes
DR9.3- Assess the relationship of the natural environment in the development of a society
Indicators
Influence of major water systems, topography and the climate on the ways of life in societies
studied
Materials
Student Handout #2 & #3
Set
Students will begin by examining Student Handout #2 & #3 that have been handed out, giving a
basic overview of the Canadian Aboriginal Peoples and Ancient Greece (10-15 mins depending
on reading speed)
Development
Development: 2) on one of the boards, class will collectively brainstorm how the natural
environment affects us (5-10 mins)
Prompts-how does the weather affect where people live?
-How does the landscape affect where people live?
-How does the landscape affect how people work?
-How does the landscape affect where people settled?
3) On another board, class will collectively brainstorm how the environment has impacted the
societies that they read about at the beginning of class (5-10 mins)
Prompts-nomadic lifestyle
PAGE 14 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
-Waterways, trade routes?
4) Students will write in their books individually what they think the affects the societies have
had on the natural environment (either one they choose) (5-10 mins)
5) Students will engage in a think-pair-share and share their ideas with someone beside them and
add to their ideas as their partner shares (5 mins)
6) Each of the pairs will share their ideas with the entire class and their classmates will be
strongly encouraged to add to their ideas on their own papers (10-15 mins)
Closure
7) Students will be presented with their assignment for the week. Using all of the knowledge
they have gained, they are to write a reflective writing assignment on how the affects of the
natural environment has made Canada what it is today. They will answer the following:
-How the landscape affected the settlement of the areas in Canada (St. Lawrence waterway, the
Prairies, fertile land in Ontario)?
-How the Aboriginal People of Canada viewed the land before the arrival of Europeans and how
the perspective changed?
-The affects of colonization and territorial expansion on the Aboriginal culture.
This assignment will require outside research by the student to make their point clear, but plenty
of in class assignments and activities will supplement their writing.
Assessment
Teacher will formatively assess the ideas the think-pair-share’s have created and will jot in her
book for participation during the class discussions
PAGE 15 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
PAGE 16 OF 35
GRADE LEVEL: 9
DURATION: TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 7-2
Inquiry of effect of natural environments
Outcome
DR9.3-Assess the relationship of the natural environment in the development of a society
Indicators
a) Influence of major water systems, topography and the climate on the ways of life in Ancient
Greece and Aboriginal Canada
b) Connect the characteristics of the natural environments with the settlement and movement of
people in Ancient Greece and Aboriginal Canada
c) Give examples of how the natural environment influenced technological developments in
Ancient Greece and Aboriginal Canada
d) Give examples of ways the development of these societies impacted the natural environment
Materials
student handouts #1, #2, #3 & #4, topographical maps of Canada and Europe, a laptop for each
study group
Set
1) Students will be split into six groups (four in each group), these groups will each be handed a
topographical map of either Canada or Europe and a laptop (5 mins)
Development
Development (day one):
2) Each group will examine the map they have been given (3 groups with a Canadian map and 3
with a European map) and will use the laptops to supplement the student handout #1 they need to
fill in (attached). Students with the European maps will focus their attention on the affects
Ancient Greece has had upon the natural environment. Students with the Canadian maps will do
the same for the Aboriginal People of Canada. (30-35 mins)
3) Students will be encouraged to review their notes from the previous class to supplement the
information to be filled into the charts
PAGE 17 OF 35
DURATION: TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Development (day two):
4) Students will use their charts from the previous day and partner up with another student who
examined the same society. These partnerships will then join with another partnership who have
studied the opposite society. In a jigsaw activity, the students will now share the information
they compiled and complete their charts (20-25 mins)
5) Once the groups have finished completing their charts, students will remain in these groups
and will be given the student handout #4 about the environment webs
6) Each of the groups will examine the webs and interpret what each one represents or means;
the groups will write their thoughts in their notebooks (10 mins)
Closure
7) Students will be handed an exit slip, which has the following question,
-Which society based their relationship with the environment on the first web? And the second
and explain why you think that way? (10 mins)
Assessment
Based on the answers given on the exit slip, teacher will be able to see whether students are
along the right track to learning the outcome
PAGE 18 OF 35
DURATION: TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 8
Colonization, Territorial expansion and their effects
Outcome
DR9.3-Assess the relationship of the natural environment in the development of a society
Indicators
f) Analyze the influence of the natural environment on the territorial expansion, colonization and
empire building of the Canadian Aboriginal People
g) Analyze the effects of colonization, territorial expansion and empire building on the natural
environment
Materials
All student handouts, computer and projector
Set
1) Teacher will write colonization on the board, students come up and write down what they
know about colonization (students are also expected to write in their notebooks) (5 mins)
Development
2) As a class, they will come up with a working definition of colonization (5 mins)
-Something along the lines of “to settle a new territory”
3) The teacher will then write territorial expansion on the board, students will again write down
on the board what they know about territorial expansion and a definition will be formed (5 mins)
-Something along the lines of “making the area in which you live larger”
4) The teacher will also place on the board assimilation and the class will again form a definition
(5 mins)
-Something along the lines of “the merging of cultural traits of two previously unconnected
cultures”
5) Using the knowledge you have acquired from the past few days, get into groups of four and
discuss how the above definitions have impacted the Canadian Aboriginal People (10 mins)
6) Groups will share their ideas with the class, while the teacher compiles the answers on the
board (5 mins)
-Change of lifestyle, told how to be and what to be, loss of lands
PAGE 19 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
7) Watch the short video from the OTC Website
(http://www.otc.ca/LEARNING_RESOURCES/Videos/) (10 mins)
-Video Library Volume 2 – Treaty Relationships
Closure
In an individual writing activity, students will answer: how have the treaties in Canada affected
Canadians in general, Aboriginal and non-Aboriginal? Students will hand these in at the
conclusion of the class (10 min)
-Farm land available, population expansion, creating a more vast country
Assessment
Formal assessment will be done with the reflective writing the students have been working on
throughout the week.
PAGE 20 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 9
Outcome
DR9.2-Synthesize the significance of key historical events in societies studied.
Indicator
b) Relate the origins and the repercussions of an event in the history of the societies
studied.
Materials and Resources
Materials
Computers
Pens & papers
Resources
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/the_olympic_games/
http://teacher.scholastic.com/activities/athens_games/history.htm
http://www.historyforkids.org/learn/greeks/games/olympics.htm
http://www.perseus.tufts.edu/Olympics/faq1.html
http://www.olympic.org/ancient-olympic-games
Teaching Strategies
Direct teaching: Students will understand and associate Ancient Greece as the birth place of the
Olympic Games through guided reading and lecture.
Inquiry based learning: Students will explore the cause and impact of the Olympic Games in
Ancient Greece through researching the provided resources and brainstorming.
Co-operative strategies: Students will be able to compare and contrast the purpose of the
Olympic Games in Ancient Greece and the Present time via think/pair/share activities.
Discussion Questions
Explain what you know about Olympic Games. When and where were they started?
What was the purpose and importance of this event in Ancient Greece?
What was the first game? What was allowed? What was restricted?
What is the purpose of the Olympic Games now?
PAGE 21 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
When were the ancient Olympic games stopped and the modern games restarted? Why?
What are the similarities and differences then and now?
Assessment and Evaluation
Students will be assessed on their ability to independently research, participate and share in their
group/class discussion.
Lesson Summary

The class will be asked a few questions to survey prior knowledge of the Olympic Games
(origins and current perspectives). 5min.

The class will be given a short introduction on the origins of the Olympic games and
guided to the provided resources for independent research. 5min

The students will then be grouped in two pairs and will have to discuss findings and draw
conclusions as a group. 35min.

Each student will write a reflective paragraph as an exit slip before the end of class.
10min
Cross Curricular Competences
Developing Literacies- Students will use technology and navigate websites to gather pertinent
information.
Developing Thinking- Students will have to gather information and draw conclusions based on
their respective research.
Developing Social Responsibilities- Students will join in a class discussion and relate
respectfully to the other students in the classroom.
Lesson 10
Outcome
DR9.2-Synthesize the significance of key historical events in societies studied.
Indicator
a) Represent in a timeline the key historical events in the societies studied.
Materials and Resources
Materials
Computers
PAGE 22 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Pens & papers
Resources
http://www.socialstudiesforkids.com/articles/worldhistory/introancientgreece1.htm
http://www.history-timelines.org.uk/places-timelines/01-ancient-greece-timeline.htm
http://ancienthistory.about.com/od/greece/tp/071510-Greek-Timeline.htm
http://history-world.org/ancient_greece.htm
http://www.greek-islands.us/athens/athens-history/
Teaching Strategies
Direct teaching: Guided exploration will enable students to research the Ancient Greece history.
Historic & geographic inquiry: Students will be able to grasp the basic time line of ancient
Greece.
Graphic/visual presentation will enable students to report their findings to the class by
summarizing it onto a poster.
Discussion Questions
What is a timeline?
What basic information is needed/provided in a timeline?
Who are the major groups in the timeline of ancient Greece?
What are the major eras of ancient Greece timeline?
What are some major events that took place in those eras?
What time span are we exploring?
What does B.C. mean in this timeline?
Assessment and Evaluation
Students will be assessed on the content of their posters.
They will also be assessed on their participation in the project.
Lesson Summary
Student will be given a brief introduction on the major eras of Ancient Greece. 10 min.
Students will be able to choose the criteria for their timeline. Students will be provided with
computers to research the timeline of Ancient Greece. Student will be divided in groups to
research the timeline of Ancient Greece and will be expected to present findings on a poster
which will be hung and viewed by the rest of the class. 40min.
PAGE 23 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Cross Curricular Competencies
Developing Literacies- Students will use technology and navigate websites to gather pertinent
information.
Developing Thinking- Students will have to gather information and draw conclusions based on
their respective research.
Developing Social Responsibilities- Students will join in a class discussion and relate
respectfully to the other students in the classroom.
Lesson 11
Outcome
DR9.2-Synthesize the significance of key historical events in societies studied.
Indicator
c) Judge the importance of an event in the history of the societies studied to the people in
the society, in historical context as well as to the current era.
Materials and Resources
Materials
Computers
Pens and papers
Bristal boards
Markers
Resources
http://greece.mrdonn.org/athensdemocracy.html
http://greece.teachingmatters.org/step1/timelinea
http://library.thinkquest.org/26466/history_of_democracy.html
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ac42
Teaching Strategies
Direct instruction: students will be prompted for prior knowledge and lectured briefly to scaffold
towards the activity.
PAGE 24 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Activity based learning: students will understand the difference between the democracy,
oligarchy, and the voting involved by experiencing the process.
Inquiry: Students will research and present their findings
Discussion Questions
What is a democracy?
What is oligarchy?
Examine the origins of democracy. Where and why?
Which is Canada?
Where the aboriginal culture prior to European settlement or ancient Greece democratic? Why?
Assessment and Evaluation
Student will be assessed based on group participation.
They will be evaluated on the content of the group presentation.
Lesson Summary
Day1:
Ask the students if they know what democracy is. Define it. Explain the process of voting in a
democracy. 5min.
Activity : Using a class field trip as a decision to be made; explore the difference between
consensus and majority voting process (democratic) with oligarchy (the few decide for the rest)
and totalitarian (one decides for all). 10-15min.
Talk about the evolution of democracy in Athens. 5min.
Talk about The Assembly and explain what an oligarchy is and that Sparta was an oligarchy.
5min.
Break students into groups based on one of the two provided topics and research. To explore the
origins and tendencies of democracy in a) Aboriginal cultures or b) Ancient Greece in order to
reflect the influence of past events upon current society
Day2:
Have students continue their exploration of the origins and tendencies of democracy in a)
Aboriginal cultures or b) Ancient Greece in order to reflect the influence of past events upon
society in a power point presentation accessible through a class Wiki.
Cross Curricular Competencies
Literacy: Students will have to research and write.
Thinking: Students will be able to examine researched information and form educated opinions.
Identity and interdependence: Students will have an understanding of the origins of democracy
and its influence in our current society.
PAGE 25 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 12
Outcomes
Determine the influence of societies of the past on contemporary life in Canada
Indicator
A) Identify ideas, images, and symbols of the past (e.g., political, artistic, recreational,
technological, mathematical and scientific).
Materials and Resources
Computer lab or laptop cart,
Internet, printer, teacher example.
The Ancient Greeks By Virginia Schomp, Classical Myth: A Treasury of Greek and Roman
Legends, Art, and History by Jane Bingham
Instructional Strategies/Lesson Description
5 min: teacher will give an example of an image of art that is from ancient Greece and show its
counterpart from today. Give instruction of day’s activity.
Student will be given about 20 min to individually search the internet for at least three ideas,
images and symbols of ancient Greek and First Nations society. They must find items that
represent the political, artistic, recreational, technological, mathematical and scientific
significance of the two societies. They must include and image and a short description of what it
is they found. One of the items they are encouraged to find its modern day representation in
Canadian society.
Come back as a whole class and go over what everyone found. 25 minutes for everyone to share.
Post onto blackboard for everyone to see. With the last five minutes of class teacher collects each
student’s findings as an exit slip to personally see what everyone found.
Instructional Strategies: Historical/geographical inquiry, class discussion
Assessment and Evaluation
Questioning during class discussion, and exit slip of student research
PAGE 26 OF 35
DURATION: ONE CLASS PERIOD
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 13
Outcome
Determine the influence of societies of the past on contemporary life in Canada
Indicator
B) Analyze the impact of knowledge acquired from historical events on the future of
contemporary societies (e.g., the decline of the Roman Empire; the attempted annihilation of
indigenous cultures and languages, the power of the church; ethnocentrism; the concentration of
power in the organization of large corporations; the contribution of indigenous peoples to the
survival of newcomers at the time of contact, and the willingness to share the bounty and
abundance of the land, sometimes through sophisticated arrangements known as Treaties).
Materials and Resources
The Ancient Greeks by Virginia Schomp, Classical Myth: A Treasury of Greek and Roman
Legends, Art, and History by Jane Bingham
Instructional Strategies and Lesson Description
As a class work through the formation of the Greek version of Democracy, they look at the
model of the Roman Empire. Move through Western Europe and show the change in
Democracy up till English Democracy and to our modern day system in Canada, making a time
line of major changes.
Instructional Strategies: Direct Instruction and class discussion
Assessment and Evaluation
Questioning and exit slip questions
PAGE 27 OF 35
DURATION: TWO CLASSROOM PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Lesson 14
Outcome
Determine the influence of societies of the past on contemporary life in Canada
Indicator
C) Construct an inventory of references to traditional oral narratives found in current popular
media, and determines the relevance of traditional narratives to contemporary society.
Materials and Resources
Novels-the odyssey and the Iliad. First Nations myth books, library time, internet, data projector,
laptop cart, movie of chosen myth-possibility, The Ancient Greeks by Virginia Schomp.
Classical Myth: A Treasury of Greek and Roman Legends, Art, and History By Jane Bingham
Instructional Strategies and Lesson Description
Day 1-Have student look up the myths of Ancient Greece, oral stories from First Nation people,
and/or their favorite fairy-tale. They have about 30 or so minutes to find original versions. They
need to include a description of the myth/story, saying, anything that is big that is associated with
that myth. All work will be shown on a handout that asks for title, author, description etc. Spend
the next half of the class going over what everyone has found, creating an inventory of oral
narratives. Student hand in handout
Day 2- Then as a class pick out a couple of favorite myths or stories and find it contemporary
version, i.e. the film based around that myth, i.e. the movie Troy. Read some of the key points of
myth and watch the corresponding clips of the movie and compare them. Look at how the myth
represents the events and how it is interpreted. Look for any saying that we use from this chosen
myth or some of the other stories. Brainstorm modern depictions of the myths i.e. the goddess
on top of our legal buildings etc.
Day 3- Student gets to pick their own oral narrative and creates a timeline that shows how it has
moved and changed over time from creation to today.
Day 4 Present their timelines
Instructional Strategies: Inquiry, class presentations, graphic organizer, questioning
Assessment and Evaluation
Handout in day 1, questioning in day 2, class presentation in day 4.
PAGE 28 OF 35
DURATION: FOUR CLASS PERIODS
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Student Handout #1 Natural Environment’s Influence
upon Society.
Name:
Natural Environment
Influence
Topographical Influence
Influences on Settlement
Influences on Way of Life
and Work
Technological influences
Societies Affect on Natural
Environment
PAGE 29 OF 35
Ancient Greece
Aboriginal Canada
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Student Handout #2 Who Are the Aboriginal Peoples?
The Aboriginal peoples of Canada include the Indian, Métis and Inuit.
It is preferred, and appropriate when speaking about a specific nation, to refer to the group
according to their national origin. In Saskatchewan the main nations are: Cree, Anishinabeg,
Dene, Nakota and Dakota.
When speaking about the Métis or "mixed blood" peoples, be aware that the political body that
represents this group has stated that the term that they prefer is Métis. The historical term "mixed
blood" referred to the children of an Indian parent and a Scottish or English parent. The term
Métis comes from the Spanish word Mestizo, itself derived from the Latin word "mistus" that
means mixed. Originally, Métis referred to the children of an Indian parent and a parent of
French ancestry.
The term Eskimo is no longer used to describe the Indigenous peoples of the Canadian north.
Eskimo is a Cree word meaning "eaters of raw meat." The Inuit always referred to themselves as
Inuit, "The People."
Remember that Indian, Métis and Inuit peoples, as well as any other people, have the right to
define themselves, regardless of how others define or label them.
Legal Distinctions
Registered Indian people are those people who are registered with the federal government as
possessing Indian status according to Canadian law. This definition is used in context of
historical legislation. Not all Indian people have been officially recognized as such by the
Canadian government.
Métis are not eligible to be registered unless they were originally part of the treaty process. Inuit
are not registered, but do come under the jurisdiction of the federal department of Indian and
Northern Affairs because they are so entitled by the British North America Act (Supreme Court
decision). The registration process continues today, especially in light of Bill C-31, 1985, an
amendment to The Indian Act.
Treaty Indian people are those who are recognized as Status Indian people by virtue of their
ancestors or themselves having entered into a treaty with the Crown or federal government.
Reinstated Status Indian people are those who have been registered under the amendment to The
Indian Act, Bill C-31, 1985. They are required to make further application to specific bands to
receive band membership.
The designations Indian, Métis and Inuit, that are acknowledged in The Constitution Act, 1982
are most readily accepted by these respective nations. Designations such as Status, non-Status or
reinstalled may be controversial.
The Nations
Life in the northern forests was an exercise in survival and one of hardship for many of the
Woodland Cree. The horse did not reach the Cree until the late 1700s. Animals such as the
moose, caribou, beaver and bear were hunted and formed a large part of the Woodland Cree diet.
Woodland hunters were limited due to the problems inherent in moving large quantities of meat.
PAGE 30 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
To maintain a food supply, the people were continuously hunting. Preservation techniques were
highly developed.
The Woodland Cree took advantage of the easier hunting and more leisurely life on the plains.
The bison roamed in large herds and the kill was relatively easy with the use of the buffalo
pound, buffalo jumps and horses. The Cree obtained the horse from the Nakota through trade and
became adept at raiding other camps for horses. The horse provided faster travel, made access to
the buffalo easier, and provided the opportunity for bands to expand their territory to the plains.
These factors influenced the genesis of Plains Cree society.
The Plains Cree developed from those bands of Woodland Cree in northern Saskatchewan and
Manitoba that periodically moved out from their home on the edge of the forest to hunt buffalo
on the prairies. They decided to stay there hunting the buffalo, and then became involved in the
fur trade as it expanded westward.
The Cree quickly became the largest Indigenous group in Canada. Sub-groups are the Plains,
Woodland, Swampy, Eastern, Assiniboine and Anishinabeg. Oral history says the Cree nation
was once divided into 12 bands, occupying the sub-arctic and plains regions.
The Siksika by 1750 had acquired horses and guns and had expanded their territory from the
Rocky Mountains into what is now Saskatchewan, and from the North Saskatchewan River
almost to the Upper Missouri River, in the present day United States. The term "Blackfoot"
refers to the three nations that formed a confederacy: the Siksika (Blackfoot), the Pikuni (Peigan)
and the Kainai (Blood). Each was independent, but members of all three nations spoke an
Algonkian dialect. They were further united by common customs and intermarriage. The name
Blackfoot is a translation of what they called themselves, "Siksikauwa", which may refer to the
moccasins they wore that were either painted black or darkened by prairie fires.
The Dakota are a large confederacy of bands scattered over the American plains and the
Canadian west who speak the same root language. The name Sioux is a French translation of the
Anishinabeg word "nadouessoux" meaning "adders" in the sense of enemies or hated foes. EuroCanadians abbreviated this to Sioux, although these people have always referred to themselves as
Dakota, "Our Allies."
Nearly 200 years ago the Dakota fought the Cree north of the borders of present day Manitoba.
One of the Dakota sub-groups, the Nakota (Assiniboine), occupied large areas of Saskatchewan.
The Nakota made peace with the Cree and they became allies about 1770. The Nakota retained
their own hunting territory and are recognized as a separate nation. The Dakota who live in
Canada are registered by the Department of Indian Affairs and are therefore Status; however, the
Dakota are not Treaty people and do not receive treaty monies.
Called "the people who cook with hot stones", the Nakota settled and hunted on land surrounding
Lake Nipigon in Ontario and the Lake of the Woods in Manitoba. By the 1700s many Nakota
bands had drifted to the northwest, dividing into two branches. One branch chose to encamp at
the treeline northwest of Lake Winnipeg, while the other migrated southward to the valley of the
Assiniboine River.
About the middle of the 18th century the Nakota obtained the horse and flintlock rifle which
enabled them to expand their territory further west. Allying themselves with the
Cree, they opposed the Blackfoot Confederacy for control of the prairies. They fought against the
Dakota across Canada and into the United States, threatening the territories of the Mandan,
PAGE 31 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Kootenay, and even the Salish beyond the Rocky Mountains. At the turn of the 18th century, the
Nakota hunting grounds encompassed all the Canadian plains.
Alexander Henry, writing in his Journal of Adventures (1809), estimated the Nakota population
at 10,000 at the beginning of the 19th century. In 1842, estimates placed their numbers at 3,040.
The 1890 Dominion Blue Book (census) fixes the Nakota population of Alberta and
Saskatchewan at 1,042. The decline in population resulted from smallpox and other epidemics.
The Nakota bands in Saskatchewan today are the Mosquito, Grizzly Bear's Head, Lean Man,
Carry-the Kettle, Ocean Man and Pheasant's Rump bands.
The Dene inhabit the country north of the Churchill River, inland from Hudson's Bay. They refer
to themselves as Dene which means "The People". Their neighbours to the north are the Inuit,
and to the south the Cree. Subgroups of the Dene are Chipewyan, Slavey, Dogrib, Hare, Beaver,
Yellowknife, Sekani and Nahani. Competition in the fur trade created territorial disputes among
the Dene, Cree and Inuit.
In earlier times, the Métis came from the marriages of European men to Indian women.
According to Dr. Howard Adams, who wrote Prison of Grass, the Métis were initially the result
of deliberate policies established by the Europeans to create a people who would fulfil the role of
the working poor, the labouring class of the fur trade. The offspring of English and Scottish
mixed marriages were known as "mixed blood" while those of Indian-French marriages were
called Métis or Brois-Brules.
The Inuit lived in isolation from European and Canadian intrusions until the middle 19th century.
Over the next hundred years whalers, fur traders, missionaries and the military had profound
effects upon the survival of the Inuit and their traditional lifestyles. The largest concentration of
Inuit is in the Northwest Territories (more than 60%) and Northern Quebec. The language is
Inuktitut and approximately 75% of Inuit speak it today. Sub-groups are the Mackenzie, Copper,
Netsilik, Caribou, Igloolik, South Baffin Island, Sadliq, Ungava and Labrador Inuit.
Source: Native Studies: A Curriculum Guide for Grade 10, Saskatchewan Education. 1991.
PAGE 32 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Student Handout #3 The Ancient Greeks
The ancient Greeks (mainly the Athenians) were a unique people. They believed that individuals
should be free as long as they acted within the laws of Greece. This allowed them the
opportunity to excel in any direction they chose. Individuality, as the Greeks viewed it, was the
basis of their society. The ability to strive for excellence, no matter what the challenge, was what
the Athenians so dearly believed in. This strive for excellence was the method from which they
achieved such phenomenal accomplishments. These accomplishments astound us to this day.
They also believed in the balance of mind and body.
Athens was the intellectual center of Greece. It was one of the first city-states of its time, and is
still world renowned as one of the most famous cities in the world. It was named after Athena,
the goddess of wisdom and the city's patron. In 508 BC, Athens became one of the first societies
in ancient times to establish democracy. Democracy came from the Greek words, demos,
meaning people, and kratein, meaning to rule. This form of government was used at a meeting
place which the Greeks called the Assembly. Here the citizens of Athens met monthly and
discussed the affairs of state. There were no decisions made by government without first asking
the Assembly.
The Acropolis was the religious shrine and high fortress for the Athenian people. Its walls were
built on a layer of limestone rock overlooking the city. Within these walls, the people of Athens
built temples and buildings, the most famous, of which, being the Parthenon.
Athenian art is some of the most unique in the world. They were not only master builders and
architects, they were also great lovers of art. Their artistic talents can be viewed through many
different forms which have survived for centuries, such as architectural designs, sculptures,
pottery, and fine jewellery.
The Olympic Games were the greatest national festival for the Athenians. Held every four years,
athletes came from all regions of Greece to compete in the great Stadium of Olympia and honor
their supreme god, Zeus. The most important of the competitions was the pentathlon, where an
athlete competed in five different events. At the conclusion of The Games, the winners were
presented garlands and crowned with olive wreaths.
Athenian soldiers were required to serve two years in the military, one in the garrison and one in
a border fort. After the first year, they were given a sword and a shield with the state's emblem
on it. Although they served only two years, they could be called at any moment up to age sixty.
The army consisted of horsemen and hoplites, footsoldiers. They were armed with swords,
shields, and extremely long lances. Most wars between city-states were due to problems
concerning harvests or livestock, sometimes only lasting a day or so. There was a truce called
every four years in Greece in order for representatives of various city-states to compete in the
Olympic Games.
Ancient Greece was one of the largest contributors to present-day civilization. Democracy,
philosophy, astrology, biology, mathematics, physics, and the theatre are only a few of its
contributions to us. Words and thoughts from great men such as Plato, Socrates, Pythagoras, and
Aristotle are still taught in universities to this day. Cities
PAGE 33 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
which have withstood the powers of nature for thousands of years still stand for us to view in
awe. This was a great civilization far ahead of its time, whose beauty and knowledge will live on
for many generations to come.
Credit: Mr. Klein, Indian Head High School
PAGE 34 OF 35
SUBJECT: SOCIAL STUDIES
GRADE LEVEL: 9
Student Handout #4 Humans and the Environment
Group A - Examine the following illustration that shows the relationship of humans to the
environment. Write two to three sentences to describe your group's understanding of the
relationship as portrayed by the illustration.
Web
Group B - Examine the following illustration that shows the relationship of humans to the
environment. Write two to three sentences to describe your group's understanding of the
relationship as portrayed by the illustration.
Pyramid
Source: Connecting Canada: A Resource for Canadian Students. Canadian Education
PAGE 35 OF 35