Lesson 1: Pre Field Trip

Name: Ms.Akaleme, Ms. Opoku, Ms.Salata and Mr.Wright (Ihouma, Jessika, Paulina and Jesse)
Subject(s): Civics Grade: 10 Open
Lesson Title: Who Represents Us?

Curriculum Connections
Curriculum Area: Civics and Citizenship Curriculum Area: Civics and Citizenship
Overall Expectations: Overall Expectations:
By the end of this lesson, students will: By the end of this lesson, students will:
 work towards assessing the power and  assess ways in which people express their
influence of different people involved in perspectives on issues of civic importance
civic issues.  understand and critique how various
 develop a respect and appreciation for perspectives, beliefs and values are
different points of view on various political recognized and represented in
issues. communities in Canada.

Specific Expectations: Specific Expectations:

By the end of this lesson, students will: By the end of this lesson, students will:

 examine the diversity of the MPPs within  Students will formulate effective questions
their Provincial Parliament. to guide their research and inquiry relevant
 select and establish information relevant to their investigations using various tools,
to their investigations from a variety of strategies and approaches to political
primary or secondary sources theory.

Learning Goals:
By the end of this lesson, I will be able to:

 Identify the MPP for my constituency

 Explain the responsibilities of the MPP in the Legislative Assembly of Ontario
 Describe the representation of racial, religious and gender groups in parliament
 Identify the various challenges faced by minority group members of the provincial parliament

Assessment & Evaluation

SUCCESS CRITERIA: ASSESSMENT STRATEGY:
To be successful in this lesson, I will:
o Assessment ‘for’ learning: This lesson is all
based around assessment for learning.
 Be able to eexplain the responsibilities of
There is no assessment of learning and
the MPPs.
assessment as learning only comes in at
 Ask the right questions about the diversity
the end during consolidation.
representation.

Prior Learning
Prior to this lesson, students will have:
 Learned about the Parliamentary system of government
 Learned about the responsibilities of the members of the legislature

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Materials and Resources

Having access to internet will be essential for this lesson. Given that fact teachers should ensure
access to technology is available prior to the lesson beginning.

Accommodation/Modifications

Students have the option of working independently or in groups for the duration of the lesson.
Instructions will be provided orally and visually.

Time Steps/Activities Pedagogical Assessment

Framework: As/For/Of
Learning
Minds On Connections Assessment
to Opportunities
Framework
The goal of Assessment for
10 this minds on learning,
Minutes Log onto Kahoot at following link: www.kahoot.it is to get observing if
students ask some of the key
This Kahoot will serve as a brief review to bring the class minds back questions starts
back to what exactly happens at Queen’s Park to Queen’s to be asked.
Park so they
Key Questions: Who is the Premier? What level of will be
government is at Queen’s Park? What does M.PP. stand prepared for
for? the next 3
lessons.

Action Assessment
Opportunities
40-50
Minutes In this activity students will be assigned one M.P.P.
who currently sits at Queen’s Park. The students will
be asked to research the background of this M.P.P.,
any notable facts, where they are originally from,
family heritage, how long they have been in legislature
and any interesting facts. This information should be
compiled into a single PowerPoint slide or another
medium that can be used to present a poster/image?

 Students working in small groups will use appropriate

tools and technology
 Compiling/gathering information for report
 Familiarization with chosen topic

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 Consolidation and Connection Assessment
Opportunities
10- In the remaining time of class students will partake in a This Assessment as
20mins gallery walk where they will walk around and see the consolidation leaning, since
other M.P.P’s their peers have looked up. In order to activity is a students will be
leave the class students will submit to the teacher one jumping off evaluating each
interesting fact they learned about an M.P.P. other than point to the other by trying
the one they researched. subsequent to find
lesson. It interesting facts.
also allows
time to reflect
and ask
questions
about what
they say
today.
Next Steps

The next lesson will be a field trip to Queen’s Park

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 Adapted from Lewison, Leland and Harste. Creating Critical Classrooms (2004)

Disrupting the Commonplace: Considering Multiple Viewpoints:

- This lesson helps students understand - The entire lesson is about identifying
hidden biases that are in plain sight. By viewpoints that are not acknowledged are
critically analyzing the background of the celebrated.
different members of parliament in the - The lesson also asks students to consider
legislative the importance of diverse backgrounds in
telling history.

Focusing on the Socio-Political: Taking Action to Promote Social Justice:

- Understanding the responsibilities and - This lesson itself is about identifying a

duties of the MPPs in society at large, as social justice issue, i.e the lack of
well as the importance of balanced representation of different groups of
representation of the society. Canadians in the parliament at Queen’s
Park. The actual action will take place in a
subsequent lesson, but this lesson helps
identify the issue.

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Lesson 2: During the Trip
Name: Ms.Akaleme, Ms. Opoku, Ms.Salata and Mr.Wright
Subject(s): Civics Grade: 10 Open
Lesson Title: Field Trip to Queen’s Park - Scavenger Hunt

Curriculum Connections
Curriculum Area: Civics and Citizenship Curriculum Area: Civics and Citizenship
Overall Expectations: Overall Expectations:
By the end of this lesson, students will: By the end of this lesson, students will:
- work towards assessing the power and - assess ways in which people express their
influence of different people involved in civic perspectives on issues of civic importance
issues. - understand and critique how various
- develop a respect and appreciation for different perspectives, beliefs and values are
points of view on various political issues. recognized and represented in
communities in Canada.
Specific Expectations: Specific Expectations:
By the end of this lesson, students will: By the end of this lesson, students will:
- interpret and analyze evidence, data, and - evaluate and synthesis their findings to
information relevant to their investigations formulate conclusions and/or make
using various tools, strategies and informed judgments or predictions about
approaches to political theory. the issues, events, and/or developments
they are investigating.
Learning Goals:
By the end of this lesson, I will be able to:
 understand the geography of Queens Park (skills)
 use a map to locate and identify sites around Queen’s Park (skills)
 identify different monuments and structures around Queen’s Park (knowledge)
 analyze and critique different structures around Queen’s Park (attitude)

Assessment & Evaluation

SUCCESS CRITERIA: ASSESSMENT STRATEGY:
To be successful in this lesson, I will: Assessment FOR learning:
 be able to find all the sites on their The focus of assessment will be observing
scavenger map. students thought processes and inquiry skills.
 Examine each site critically and Making sure the right types of questions are
thoughtfully. asked and critical analysis starts occurring.

Prior Learning
Prior to this lesson, students will have:
 Learned about the different members of Parliament
 Learned about the significance legislatures play in Canadian political culture
 Learned about the specific role Queen’s Park plays in Canadian politics

Materials and Resources

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Handout and map of Queen’s Park will be prepared in advance and distributed on the day of the trip.
The logistics of getting to and from Queen’s Park will be planned long in advance.

Accommodation/Modifications

Physical disabilities will be accommodated by contacting the Toronto Transit Commission in advance
to make sure appropriate measures are taken. If coming from outside of Toronto, it is suggested that
a school bus is hired to bring students to and from their school.

Depending on the number of students that are coming on the trip, more than one teacher can attend
the trip. This way there is a teacher working with a set of groups and making sure that students are
safe.

Students have the option of working independently or in groups for the duration of the lesson.

Time Steps/Activities Pedagogical Assessment

Framework: As/For/Of
Learning
Minds On Connections Assessment
to Framework Opportunities
The goal of Assessment for
10 Once at Queen’s Park the class will meet in front of this minds on learning:
Minutes the building in the garden. In this garden the class can is to get Students will
see a giant monument of Sir John A. MacDonald students demonstrate prior
directly to the south. A mini-lecture on this specific thinking knowledge on the
stature will occur where the teacher will talk about critically about 1st PM of
MacDonald’s significance, issues. A key part of this the Canada. When
lecture will be trying to identify why he is being monuments asking key
memorialized. that they will questions, the
be searching teacher will be
for. looking for
Key Questions: students to make
What are some example of statues? Who gets connections to
memorialized? What characteristics do we look for their own
when we decide to memorialize an individual? Why do experiences in
we memorialize people? Who decides who is Canada and
represented? Who do you expect to see depicted outside of
around Queen’s Park? Canada.
These are questions that they will need to ask The Teacher will
themselves as they investigate each monument, also be able to
therefore, establishing the tone for the lesson. assess if
students are
thinking critically
about the idea of
memorializing a
person or event.

Action Assessment
© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 Opportunities
1-2 SCAVENGER HUNT ACTIVITY
Hours Students will be given a map of Queen’s Park. This
map will have on it various monuments and
memorized sites that are in or around Queens Park.
On a separate sheet, there will be a section where
students are to identify all the different sites and write
down facts they deem important. It is suggested that
students take photos at each site because it may
come in hand for future lesson.

In groups of 4, the students will than seek out all the

sites on the map, and write down at least 3 facts that
they learned at each site. As students are doing the
activity, teacher(s) will walk round to the groups to
make sure that students are on track and respectful of
each site. This is also an opportunity to help students
that may be struggling or having difficulty.

Consolidation and Connection Assessment

Opportunities
10-20 At the end, students will return to the meeting spot. As This Assessment for
Minutes a group, students will discuss and reflect on the conclusion of learning:
activity and what they learned and relearned. the lesson is a The teacher will
jumping off be observing if
The teacher(s) may ask students the following point to the students return to
questions: subsequent the key questions
What/ who is being memorialized? lesson. It also from the minds
What are the demographics of the sites? allows time to on.
Did it depicting an important issues/story/moment? reflect and ask
What/ who is being (mis/ under) represented? questions
Whose voice stand out? Whose story is being told? about what
These questions allow students to examine the sites they saw
with a critical perspective, which will aid them in the today.
next lesson.

For homework, students will be asked to research the

background of at least three sites that they were able
to investigate today. This will help students get a
better understanding of what was being depicted, as
well as, further their knowledge about who is being
represented.

Next Steps
The following lesson will ask students to help rectify
the problem they see with the monuments at Queen’s
Park, specifically the lack of diverse backgrounds in
the stories that are being told.

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 Adapted from Lewison, Leland and Harste. Creating Critical Classrooms (2004)

Disrupting the Commonplace: Considering Multiple Viewpoints:

- This lesson helps students understand - The entire lesson is about identifying
hidden biases that are in plain sight. By viewpoints, and identifying viewpoints that
critically analyzing the background of the are not acknowledged are celebrated.
different monuments and structures - The lesson also asks students to consider
around Queen’s Park students will see the the importance of monuments and other
type of history that is celebrated, and the memorized structures in telling history.
types of history that are ignored.

Focusing on the Socio-Political: Taking Action to Promote Social Justice:

- By having this lesson occur at Queen’s - This lesson itself is about identifying a
Park the lesson will demonstrate the social justice issue, i.e the lack of
importance of politics and political representation of different groups of
institutions to larger society. Canadians in monuments around Queen’s
Park. The actual action will take place in a
subsequent lesson, but this lesson helps
identify the issue.

Lesson 3: Post Field Trip

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Name: Ms.Akaleme, Ms. Opoku, Ms.Salata and Mr.Wright Subject: Civics Grade: 10
Open

Lesson Title: Thinking Critically About What Is Memorialized

Curriculum Connections

Curriculum Area: Civics and Citizenship Curriculum Area: Civics and Citizenship

Overall Expectations: Overall Expectations:

Throughout this lesson, students will:
● Political Inquiry: use the political inquiry
process and the concepts of political
thinking when investigating issues, events,
and developments of civic importance;
● Inclusion and Participation: assess ways in
which people express their perspectives
on issues of civic importance and how
various perspectives, beliefs, and values
are recognized and represented in
communities in Canada
● Governance in Canada: explain, with
reference to a range of issues of civic
importance, the roles and responsibilities
of various institutions, structures, and
figures in Canadian governance
● Personal Action on Civic Issues: analyze a
civic issue of personal interest and develop
a plan of action to address it

Specific Expectations: Specific Expectations:

Through this lesson, students will: ● Analyze ways in which various beliefs,
● Use the concepts of political thinking when values, and perspectives are represented
analyzing and evaluating evidence, data, in their communities, and assess whether
and information and formulating all perspectives are represented or are
conclusions and/or judgments about valued equally
issues, events, and/or developments of ● Describe ways in which some events,
civic importance issues, people, and/or symbols are
● Communicate their ideas, arguments, and commemorated or recognized in Canada,
conclusions using various formats and and analyze the significance of this
styles, as appropriate for the intended recognition
audiences and purpose

Learning Goals:
By the end of this lesson, students will:
● Provide examples of people/issues/events that are memorialized in Canada
● Describe why certain people/issues/events are memorialized in Canada
● Explain why certain stories are told while others go unheard
● Analyze the impact and role that memorialization has within different communities
● Investigate ideas for a possible monument or art piece that counters the lack of diversity that
was seen at Queen’s Park

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Assessment & Evaluation

SUCCESS CRITERIA: ASSESSMENT STRATEGY:

By the end of this lesson, student will be able to:
● Collaborate and contribute in group and
class discussions ● Assessment ‘for’ learning: teacher will be
● Demonstrate a clear understanding of the determining student’s prior knowledge and
site they selected to present to the class. their experiences.
● Stay on track and keep notes on group ● Assessment ‘as’ learning: teacher will be
discussions. looking at metacognitive skills and how
● Recognize that there is little diversity in they are taking their prior knowledge and
who/ what is memorialized. examining it through a critical lens.
● Provide positive and negative implications Students will also be recording their ideas
of memorialization and process for their culminating
assignment, thus the teacher will be
providing feedback and guidance.

Prior Learning

Prior to this lesson, students will have:

● Know where Queen’s Park is and what is located their (Legislative Assembly of Ontario)
● Know what images (statues, posters, etc) are at Queen’s Park, also in the Assembly of Ontario
● Examined the stories and representations that are represented in Queen’s Park and the
Assembly of Ontario
● Explored the layout of Queen’s Park

Materials and Resources

Photos of the sites that they visited on the trip

Chart paper and markers
Personal Devices (for research purposes)
YouTube clips that show examples of people, place and events that have been commemorated/
memorialized

Accommodations/ Modifications

Rather than using chart paper students can make a PowerPoint that would demonstrate their
learning on the trip.
During activities students may be seated or standing.
Instructions will be provided visually and orally.
YouTube clips should aim at demonstrating a variety of cultural groups. Teacher can use examples of
memorialization in and out of Canada.

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Time Steps/Activities Pedagogical Assessment
Framework: As/For/Of
Learning

Minds On Connections Assessment

to Framework Opportunities

20 - 30 Students will be working in groups of 4. Students will This is a form of

mins At the front of the class, the teacher will have a picture of be examining assessment For
the sites (1 for each site) they visited day before. Each the people, learning. The
group will pick one of the sites to work with, this way issues and teacher is
each group is doing a different site. Tell the groups to symbols that assessing
select a site that each of them researched for homework. are being students on what
If none of them have one in common that is fine, they just recognized at they learned
may need extra time to finish. Queen’s Park. during the trip
and share what
With their picture (site), they will write down everything they experienced.
they saw at the site, interesting things they learned and
what they researched about the site. They will write down Students are able
their findings on chart paper. Each group will organize to learn from
their information in any style they want (mind map, chart, each other
pictures, etc). Afterwards, each group will present their through a
chosen site to the class. common
experience and
Following the group presentations, other students can language.
ask the groups questions about what they heard, and
they can mention things they know but the group did not
mention.

Action Assessment
Opportunities

30 Students will be shown a few YouTube videos of Students will This portion of the
mins examples of different people and events that have been be looking at lesson would use
commemorated/ memorialized in different parts of the different and assessment
Canada and outside of Canada. The idea is to show perspective For/AS learning.
culturally diverse examples that may or may not counter and As students are in
what they saw at Queen’s Park. As the videos are representation their groups, the
playing, students are to make note of what they see, s that are seen teacher will be
hear and feel. around going around
Queen’s Park. checking for
In their groups, students will be asked to re-examine the Which will give content and
sites that they visited. way to understanding.

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 The teacher(s) may ask students the following questions: students This is for the
What/ who is being memorialized (demographically)? seeing that teacher to
Did it depict an important issues /story /moment? even though understand where
Does the site itself tell the whole story? What doesn’t it we are a students thinking
tell? multicultural is going and if
What/ who is being (mis/ under) represented? country, they require
Whose voices stand out? Whose story is being told? majority of the further guidance.
What does this say about the type of country we are? sites focus on
white male As for students,
Afterwards, they will come together as a class and talk stories. this is the time
about what their groups discussed with regards to the where students
questions. It will also ask take their prior
students to knowledge and
consider the begin to look at it
political aspect through a critical
of why certain lens. They begin
people and to reflect on what
events are they knew and
(not) what they know
represented. now.

Consolidation and Connection Assessment

Opportunities

15 - The teacher will introduce the students to their The exit ticket is
20 culminating assignment. an assessment
mins AS learning.
For the assignment students will get into groups (of up to Students are
4 people) and their task will be to come up with either a going to be
monument or an art piece that they would add to reflecting on their
Queen’s Park. The goal of the assignment is for students own learning and
to come up with something that shows the diversity in thinking. Also the
Canada’s past and present. It can be a person, a group teacher will
of people, issue or event that they feel should be provide the
recognized. groups with
feedback on their
They will get into groups and come up with ideas that will ideas and
diversify Queen’s Park. To keep students on task, they possible things to
will submit their idea(s) for their assignment and consider as they
questions they have about it. are moving
forward.

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 Next Steps Teacher will have
Following this lesson, students will continue working of students log their
their culminating tasks. In their groups, they will decide daily progress
what form they want to present their idea in. It could be and have group
as a prototype or as a poster. conferences to
see how students
From their, the class will decide on a plan of action that are doing and to
will help address the issue of diversity in Canada see if they are
(starting with Queen’s Park). It can range from having staying on task.
them present their projects and their learning to different This will also help
classes and teachers, having petition or writing a letter to students reflect
MP with photos of their assignments attached to them. and work off of
feedback that
they receive from
the teacher,
which will help
improve their final
product.
(assessment AS
learning).

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
 Adapted from Lewison, Leland and Harste. Creating Critical Classrooms (2004)

Disrupting the Commonplace: Considering Multiple Viewpoints:

● They will use their experiences and learning ● By researching the different sites that are
to determine which voices are addressed located at Queen’s Park students begin to
through images. What does this say about look at the stories that are told and those
the us, the community, and country? that are ignored.
● Students will further their knowledge of how ● They will be able to identify the voices that
history and politics is constructed by those hold a strong presence in Canada and our
that have power. parliament. They will begin to question
● Through this set of lessons, students will what this says about Canada, our
question why certain voices and stories are government and how it impacts various
missing. Why are these voices missing from groups.
our environment (ie. Queen’s Park and the ● Students will research possible ideas for
Legislative Assembly of Ontario). monuments/art pieces that will present the
voice of groups that have been silenced
and marginalized.

Focusing on the Socio-Political: Taking Action to Promote Social Justice:

● Students will be investigating the power ● They are producing products that
relations that are present in the what is demonstrate the diversity in Canada’s
selected to be memorialized and why. history, government and society.
● Who decides and what criteria are they ● Recognizing that our country was created
considering and ignoring? with contributions from various groups of
● Students will examine how images and people and communities.
statues are used as a way for certain ● By creating a prototype of their art piece or
groups to maintain dominance. statue students are taking an initial step in
promoting social change..
● Afterwards students will come up will a way
to promote action and social justice outside
the classroom. It could take the form of
presenting their final products and critical
thinking to the school and community.

© 2014 Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch