| INTENDED
GRADE/SUBJECT AREA |
| Grade 7-9 History, Language
Arts, Art |
| CONCEPTS
|
- Colonialism, settlement, rebellion,
confederation, nationhood, editorial
cartoons.
|
| INSTRUCTIONAL
OUTCOMES |
Students will:
- demonstrate in meaningful ways that
a variety of events and individuals
have contributed to the development
of Canada’s political history;
- demonstrate an understanding of a
current event by creating an editorial
cartoon that emphasizes their point
of view on a municipal, provincial,
or national issue;
- demonstrate an understanding of the
techniques used to create political
awareness through humour in editorial
cartoon;
- demonstrate an understanding of the
concepts of exploration or settlement
in North America;
- understand the historical events,
individuals, and society of Canada in
the 1800s.
|
| RECOMMENDED
TIME FRAME |
These lesson plans are
part of a larger unit that takes place
over approximately a four-month time span.
These particular activities could be completed
in approximately four to six weeks.
|
| BACKGROUND
INFORMATION |
| The students were exposed
to a variety of activities which included
role play, the use of technology for research
purposes, debate/discussion, and the completion
of a variety of hands-on projects to help
them enjoy, learn about, and appreciate
their heritage. Rather than relying on the
use of a single textbook for historical
information, students had access to a wide
range of materials including CD ROMs, videos,
novels, editorial cartoons, periodicals,
and other resources as available. Videos
and newspapers were used to learn about
current events at the municipal, provincial,
and federal levels and to enhance their
active involvement in the understanding
and awareness of Canada’s political
history.
Based on comments from students and parents,
as well as the effort shown by students
on assignments and in the testing environment,
we believe that the level of understanding
of Canadian history has improved significantly
in the past two years. Furthermore, incorporating
current events into the social studies
curriculum on a regular and on-going basis
allows students to begin to connect the
past with the present. In a final essay
done this year, our grade eights expressed
overwhelmingly that the study of history
is a meaningful and relevant part of the
present. |
| ACTIVITIES |
| Part
One — Current Events/Editorial Cartoons
|
| Collect a variety of editorial
cartoons from newspapers and periodicals.
In groups of three, students will examine
several cartoons and develop an understanding
of the messages conveyed. Students will
then evaluate the effectiveness of the techniques
the cartoonists used to display their messages.
Each group will share one editorial cartoon
with the class emphasising what message
has been conveyed and the techniques used.
Students will take notes on techniques
used by editorial cartoonists such as
symbolism, exaggeration, understatement,
irony and satire. Students will then locate
and analyse several editorial cartoons
in written format.
For the purpose of evaluation, students
will choose an issue that has been discussed
in class and create an editorial cartoon
that displays their point of view on the
issue. They then share the editorial with
classmates and some of the cartoons are
selected to be published in the school
newspaper and newsletter. Each editorial
cartoon will be evaluated on its ability
to express point of view as well as creativity.
|
| Part
Two — Exploration and Settlement |
| Students will read, take
notes, role-play, and discuss the background
information as it relates to exploration
and settlement in North America (pre-contact
onwards). To begin, brainstorm as a class,
possible topics (i.e., indigenous inhabitants,
individual explorers, forts, settler diaries,
etc.) and various formats for sharing this
information (i.e., multimedia presentations
using computers; videos; diaries; 3D displays;
and puppet plays). Record the student’s
suggestions.
Students will then choose a topic and
use the resources of the school library
to begin to plan and organize their projects.
They will locate appropriate reference
materials, take notes, and begin to develop
a timeline and log which will enable them
to complete their projects successfully.
Students will share their knowledge and
projects with the class. Their evaluation
will be based on their demonstrated understanding
of the chosen concept, accuracy, creativity,
and detail involved. Students will be
actively involved in the creation of an
evaluation strategy as well as the assessment
of student projects. |
| Part
Three — Culminating Activity: Creating
A Newspaper |
| Students will become familiar
with the various components of a newspaper
by creating a newspaper that could have
been published in Canada in the 1800s (or
earlier, if you wish – imagine a newspaper
created by the indigenous inhabitants recording
their thoughts about European arrival, or
life during the 1700s). Each newspaper is
expected to include the basic components
and the articles written by students will
be based on factually accurate information.
Samples of former student work are displayed
throughout the classroom.
Students will spend time researching
in the library, the events, individuals,
and society of early “Canada.”
There are a variety of resources available
including CD-ROMs, print materials, the
Internet, and samples of historical newspapers.
Students will display their finished products.
|
| EVALUATION |
| The evaluation for this project
will focus on the question, “Would
you buy this newspaper?” Detail and
completeness of information, visual appeal,
and creativity are the basic criteria for
evaluation. See
Appendix A for evaluation criteria. |
| MATERIALS/RESOURCES
|
- Editorial cartoons in a variety of
newspapers
- CD-ROMs, journals, and other resource
materials related to exploration and
settlement
- Samples of historical newspapers
- FurTradeStories.ca – for images,
various perspectives and writing samples
of diaries and journals.
|
About the Educators
Jackie Underhill and Kathy Farrell were
distressed to find that their Grade 8 Canadian
political history students found learning
about Canada boring. Together, they redesigned
their course to make Canadian history more
meaningful and interesting. Lack of empathy
for the subject matter was bridged by using
creative approaches to captivate student
interest and assist them in understanding
the course. They introduced units utilizing
the Internet, computers, debates, models,
diaries, historical newspapers, analysis
of political cartoons, role play, novel
studies and a large variety of learning
resources. Jackie and Kathy’s flexibility
and creativity are evident in their teaching
style and the enthusiasm of their students
and peers. In 2004, Jackie Underhill went
on to win the Governor
General's Award for Excellence in Teaching
Canadian History. |
| |
