Nose Creek School DATE: MON MAR 9

Grade: 7 Subject: HUM –

Towards Confederation
Teacher: Ms. Johnston Time: (100 min)
Lesson: 2
Desired Results (what will students learn?)

Essential Questions To what extent did the road to Confederation set a foundation for equity among Indigenous,
French, and British peoples?
What is equity?
Do diverse groups in Canada peacefully co-exist?

Learning Outcomes GLO: 7.1

SLO: 7.1.1, 7.1.2, 7.1.6.1,
HUM.Understand, HUM.Explore, HUM.Listen, HUM.Speak, HUM.Communicate,
HUM.Represent

Learning Objectives 1. I can define greed

2. I can define equity
3. I can make connections between greed, equity, confederation, alliance, solidarity, and
unity
4. I can collaborate with my peers to list reasons why greed is good or bad
5. I can make connections between prior knowledge on British colonialism and greed

Assessment Evidence (how will you determine student learning?)

Formative Assessment Is greed good? Activity

Question prompts for class discussion
Small table group discussions after the Fate of Fausto

Summative Assessment Upcoming: Assignment #1

Learning Experiences/Opportunities (what will students do to learn it?)

Resources/Mat The Fate of Fausto by Oliver Jeffery

erials PowerPoint
https://www.youtube.com/watch?v=MWdOQE459vg&list=PL49pLfnWpEZjI-
LDpoxAm3vEF3mAOIgbx&index=3&t=0s
Whiteboard
Dry erase markers

Differentiation/ Use Bluetooth transmitter for students who are hard of hearing
Accommodatio Speak loud, clearly, and slowly
n/Modification Write on the board

Time Notes

30 minutes Introduction/Attention Grabber:

 Silent reading and character analysis
 Self-reflection
Assessment of Prior Knowledge:

1
  Recap on where we left off last class
Overview/Expectations/Objectives:
 Silent Reading
 Self-Reflection
 Greed
 Equity
 The Fate of Fausto
Transition:
 Give students a 10 minute warning and then a few minute warning
 Today we are going to discuss a couple of topics then hopefully
jump into a game
 Recap what we discussed last class… Explorers, confederation,
unity, alliance, fur trade, first nations groups, etc.

35 minutes Activity 1: Is Greed Good? GLO: 7.1

Teacher Prompts/Cues/Explanations: SLO: 7.1.1, 7.1.2,
 PowerPoint… Discuss the topic of greed… Define it 7.1.6.1 7.1.6.2, 7.1.6.3
 Ask students to think for a minute about what an appropriate
definition of greed is
 Ask students to give examples of greed
 Is greed good activity
Student Actions:
 Discuss with your table groups why greed can be good
 Discuss why it can be bad
 Choose one person from your group to write on the board why
greed is good and another person from your group to write why it is
bad
Guiding/Prompting Questions:
 Is greed good?
 To what extent did the road to Confederation set a foundation of
equity for Indigenous, French, Canadien, and British peoples?
 What is equity? How does greed relate to equity?
 From what you have learned so far, who has been the greediest in
history? GOLD, GLORY, GOD, GREED.
 What is compromise, confederation, solidarity, alliance, and equity?
How do they relate to greed?
Check for Understanding/Performance Indicators:
 Student discussion and what students write on the board indicate
thought/learning processes of students
Transition Cues:
 Move into PowerPoint

25 minutes Activity 2: PowerPoint/Read the Fate of Fausto GLO: 7.1

Teacher Prompts/Cues/Explanations: SLO: 7.1.1, 7.1.2
 PowerPoint
 What makes a good Canadian?
 Read the Fate of Fausto
 Make connections to what students have learned
Student Actions:
 Listen to the story
Guiding/Prompting Questions:

2
  Was Fausto greedy?
 What are your thoughts on how he treats the world?
 Does this make you think of anything you’ve learned this year in
humanities? (British, colonialism, conquer)
Check for Understanding/Performance Indicators:
 Walk around/hang out on the edge of the middle of the room
Transition Cues:
 Prompt discussion

8 mins Activity 3: Discussion GLO: 7.1

Teacher Prompts/Cues/Explanations: SLO: 7.1.1, 7.1.2,
 After reading the Fate of Fausto, have students discuss in their 7.1.6.1, 7.1.6.2,
groups then hold a class discussion 7.1.6.3
Student Actions:
 Discuss questions in group then as a class
Guiding/Prompting Questions:
 Was Fausto greedy?
 What are your thoughts on how he treats the world?
 Does this make you think of anything you’ve learned this year in
humanities? (British, colonialism, conquer)
Check for Understanding/Performance Indicators:
 Group discussion

2 mins Closure/Cliffhanger:
 Treaty of Paris and greed… Gold, Glory, God, and Greed
 Unity, Solidarity, Alliance, and Compromise

Lesson This lesson is sparked by the debate of whether greed is good or not. Students can get a sense of reasons
Rationale why greed can be good… Not for the right reasons… But this gets students to think critically about greed
which ties into equity, unity, and compromise. This all ties back into citizenship and identity to the extent
of understanding greed and altruism which are connected to respect. This ties into pluralism and diversity.
The Fate of Fausto is an excellent book to help activate students’ understanding of perspective and see
connections between what they’ve learned and what is happening in the real world.

Reflection:
I felt like this lesson was all over the place with lots of words being thrown at students. Brad, however, said
everything connected and students were understood these connections – especially to what they already
learned. This lesson is also taking a lot longer tan I anticipated. I think the students were not excited about the
read aloud at first, but in the end, the book really seemed to impact the students in a good way. The Fate of
Fausto is AWESOME! I only gave students ~3 minutes to discuss and write words down, but that actually took
like 10 minutes, and students are SHY to do things on their own. Prompt the class as a whole to go and write
on the board (and ask them to write large). A stronger question rather than how can we achieve peaceful co-
existence can be how can we achieve unity, equity, and compromise. Also, I forgot to define “greed” first and
students were unsure of what exactly greed meant.

The second time around, I took Brad’s comments into consideration, and the pieces I had reflected on, and this
lesson went a lot more smoothly. I gave clearer instructions and students were more active in their table group
discussions, and students wrote more on the board when I didn’t ask students from each group to go up
individually (this time I stopped group discussions and I had each table select someone to go up and write
what they were talking about). To me, everything seemed a lot more connected too. It is nice to teach the
3
same lesson two times in a day because there is always something to improve on, and the first lesson helps
me see what that is.