LESSON

SUBJECT
GRADE 10

NATIVE

PRIOR LEARNING
STUDENTS

STUDIES

REQUIRED FOR A STUDENT/S SUCCESS IN THE

T OPIC

CHALLENGES

LESSON

WORK WILL DEMONSTRATE KNOWLEDGE OF/ABILITY TO

researching skills

bias

DIFFERENTIATIONS
DIFFERENTIATIATION FOR LESSON #__WILL BE MADE TO
__ learning materials
__ ways of learning
__ ways of demonstrating learning
__ learning environment
FOR ALL STUDENTS: VARIATION

SEATING ARRANGEMENTS

FOR SOME STUDENTS: ACCOMMODATION

SEATING ARRANGEMENTS
TIME

FOR A FEW STUDENTS: MODIFICATION, E.G., IEP, ESL

ORAL COMMUNICATION
ASSISTIVE TECHNOLOGY
TIME
ONE QUESTION PER PRT. VS. TWO

LESSON #

T OPIC

CURRICULUM CONNECTIONS

Learning Goals:
The students work will demonstrate knowledge of/ability to

analyze demographic data

research appropriate to task

reflect respectfully and make appropriate, relevant predictions and opinion using a
blog.

Learning Skills (all of them)

__responsibility __organization __independent work __collaboration
__initiative__ self regulation
(Possible) Success Criteria
The students/ work demonstrates knowledge of/ability to

can analyze demographic data

can research appropriate to task

can reflect respectfully and making appropriate, relevant predictions and opinions
using a blog.

Overall Expectations
describe the challenges that social, economic, and political renewal pose for
Aboriginal and other communities throughout Canada

describe how Aboriginal peoples have adapted to change.

Specific Expectations
identify trends, their causes, and their implications by examining demographic data
on Aboriginal peoples in Canada;

identify information about Native studies, using the school libraryresource centre,
community and government resources, computer databases, computer-stored
information, and the Internet;
demonstrate the ability to make reasoned generalizations or appropriate

predictions based on research; demonstrate competence in research and writing

RESOURCES

http://www.csc-scc.gc.ca/aboriginal/002003-1008-eng.shtml
blogger blog
INSTRUCTIONAL STRATEGIES: ACTIVATION

>

ACTION

>

CONSOLIDATION

&

REFLECTION

Minds On
Students will create a graffiti walk to help begin discussing trends, causes, and implications
of aboriginal peoples in Canada. Each station will have a chart paper with one trend on it.
Students will have 30 seconds at each station to write words or phrases of possible causes
or implications in regards to the marked trend. For example each chart paper will have the
follow:
Crime
Health
Poor Education
Suicide
Students will be advised not to repeat phrases or words that may already exist on each
graffiti wall. Once students have a chance at each graffiti wall we will overview the walls
and begin the introduction of the activity at hand, the learning goals and success criteria of
their task.
Action
Students will be expected to research and choose a specific trend that may be found on a
demographic overview of Aboriginal peoples in Canada; http://www.cscscc.gc.ca/aboriginal/002003-1008-eng.shtml.
Students will then be expected to research a minimum of 2 causes and implications to the
chosen trend (crime, standard of living, suicide) and blog.
The blog will be their media form to share and reflect on their findings. The blog will follow a
specific format and students will be expected to use guiding questions to complete their
bloggers blog.
BLOG GUIDING QUESTIONS AND NOTES:

PRT 1:
Share the trend you chose and share the demographical data found.
Share the causes you found (min. 2) in relation to your trend.
PRT 2:
Using the medicine wheel Bias Toolkit to guide your responses:
How does knowing this information make you feel as a citizen of Canada?
What do you think should be employed to help better the trend you researched?
Bias Toolkit example below (created for a task in this course)

Consolidate/Debrief
Once each student has posted their blog, students will get to review their classmates
postings. They will be asked to comment on 3 other blog reflections. They will reflect on the
each classmates blog using PMI model; in the "I" section students will also include if they
felt like the graffiti wall was accurate or inaccurate and give an example.

ASSESSMENT

FOR/AS/OF

LEARNING: STRATEGIES/TOOLS

For, as

Anecdotal and checklist