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Grade : 8 Topic B Social: Upper and Lower Canada






Instructional Design:
Wade Michael
Renee Trottier


Stage 1 - Desired Results




Established Goals:
The conflict between Upper and Lower Canada influenced and contributed to the development of nationhood.


ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.


Enduring Understandings:
The students will understand that the development of Canada as a country has been shaped by a number of significant events, and the contributions of individuals.

Essential Questions:
How did individuals contribute to the political development of Canada?  
What were the reasons for Confederation?  
Why did bilingualism develop in Canada?


Students will know and be able to:
Knowledge:
Groups for Chapter 7
        1.  Changes to Upper and Lower Canada p. 135, 138 and 139
                - population explosion
                - economic changes (fur trade to timber trade)
        2.  Life in Lower Canada p. 140
                - groups (habitant, merchants, professional (Papineau))
        3.  Government in lower Canada p. 141
                 -Chateau Clique and Parti Canadien
        4.  Unrest in Lower Canada p. 142 - 143
                - 92 Resolutions
                - rebellions
        5.  Government in Upper Canada p. 153 - 155
                - Family Compact (Strachen)
                - Reformers (Gourday, Mackenzie and Bond Head)
        6.  Rebellion in Upper Canada p. 156
        7.  Aftermath of the Rebellions p. 157

Skills:
a.  Acquire information to find answers to questions through listening, observing, reading and utilizing technology.
b.  Differentiate between main and related ideas.
c.  Identify the purposes, message and intended audience of visual communications.
d.  Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing.
e.  Draw conclusions about the historical development of Canada.
f.  Determine values underlying a position (identify, define, describe—value priorities, value conflicts).
g.  Categorize information to develop concepts—colonization, settlement, nationhood.
hMake generalizations by stating relationships among concepts about significant events and contributions of individuals in Canadian history.

Attitude:
Appreciation of British and French interaction in shaping Canada’s political development.
Appreciation of the contributions of individuals, groups and events to the development of Canada.
Write, from more than one point of view, a clear and effective letter, report or explanation to support a position on the historical development of Canada
(significant events and contributions of individuals), adding vicarious experience to direct experience as sources of information.
Converse with others in a variety of settings, including informal, small groups and whole class discussions.
Observe the courtesies of group discussion, such as speaking in turn, using appropriate tone and giving feedback in a non-threatening manner.
Contribute to the group (leader, recorder, member) and group processes—staying on topic, extending the ideas of others, paraphrasing, and working toward a consensus or a decision.






Stage 2 - Assessment Evidence






Performance Task(s)
The students will be teaching their peers a specific part of the events in Upper and Lower Canada which contributed to the development of Canada as a nation in the form of an iMovie.


Other Evidence (Quizzes, test, etc)
Rubric evaluation of iMovie, final chapter exam, teacher observation

Self Assessment
Group and self assessment rubrics





Stage 3 - Learning Plan






Teaching and Learning Activities
Overview:
Review of colonization, settlement, the Royal Government, and struggle for control of North America.  
• Highlight briefly the events of Upper and Lower Canada between 1815 and 1838
• Explain project through the assignment package, rubrics and self evaluation reflections
• Watch i-Movies from MCHS and LTS samples
•  Distribute topics and assign groups   
In groups, students will read the sections from their textbook that they’ve been assigned
•  Brainstorm ideas for the story board and create a rough draft proposal
•   Present your ideas to your instructor for approval
• Students will organize and create  their story boards
•  Present your completed storyboard to your instructor for approval
•  Make a detailed list of equipment, props, supplies and/or costumes required for the shoot (include in storyboard)
•  Using your handouts on shooting, create a shooting schedule with your group
• Start shooting your i-Movie.
•  Write 5 key questions for your topic that are essential and point form notes
•  Time line is 6-8 classes

Detailed Planning:
In class:
Students will:
• Review colonization, settlement, the Royal Government, and struggle for control of North America.  
• briefly overview the events of Upper and Lower Canada between 1815 and 1838
• In groups, students will read the sections from their textbook that they’ve been assigned

Teachers will:
• Explain project through the assignment package, rubrics and self evaluation reflections
• Distribute topics and assign groups   
• Discuss: What constitutes a good movie?
1. Acting quality
2. Realism
3. Script quality
4. Filming
5. Entertainment value
6. Plot twists

Period 1 in lab:
Introduction and goal
Hand out the student handout
How to make a movie basics:
Viewing of the movie: "How to Make a Movie" in the lab.
Inspirations overview:
Copy Inspirations planning template in personal folder and start planning. Students brainstorm ideas for movie (at this point, all ideas are accepted)
Add notes
Delete
Undo
Start planning the pitch

Period 2 lab:
Talk about some pointers on storyboarding using the cartoon characters at site: http://www.apple.com/education/ilife/howto/imovie_tips/
Brainstorm ideas for the story board and create a rough draft proposal
Start listening to pitch and book cameras

Period 3 lab:
Finish listening to pitch
Complete story board
In class:
Work on story board and get teacher's feedback
Finish story board and prepare for filming--Get teacher's approval
Gather all props and needed supply for filming
Start filming
Complete filming
Teacher should start downloading the movie clips on specific computers

Period 4 in lab: Teaching of clip editing (copy clips,cropping, transitions, effects, and order)
Students start clip editing
Tips on how to download images from the Internet and scanning if necessary
Finish downloading movie clips
Students start editing their movie

Period 5 in lab: Finish editing the video clips
Period 6 in lab: Teach how to edit audio clips
Students edit their audio. They may need an extra period to finish.

Present commercial and teacher assessment using rubric. Possibility of having students self-asses and peer-assess.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)







Rubric(s)







Microsoft Excel  1.pct
Click to download Rubric





Student Exemplars

The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need Quicktime installed on your computer to view.










 Last Modified: 17 August,2005