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Component 10 (i) PURPOSE 1: students will record or document activities, people and discoveries
Component 10 (ii) SUBJECT MATTER: Students will develop themes with emphasis on global
awareness based on
E. People
LEARNING OBJECTIVES
1. Students will understand immigration
2. Students will build knowledge on why European immigrants decided to settle in Western
Canada
ASSESSMENTS
Observations: Class discussion and questioning
KeyQuestions: Whatcanstoriestellusabouthistory?
Whatisimmigration?
WhywereEuropeansimmigratingtoCanada?
HowwereEuropeansinfluencedtomovetotheWestofCanada?
Products/Performances: Classdiscussion
ExitSlip
Poster
LEARNINGRESOURCESCONSULTED MATERIALSANDEQUIPMENT
AlbertaProgramofStudies TeacherResources:
Google CanadaSpotlight:CatherineOHareSchubert
PosterSlideShow(Prezi)
Props
CanadianSpotlight
PROCEDURE
Introduction Time
AttentionGrabber Whatcanstoriestellusabouthistory?
Whatisimmigration?Whatisanimmigrant? 3 mins
Isimmigrationstillhappeningtoday?Howdoyouknow
TransitiontoBody Learningaboutdifferentstories
Body Time
LearningActivity#1 CanadianSpotlight: 5 mins
WewillbelearningaboutdifferentfamousCanadianthatimmigratedhere
fromEuropeandhowtheymadealastingimpressiononCanadianHistory
Adapted from a template created by Dr. K. Roscoe 1
Lesson Plan Template ED3501GHI Curriculum Overview Lesson
CatherineOHare:Slideshow
Assessments/ Formative:Arestudentsengagedandparticipating?Arestudentsgraspingthe
Differentiation conceptofimmigration?
LearningActivity#2 WhydidEuropeansimmigratetotheWest?
o YouareaEuropeanandyourlifeishard.Youdonthave
o WhywouldimmigrantswanttomovetoWesternCanada?
Callonastudenttobeavolunteer:
o Farmer:YouareanoldFarmer.Youhaveonlyafewacresinyour
tinyfarminEurope.Youdonthaveverymuchmoneytoprovide
foryourfamily.Youareabletofarmon160acresoflandin
WesternCanada.Areyougoingtomove?
o Minor:Youareaminorworkingveryhardandlonghoursin
Europeanminesright?Yourbackmustbesosore?Wellin
WesternCanadacoalispracticallyfallingoffthewalls.Youcan
minecoalsomucheasierandthereismorepotentialforyoutobe
aminemanager.DoyouwanttomovetoCanada?
o Otherreasonsareoil,hopesofabetterlife,goldrush,escaping 20 mins
oppression
o Thiswastheimmigrationboom.
HowwasWesternCanadaadvertised?(Whatdoesadvertisedmean?)
o GothroughthepostersofMovingWest
o Whatdotheseimagesmean?Whatweretheposterstryingtodo?
Whywouldtheyincludetheseparticularsayings/pictures?
o Whywouldthisposterbeconvincing?
Howwerethesepostersnotparticularlytellingthetruth?
o Discusshowimmigrantswereunawareofthedifficultiesthat
therewereinCanada?Whatwouldthesebe?Brainstorm.
o Talkingabouthowthefarmlandwassometimesnotfertilefarm
landandminingisdangerousandhardwork
AssessmentDifferentiation Formative:Arestudentsengagedandparticipating?Arestudentsgraspingthe
conceptofimmigration?
LearningActivity#3 ExitSlip:
Nameareasonwhyimmigrantswouldimmigratetothewest?Explain.
3 mins
NEXTCLASSPERIOD
Assessments/
Formative:Dostudentsunderstandwhyimmigrantswouldmovetothewest?
Differentiation
LearningActivity#4 Poster:
StudentswillbemakingtheirownCometotheWestPoster
Itmustbecreative,bold,colourful,appropriate,andconvincing.
40 mins
WeareadvertisingtheWesttoEuropeanimmigrantssoyourpostermust
beconvincingenoughforpeopletoleavetheirlivestheyknowtomoveto
aforeignplace.
Assessments/Differentiatio Formative:Arestudentsengagedandparticipating?Dostudentsunderstand
n whyimmigrantswouldmovetothewest?
Summative:Arestudentsabletomakeaposterthatisappropriateand
convincingtoadvertisethewesttopotentialEuropeanimmigrants?
Cliffhanger/Closure Time
Assessment of Closure:
Learning: Students will be handing in their posters for summative
assessment. Would you move to the west if you were living in
2 mins
Europe? Why? Next class we will play a game showing the
potential hardships immigrants went through once they moved
West.
Transition: Students will put their things away, hand in their posters, and
take their agendas out.