Lesson Plan Developed by Us!

Lesson Plan

Name: Shawn, Adam, Eden, Jenelle, Kayla

Date: March 19, 2014

Subject: Social Studies Grade: 8

Essential Question (guiding overall unit of study):
What do you know about LGBT communities, First Nations treaty education and the First Nations

understanding of LGBT communities?

Guiding Questions (specific to this lesson):

What do you already know about LGBT communities, First Nations and treaty education?

Why do you think you know so little about these topics?

Why do you think you are not more educated on these issues?

What are some current LGBT, First Nations and treaty issues you are aware of?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

Outcomes: (What should students know, understand and be able to do as a result of this lesson?) Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

DR 8.3- Assess how historical events in Canada have affected the present Canadian identity

PA 8.1- Investigate the affects of the Canadian Charter of Rights and Freedoms on individual/ groups.

TK1 (Kindergarten)- The diversity of First Nations peoples living in Saskatchewan starting with the classrooms and communities in which they live.

Indicators:

Examine the influence of American mass media and popular culture on the Canadian way of life.

Analyze the similarities and differences in the values, beliefs, and ways of life of Canadians and Americans.

Compare the perspectives taken in cases of injustice in Canadian history (e.g., the vote for women, vote for Aboriginal peoples, Chinese head tax, internment of Japanese and Ukrainian Canadians, restrictions on immigration of Jews during World War II).

Share, in a variety of ways, the languages and traditions that exist within their families, classrooms and communities.

Recognize that people come from a variety of cultures with commonalities and differences. Describe the diversity of First Nations cultures that exist within communities
Compare similarities across and among First Nations and other cultures.

Assessment Strategies: (formative-before & during & summative – end) Assessment Strategies: (formative-before & during & summative – end) Assessment Strategies: (formative-before & during & summative – end)

Formative- Guiding questions.
During- Questions based on information found on history cards.
Summative- How well the students were able to represent their historical event on the final poster.

Instructional Strategies: (specific strategies) Instructional Strategies: (specific strategies) Instructional Strategies: (specific strategies)

Cooperative learning and project based.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

This activity should already be designed for all students abilities to be accommodated.

Materials Needed: Materials Needed: Materials Needed:

History Cards (cards with LGBT, First Nations and treaty historical facts)

Poster Board

Markers/ Pens

Learning Experiences: Set ( 5- 10 min) Learning Experiences: Set ( 5- 10 min)

Learning Experiences: Set ( 5- 10 min)

To begin, I will inform the students that the lesson will be covering LGBT history in Canada and will touch on a First Nations perspective tied into treaty education. I will then begin asking the students a series of questions (the guiding questions) and have them record their answers.

Development ( 20-30 min)

I will begin by putting students into small groups (depending on numbers, groups of 4). I will then distribute the history cards, which contain the history of LGBT in Canada as well as First Nations and treaty history. Students will then discuss the cards within their groups and try to determine when in history this event took place. The groups will all come back together and each group will have a minute to briefly describe their event and its importance. Students then will attempt to put the events in chronological order. With the class, I will then, make sure the events are placed in the correct order. I will then ask the students questions about their events (ie. What surprised you? What did you learn? How do you feel? What is the impact on these communities?)

Closure ( 10-15 min)

Students will then work either alone, or in pairs to make a visual or written representation of one of the historical events. These representations can either be a poem, short story or drawing/ painting. These posters will then be displayed around the classroom and the school.