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UNIT PLAN Date: March-April 2014 Grade: 8 Subject: History Unit Title: The Development of Western Canada Designed

By: Sarianne Bos

Thematic Statement: This unit explores change that occurred in the Canadian West after Confederation. It looks closely at the way that lives and landscapes were changed by immigrants settling in Canadas West. It explores the factors that were part of this expansion, specifically the railway, treaties, and the Northwest Mounted Police. It also has a specific focus on how the Aboriginal peoples were affected by these changes in the West. Lastly, to make history real and identifiable, the unit focuses on key individuals; who they were, what their lives were like, and the impact they each had in relation to the changes happening in Canada West.

Content Outline Trouble at Red River The people of the West The Mtis Louis Riel Resistance at Red River Thomas Scott Affair Riel flees The Gold Rush in British Columbia

Expectations Students will demonstrate an understanding of the factors that led to the settlement of the West describe the causes and characters of the Red River Rebellion Students will explain factors that lead to the development of Canada West Students will identify key factors of the gold rush along the Fraser River (i.e. tools used, shanty towns, peoples reasons for coming, etc.)

Instructional Strategies Prezi Presentation- go through the topics of Trouble at Red River giving main points and showing images while students take notes on handout Activity: Students complete questions 2,3, 4 & 8 on page 123 Prezzi presentation on the Gold Rush with a handout for students to take notes Postcard activity: students create a postcard in partners writing from the perspective of a gold miner and include a related image on the postcard

Resources Prezi Student handout Textbook

Time & Evaluation One 50-minute block Informal check for understanding based on student questions completion

Prezzi on the Gold Rush Student handout with blanks for notes Large blank postcard templates

One 50-minute block Evaluate postcards based on the following: -included tools used by the miners -included a specific, accurate location (used a map or atlas) -included details about everyday life from the miners perspective

-used believable language (first-person voice) The North-West Mounted Police The Need for Police The Great March Police Work Begins Relationship with Aboriginal People Students will: Describe the everyday life of various groups (the Aboriginals) in Western Canada Describe the role the Mounties played in the opening of the West Students will: describe the everyday life of various groups (the Blackfoot) identify and explain the effects of post-Confederation immigration on the development of Canada West Students will: Describe the significance of the Canadian Pacific Railway in Canada`s expansion Identify key individuals and groups whose efforts led to the railways completion Use Powerpoint to present the main topics of the North-West Mounted Police coming to the West Activity: as a class, read the diary of a Mountie on The Great March- discuss what that was like. Have the students point out aspects of The Great March. Use Powerpoint to present the topics about the signing of Treaties with the Aboriginal peoples Debate: Divide the class in two and have one side debate that the treaties were fair; the other side debates they were not Use Powerpoint and student handout for notes to present the main topics about the Canadian Pacific Railway Read the story of The Railway Navvies on page 162- Students write 5 diary entries from a railway navvy, describing what life was like Powerpoint Handout Textbook One 50-minute block Evaluate students binders and organization of notes

Treaties with the Aboriginal Peoples Crowfoot: A Great Chief Early Treaties Why Aboriginals Signed Treaties Treaties Bring Change The Indian Act 1876 The Steal Ribbon The Dream of a Railway The Pacific Scandal The National Policy The Canadian Pacific Railway Company Building Problems Chinese Workers In Business at Last!

Powerpoint Handout Textbook Timer

One 50-minute block Evaluate the debate as oral communication (a group mark)

One 50-minute block Evaluate diary entries for accuracy, evidence, and creativity

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