Lesson

Plan

Teacher
Mariah Besplug Date March 14, 2017
Name
Subject
Social Studies Grade 7
Area
7.2 Following Confederation:
GLO Time Class 6
Canadian Expansions
Unit Lesson
Should Louis Riel be commemorated What was the result of
Inquiry Key
on Canadas new $5 bill? the red river resistance?
Question Question


7.2.4 assess, critically, the role, contributions and influence of the Red
River Mtis on the development of western Canada by exploring and
Specific
reflecting upon the following questions and issues:
Learner
How was the creation of Manitoba an attempt to achieve compromise
Outcomes
between the Mtis, First Nations, French and British peoples? (TCC,

PADM, I, LPP)

Adaptations Some students will have adapted debate forms with more structure

Assessment
Take in Good, Bad, Ugly sheets. Return to students with feedback.

Materials
Textbooks, debate sheets, poster for good, bad, and ugly side

write agenda on board, make sure bulletin board has question and metis
Preparation
photo of the day

1. Review: yesterday we talked about the demands that Louis riels
Introduction provisional government was asking for. What did they want? (metis bill
of rights) now the government responds by making the Manitoba Act.

2. Explain U-debate: good, bad, and ugly.
We are going to have a mini debate about the Manitoba Act which was
the governments response to The Metis bill of rights. So while we read,
you are going to be thinking of or writing down arguments for both
Body sides. Good means that the Manitoba act was a good thing and had a
great outcome. Bad is that the results of the Manitoba act were bad and
did not have a good outcome. So page 185 is good and page 186 is bad.
Ugly means that it was in between and a good compromise.

3. Read page 185. Have student suggest some of the good things about
 the Manitoba act. Write some down on the board.
4. Read page 186. Have students suggest some of the bad things about
the Manitoba act. Write some down on the board.

5. Time to fill in the rest of their debate planning sheet
6. Have students choose which area of the U they would like to argue.

7. Team meetings

8. Explain that we will start the debate. Alternating sides. Must have
hands up. Everyone needs to speak at least once before someone can
speak twice.
9.At end, have students move along the U to a place they feel represents
them better now

Closure
10. Time to work on notes/ collect debate papers

I chose to include this lesson because it was the first time in the unit that
I saw students being passionately engaged with the material. Prior to
this lesson, during discussions and activities around three students
would dominate the conversation, others being disengaged or too shy to
speak up. During the lessons, the students were able to connect what
was happening following the creation of the Manitoba Act with their
own lives. One student said something like, Imagine if the government
sent soldiers to keep you safe but really the soldiers just beat you up and
killed your family. Thats inhumane! Other students had ancestors who
were Metis or from Manitoba and were able to make personal
connections to the outcomes of the act. Originally, I wanted every
Reflection student to speak before anyone could speak twice. This did not end up
being feasible as some students were still too shy to speak up.
Fortunately, I had a large number of students passionately speaking
about the creation of Manitoba. A lot of my students who normally do
not participate in activities were giving awesome and thoughtful
responses to this act. I think one of the main reasons that students were
so willing to engage was that they had an opportunity to plan out their
arguments beforehand. Students had time to find and write down
arguments on their planning sheet. This made a lot of them feel more
comfortable speaking to the class. It is now the second last week of
practicum and almost daily I have a student asking when we can do a
debate again.






 The Manitoba Act: Good, Bad, or Ugly?

Use this planning sheet for the debate we will be having. I will be collecting it at the end.

Was the Manitoba Act good or bad?

Reasons it was good Reasons it was bad
1. 1.




2. 2.




3. 3.





4. 4.





5. 5.





6. 6.










 The Manitoba Act: Good, Bad, or Ugly?

Use this planning sheet for the debate we will be having. I will be collecting it at the end.

Were the results of the Manitoba Act good or bad?

Reasons it was good Reasons it was bad
1. Manitoba would have its own 1. Many of the soldiers were Ontario
_______________ __________________________ volunteers who thought it was their job to
___________ the metis and _______________ Louis
Riel.
2. Both ____________ and _______________ would
be used in the government and courts
2. This led to Riel escaping across the
__________ to the United States.
3. The province would be able to send four

______________ members to the house of
3. Louis Riel was banished from Canada for
commons
__________ years. A hero was lost.


4. There would be ________ publicly funded
school systems. One for _____________________ 4. Some of the soldiers took out their anger
and one for ________________________. on the _________ when they arrived at Red
River.

5. An area of ____________ would be set aside
for metis to use. 5. Several Metis were _____________.

6. ________________________________________

___________________________________________ 6. ________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________