Social studies 10 unit 4: The Red River and Northwest Rebellions

Page

Assignment- Red River Settlement: Stay or Go? 12

Written Assignment Rubric 13

Class Participation and Group Work Rubric 14

PowerPoint Presentation Please find attached in a PowerPoint document

Lesson 2: The Red River Rebellion 15

Handout- Red River Settlement Debate 18

Handout- Thomas Scott 19

Assignment-Thomas Scott Comic Strip 20

Assignment Rubric 22

Lesson 5: The Trial of Louis Riel 23

Handout- The Trial of Louis Riel Information Sheet 26

Signup Sheet- “The Trial of Louis Riel” Student Roles 27

Unit Assessment Procedures 28

Unit Assessment- Timeline Project 29

Unit Assessment- Timeline Rubric 30

Resources 31

SOCIAL STUDIES 10 COURSE OUTLINE

WEB DIAGRAM
UNIT 4: THE RED RIVER AND NORTHWEST REBELLIONS

WEB DIAGRAM

MY TEACHING PHILOSOPHY

When I consider the methods and lesson structures I plan to use while teaching, I feel as though I am stuck between two educational philosophies: essentialism and progressivism.

I initially feel that I fall into the essentialist orientation because I believe that knowledge is power and that students, as learners, need to be guided and taught by a teacher. I feel that as a teacher it is my responsibility to provide students with information and activities in order to develop students’ knowledge and critical thinking skills. Also, I agree that social studies should not be restricted to the study of history, but it should also include the study of the social sciences (anthropology, archaeology, political science and economics). Everyone’s interests are different and I feel that by including all of these subjects students will likely find something that interests them, or that gives them a new way of looking at or understanding a topic. Finally, I also feel that it is important to first grasp the basic concepts of the social sciences, as this will provide students a basic understanding, and to secondly experiment with this knowledge in inquiry based projects.

However, while I do connect with the essentialist orientation I also feel that there are aspects of the progressivist philosophy that I also strongly agree are important. While progressivists also value knowledge, they see it as being understood only when it is personally experienced. I agree that education can be the most effective when it is made up of experiences that are relevant and interesting to students. I think that students truly do learn best when they are engaged, which often occurs when they are able to connect the information to their own lives. However, while it is important to incorporate personal experiences into lessons, I fear that this will not always be possible.

I think that I initially fall into the essentialist orientation as I feel that direct teaching is necessary to students’ initial understandings of information and topics. However, once the main lesson is complete I think that I lean more in the direction of a progressivist. While facts are necessary in order to understand a topic, relevant student based experiences are important in remembering and appreciating the usefulness of the knowledge.

Unit Rationale
This unit is based in a progressivist teaching philosophy. It aims to educate students through interactive learning experiences. In this unit, students will study the Red River Settlement and Rebellion, and the Northwest Rebellion. Students will look at the factors which motivated the creation of each Settlement, as well as the reasons Rebellions occurred in both places. This unit uses hands on and interactive learning methods and assignments to ensure students are actively engaged in their learning. Throughout the unit, students’ critical thinking skills, research skills, and written, oral, and graphic communication skills will be developed and strengthened.


Unit Goals
Students will be able to

(Lesson 1)

• 
  understand why and how the Red River Settlement came into being.
  
• 
  understand the problems that resulted from the Red River Settlement and how these problems were solved.
  

• 
  describe life in the Red River Settlement between 1812 and 1860.
  

• 
  understand the causes of the Red River Rebellion.
  
• 
  recognize the main figures involved in the Red River Rebellion, most specifically Louis Riel, John Shultz, and Thomas Scott.
  

• 
  understand the significance of the Red River Rebellion in the admission of Manitoba to Confederation.
  

• 
  understand the reasons the Métis moved to the Northwest
  
• 
  describe life in the Northwest for the Métis.
  
• 
  understand the significance of the St. Laurent bison hunt and laws in relation to Métis rights
  

• 
  understand the causes of and the events during the Northwest Rebellion
  
• 
  recognize the main figures involved in the Northwest Rebellion
  
• 
  understand the role of Louis Riel in the Rebellion
  

• 
  explain the consequences Riel faced as a result of the Rebellion
  

• 
  conclude whether the trial and consequences Riel faced were fair and just
  

• 
  A1- Apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, and defending a position
  
• 
  A3- Demonstrate effective written, oral, and graphic communication skills, individually and collaboratively
  
• 
  B1- Analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts
  
• 
  B2- Evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914
  
• 
  B3- Evaluate the influence of immigration on Canadian society from 1815 to 1914
  
• 
  C3- Describe the events of the Red River and Northwest Rebellions
  

As this unit follows Unit 3 (Hudson’s Bay Company and Indigenous Peoples) students will already be familiar with the Métis People. This will allow a smooth transition from Unit 3 to Unit 4. The unit will begin with an introduction to the Red River Settlement, initiating the discussion of the Métis’ experiences in the Red River Settlement and the Northwest. The unit will progress chronologically, and will build on knowledge learned in previous lessons.

The unit will conclude with a mock trial (Louis Riel’s trial) that will allow students to apply all of the knowledge they have collected throughout the unit. The trial will include figures that were involved in both the Red River and Northwest Rebellions. This activity will not only be entertaining and informative, it will act as a way to refresh students’ memories of previous content covered in the unit, and help to prepare students for their overall assessment.

Rather than assess this unit solely with a final test, students will also demonstrate their knowledge and understandings by creating a visual timeline. As some students struggle with tests, I feel that by using both an assignment and a test format will place less pressure on students and give all students, regardless of their assessment strengths, a chance to demonstrate their understandings.

This lesson is based on an essentialist teaching philosophy. It aims to develop students’ understandings of the development of the Red River Settlement in current day Manitoba. This lesson aims to teach students the significance of the relations between the Métis and the colonizers, and to illustrate the importance of communication between these groups, and also to demonstrate the importance of communication in general. Also, as students often feel that Canadian history is focused in the East, examining the history of Manitoba will help students to see that Canadian history is not restricted to Eastern Canada. Also, the activity aims to strengthen students’ decision making, synthesizing, writing, and persuasive skills. This lesson views social studies as the study of the social sciences and aims to educate students to become informed citizens of a diverse society and world.

• 
  understand why and how the Red River Settlement came into being.
  
• 
  understand the problems that resulted from the Red River Settlement and how these problems were solved.
  

• 
  describe life in the Red River settlement between 1812 and 1860.
  

• 
  A copy of the text book (Horizons: Canada Moves West)
  
• 
  Red River Settlement letter assignment outline and marking rubric
  
• 
  Power point notes and computer
  
• 
  Black board/white board to write notes on
  

• 
  Text books (Horizons: Canada Moves West)
  
• 
  Necessary writing tools (paper, pens)
  

Today we will be beginning our Red River Settlement unit.

Class will start with a short discussion/ assessment of what students already know about this topic: (5 minutes)

What do you know about the Red River Settlement?

Where was the Red River Settlement?

Who are the Metis?

*I will record students’ responses on the board.

BODY OF LESSON

Lecture (15 minutes)

I will introduce the Red River Settlement. I will have PowerPoint slides up that the students will take notes off of (students are to take notes, not simply copy the slides):

• 
  Red River Settlement was founded in 1812 by Thomas Douglas (also known as Lord Selkirk). Douglas, a Scottish nobleman, wanted to create agricultural colonies for displaced Scottish farmers who had been forced off their rented land by landowners who wanted to raise sheep (wool was more profitable than rent).
  

• 
  Douglas asked the British government for a land grant in the Red River Valley in Rupert’s Land, land that the British government had given the Hudson’s Bay Company for fur trading purposes. The British government refused Douglas’ request.
  
• 
  Douglas was eventually able to gain access to the land when the price of HBC shares went down and he and Sir Alexander Mackenzie were able to buy enough shares to gain control of the HBC.
  
• 
  Douglas was now able to convince the HBC to grant him 300, 000 square kilometres of land in the valley of the Red and Assiniboine rivers (Manitoba).
  

Relations with the North West Company and the Metis and First People:

• 
  The settlement disrupted the trading practices and supply routes of the NWC.
  
• 
  The Metis and First People were worried that the settlement would disrupt their traditional hunting practices and patterns, and that they would lose the land they had farmed for generations, because they technically didn’t have ‘legal’ rights to it.
  
• 
  It was feared that the settlers would run out of food during the winter (crops had failed the first year). As a result the Pemmican Proclamation was issued. (Pemmican: mixture of fat and protein, usually bison meat mixed with fat, and possibly berries—highly nutritious)
  
  • 
    This banned the sale and export of pemmican from the Red River.
    
  • 
    The Metis relied on the proceeds of selling pemmican to the NWC, and were thus not happy.
    
• 
  NWC employees were also ordered to leave their posts in the Red River Valley within 6 months.
  

• 
  Metis and NWC harassed the colonists by burning buildings, trampling crops, and firing rifles at night.
  
• 
  By June all of the colonists had left the settlement but returned by the end of the summer.
  

• 
  A short-lived peace was made with the Metis and NWC by Colin Robertson (an HBC trader who had once worked for the NWC)
  
• 
  But the new governor (Robert Semple) attacked and burned the then-empty NWC fort.
  
• 
  This convinced the Metis that the colonists intended to declare war on them.
  
  • 
    In response, the Metis attacked and killed Semple and twenty of his men (The Battle of Seven Oakes-1816)
    
• 
  The colonists again left the settlement
  
• 
  Douglas heard of the defeat. He then took military control of the area, allowing the colonists to again start their settlement.
  
• 
  Douglas (Selkirk) also made a treaty (1817) with the local Ojibwa and Cree nations gaining the possession of the Red River Valley
  

I will split the class in half: one side will represent the Métis, and the other will represent the new Settlers. Using the information they have just learned, students will need to represent their position (putting forth possible issues, and solutions). The purpose of this meeting is to come up with some kind of solution to the problems that are arising between the Métis and the Settlers. Students may also refer to their text for additional information if they choose (pages 143-146, 151-154).

What do you think it was like to live in the Red River Settlement? Would you want to live there? Would you encourage others to move there or would you avoid the Settlement?

You will need to decide how you would have felt about this Settlement. Your task is to convince your cousin, via a written letter, to either move to the Settlement or to stay at his/her home. Keep in mind the different things that were happening at different times (choose a specific year).

Students will be given class time to work on this assignment. (25 minutes)

The assignment is due at the beginning of next class; if the students do not finish it in class then they will need to complete it for homework.

Students will be marked according to a “Written Assignment Rubric” that all students already have. Students should be clear on expectations (attached).

There will be no formal conclusive activity as students will be given as much time as possible to work on their letter assignment. At the end of class students will be reminded that their assignment is due next class.

Students will be asked to hand in their notes taken during the lesson. These will be marked for completion to ensure that students have taken the notes. Students will be formatively marked for their participation in the Town Council Meeting. Their Red River Settlement letters will be collected either at the end of the day or the next day depending on whether students need more time, and will be marked according the rubric that will be handed out with the assignment.

I have decided to use a PowerPoint note taking strategy to ensure that students get the necessary information without having to read their texts. I have used a Town Council Meeting activity to actively involve all students in their learning. Rather than having students read their text, they are able to employ their own critical thinking skills. Also, students are not forced to speak in front of the class during this time, although everyone will be given the chance.

For students who have trouble with writing assignments I have given sufficient class time to work on the letter assignment and I will be readily available to provide help. This assignment can be modified if necessary (i.e., create a poster). Also, students will be given additional time, if they need it, to finish their assignment (for homework).

Extension Assignment:

In a short paragraph, what do you think could have been done differently during the first few years of the Red River Settlement to decrease the tensions/ problems that existed?

What do you think about the Red River Settlement? Would you want to live there? Would you encourage others to live there? Or, would you avoid the settlement altogether?

Your cousin in Scotland has recently been evicted from his rented lands. He is debating whether or not he should immigrate to the Red River Colony that Lord Selkirk has so gratefully provided for people like him.

Use the information we covered in class today (lecture and text) to either convince your cousin to stay or to go, via a written letter.

Also keep in mind the year you are sending this letter: is it 1816 during the constant struggles between the settlers and Métis, or is it 1820 during a time of more stability?

Your letter must include:

1. 
   The year
   
2. 
   Your view: should your cousin stay or go?
   
3. 
   Specific events or situations that were occurring during this specific time, or that had previously happened which will support your view.
   

4. 
   Elements that will make it clear that you are writing a letter (Dear, From, Date). It should read like a letter.
   

This lesson is based on a progressivist teaching philosophy. This lesson is designed to follow an introduction to the Red River Settlement to ensure students understand the controversies associated with the Settlement and to fully understand why a rebellion occurred. It aims to develop students’ understandings of the causes, the events, and the results of the Red River Rebellion. Finally, this lesson aims to demonstrate how and why Manitoba was admitted to Confederation. The debate activity aims to provide students with new knowledge, and to strengthen students’ collaborative skills through questioning, summarizing, defending a position, and drawing conclusions. The comic-strip assignment intends to strengthen students’ abilities to use new knowledge in creative ways, and to use both written and graphic communication skills. This lesson views social studies as the study of the social sciences; it aims to help students make informed decisions as citizens of a diverse society and world.

• 
  understand the causes of the Red River Rebellion.
  
• 
  recognize the main figures involved in the Red River Rebellion, most specifically Louis Riel, John Shultz, and Thomas Scott.
  

• 
  understand the significance of the Red River Rebellion in the admission of Manitoba to Confederation
  

• 
  A copy of the text book (Horizons: Canada Moves West)
  
• 
  Debate: Provisional government vs. Canadian Government information handout
  
• 
  Thomas Scott comic strip assignment and rubric
  
• 
  Black board/ white board to write notes on
  

• 
  Text book (Horizons: Canada Moves West)
  
• 
  Necessary writing tools (paper, pens)
  

We will have a short review on last day’s class material (The Red River Settlement).

What were the main issues regarding this settlement?

The Provisional Government (Louis Riel and the Métis) vs. The Canadian Government (John A. Macdonald, John Schultz and Thomas Scott) - I will provide an information handout for each side.

• 
  Split the class in two. One side will represent the Provisional Government, while the other will represent the Canadian Government (provide 10 minutes for students to review information and prepare possible arguments).
  

-Each side will begin by explaining why they feel they have the rights to the Red River Settlement.

-Each group will have to represent their views on the following issues/events, and offer rebuttal statements:

• 
  Canada’s purchase of Rupert’s Land (Why did the Canadian government feel this was okay? Why did the Métis think it was not okay?)
  
• 
  Surveyors and Land Speculators in the Red River Settlement (Why were they there? Why did the Métis not like them there?)
  
• 
  Imprisonment of John Schultz and his followers (Why were they imprisoned? Why should they not have been imprisoned?)
  
• 
  Imprisonment and execution of Thomas Scott (Why was he executed? Why should he not have been executed? What else could have been done? What were the results?)
  

Students will be handed out a comic-strip about the events that took place with Thomas Scott. Students will fill in the comic ‘bubbles’ with dialogue that will provide the necessary information to make the comic-strip make sense. Students will then write a short paragraph about the events that occurred as a result of the execution of Thomas Scott.

I will hand out a short information guide on Thomas Scott.

I will also remind students that if they want to review the information or need further clarification, they can refer pages 156-162 in their texts (this is not required).

*I will be informing students that the comic strip only represents one side of the events (as do most historical sources). Students should know that they need to consider other views and should not be biased by this one event.

CONCLUSION:

Students will be given the rest of the class to work on their Thomas Scott assignment. They will be reminded that if they do not finish it by the end of class it will be due next day.

Students will be formatively marked on their participation in the debate and their ability to use information to create an argument and rebuttal.

Students’ “Thomas Scott” assignments will be collected next day, and will be summatively marked (based on a general assignment rubric that will be handed out with the assignment).

Learning Needs

I have used a debate activity as an informative technique rather than use a note taking activity. This activity will allow students, regardless of learning needs, to actively participate in their learning. I will ensure all students have the opportunity to speak and participate. As a follow up, to ensure that all the necessary information has been learned, the class will regroup and review the information.

I have provided sufficient class time to work on the comic-strip assignment and I will be available to clarify any questions and/or to help students work on their assignment. This assignment aims to reach a variety of learning needs (written, graphic, creative). Also, for students who require additional time they are able to finish the assignment for homework.
Extension Assignment:
In a short paragraph, if you had to choose to support either the Métis and Louis Riel, or the Canadian government during the Red River Rebellion who would you choose? Why?


The Red River Settlement

Debate: Provisional Government (Louis Riel and the Métis) vs. The Canadian Government (John A. Macdonald, John Schultz and Thomas Scott)

• 
  When writing the BNA Act the Canadian government included conditions for the eventual admission all colonies in British North America and the possession of Rupert’s Land from the HBC (The Red River Settlement was located in Rupert’s Land).
  
• 
  In 1869 the Canadian Government bought the title to Rupert’s Land from the HBC
  
  • 
    Surveyors went to the Red River area to lay out grids of township
    
    • 
      Held the belief that the current occupants of Rupert’s Land did not own their properties.
      
    • 
      Did not recognize the traditional pattern of farms that had existed in the area since 1820.
      
    • 
      Surveyors laid out square townships disregarding the traditional strip lots that were already there.
      

• 
  John Schultz was one of the first Protestant immigrants to arrive in the Red River Settlement in 1860.
  
  • 
    He held strong anti-Métis views (as did his followers)
    

• 
  Riel did not want to negotiate with the Canadian Government (about the admission of Manitoba to Confederation) while Schultz was involved
  
• 
  Riel led a party to Schultz’s home, the headquarters for the Canadian Party
  
  • 
    Riel imprisoned Schultz and 48 of his followers
    
  • 
    Riel now wanted to negotiate with the Canadian government
    

• 
  Shultz escaped but before he was able to free the others more of his followers clashed with the Métis and were taken prisoner. Most notably Thomas Scott.
  

• 
  Scott was very loud about his anti-Métis views, verbally and physically abused the prison guards and threatened Riel.
  
  • 
    On March 4, 1870 Scott was executed.
    
  • 
    Many people regretted this decision- it may have been too drastic
    

WHO IS THOMAS SCOTT?

An aggressive member of the Canadian Party

Arrested by the Métis

While in prison, he loudly publicized his anti-Métis views

He physically and verbally abused his guards, and threatened Riel

By a majority vote, Scott was convicted

It was decided that he would be put to death
The following day, Scott was executed by a Métis firing squad




Comic-strip adapted from: Brown, Chester. Louis Riel: A Comic-Strip Biography. Montreal: Drawn and Quarterly, 2003.

ASSIGNMENT RUBRIC

TITLE: __________________________

	1 Does not meet expectations	2 Barely meets expectations	3 Meets most expectations	4 Meets and exceeds expectations	Comments
Content (30%)	Is vague and does not address all assignment components. No evidence of having given the assignment real thought.	Addresses many of the assignment components. Not detailed.	Addresses all of the assignment components. Is relatively detailed.	Addresses all of the assignment components.
Quality of Information (30%)	Is vague and does not give specific details. Little evidence that much research was done.	Has some correct facts and incorrect facts. Does not go into detail. Suggests minimal research was done.	Provides detailed and correct information. Minimal errors. Well researched.	Is detailed and specific. Does not have any errors. Quality research is apparent.
Organization and Neatness (20%)	Unorganized, very difficult to read/decipher/ understand.	Some organization, some difficulty reading and understanding.	Organized and easy to follow and read/decipher.	Exceptionally organized, very neat, and readable.
Grammar and Mechanics (20%)	There are numerous mechanical and grammar errors. Sentence construction is poor.	There are some common errors in sentence construction, grammar and mechanics	There may be a few errors in sentence construction, grammar, or mechanics.	Few, if any, errors in sentence construction, grammar, or mechanics.
				TOTAL:

Lesson 5: The Trial of Louis Riel

(1 Class Period- 80 minutes)

Rationale

This lesson is based on a progressivist teaching philosophy. This lesson is designed to follow an introduction and discussion on the Métis’ movement to the Northwest, and the causes of the Northwest Rebellion. This lesson aims to ensure students understand Louis Riel’s involvement in the Rebellion and the consequences of the Rebellion. The trial re-enactment intends to provide students a way to experience and use their new knowledge and to strengthen their collaborative skills through questioning, summarizing, defending a position, and drawing conclusions. This lesson views social studies as the study of the social sciences, and will make specific use of history and political science, in addition to others. This lesson aims to increase students understanding of the political system, and to help them become informed citizens.

• 
  Understand the causes of and the events during the North West Rebellion
  
• 
  Understand the role of Louis Riel in the Rebellion
  
• 
  Explain the consequences Riel faced as a result of the Rebellion
  
• 
  Conclude whether the trial and consequences Riel faced were fair and just
  

• 
  A copy of the text book (Horizons: Canada Moves West)
  
• 
  Mock trial handout
  
• 
  Black board/ white board to write notes on
  

• 
  Text book (Horizons: Canada Moves West)
  
• 
  Necessary writing tools (paper, pens)
  

We will have a short review on last day’s class material (The Northwest Rebellion).

What were some of the causes of the Northwest Rebellion? (issues of Aboriginal rights, land use, Ontario's exploitation of the West, the constitution, land rights, the railroads)

Why was Riel arrested? Why did others involved not receive as harsh of consequences?

BODY OF LESSON:
Preparation for Mock Trial (15 minutes)

Last class the students were introduced to the mock trial activity. Students signed up for their roles and were asked to read over the trial procedures (see attached). Students who did not sign up for a character are members of the jury. Depending on the size of the class, there may be two juries. If there are two juries, each will present their verdict and offer reasons for it (this will offer an interesting point of comparison).

Students have been provided a handout explaining the trial (what Riel is being charged with, and what each side is responsible for during the trial).

Students will be given this time to prepare their arguments, questions, statements, and any necessary information needed for their character. Students will use the information they have recorded from last class, and their text books.

Students will take on the role of their character and behave accordingly. When students are not actively participating in the trial they will be expected to listen and show respect to those who are currently involved.

The jury will reach a verdict, and provide an explanation as to why they have reached this decision.

CONCLUSION:

Class Discussion/ Reflection (15 minutes)

We will regroup as a class and discuss the process that has just taken place. As a class we will evaluate the fairness of this trial, and contrast it to the 1885 trial. We will discuss how a trial held today would differ from one in 1885, and why things may be different.

Students will discuss whether they think the trial of 1885 was fair, and whether they agree with the verdict and sentence passed in 1885.

Assessment

Students will be formatively marked on their participation in the debate and their ability to use information to create an argument and rebuttal. Students will also be summatively marked on their preparation for their individual roles (the jury will be responsible for being familiar with all of the witnesses).

I have used a mock trial activity to allow students, regardless of their learning needs, to actively participate in the class. I will ensure all students have the opportunity to speak and participate. For those students who may not be comfortable acting or speaking in front of an audience they will have the opportunity to become members of the jury and will still play an important part of the trial process.

During the preparation for the trial, I will be available to clarify questions and/ or help students prepare for the trial. Also I have made myself the judge in order to ensure that students do not misbehave or mistreat any of their classmates. I will ensure that all students are treated with respect and do not become uncomfortable in this activity.

The class reflection will give all students a chance to reflect on the activity and the trial of 1885. All students will again be able to participate in this activity, but will not be forced to speak.

This assignment aims to reach a variety of learning needs (research, creative, analytical).
Extension Assignment:
Pretend you are Louis Riel. Create a personal defence, arguing why you should not be charged with high treason.

THE TRIAL OF LOUIS RIEL

Louis Riel is being charged with high treason (taking up arms against the Canadian Government) as a result of his involvement in the Northwest Rebellion.

DEFENSE:

This is done by having witnesses testify about what they saw, heard, or experienced.

PROSECUTION:

You are responsible for bringing evidence into the court to prove beyond any reasonable doubt that the accused (Louis Riel) is guilty as charged.

This is done by having witnesses testify about what they saw, heard, or experienced.

PROCEDURE:

First Witness

1. 
   The Crown counsel (the prosecutor) stands to call his/her witness.
   
2. 
   The Crown counsel asks the witness two questions and then sits down.
   
3. 
   The defence counsel cross-examines the witness by asking him/her 2 questions and then sits down.
   

1. 
   The defence counsel stands to call his/her witness.
   
2. 
   The defence asks the witness two questions and then sits down.
   
3. 
   The Crown counsel cross-examines the witness by asking him/ her 2 questions.
   

The jury will use the information presented in court to make a verdict.

“THE TRIAL OF LOUIS RIEL” STUDENT ROLES

Louis Riel ________________________________________

Lawyer 2 ________________________________________

Lawyer 3 ________________________________________

WITNESSES FOR THE PROSECUTION

Superintendent Lief Crozier (Northwest Mounted Police) ___________________________________

John A. Macdonald (Prime Minister)  ___________________________________

John Schultz (Red River Settler, and Member of the Canadian Party) _________________________

Thomas Scott (Member of Canadian Party)- back from the dead! ____________________________

DEFENCE

Lawyer 1 _____________________________________

Lawyer 2 _____________________________________

Lawyer 3 _____________________________________

Gabriel Dumont (Métis President of St. Laurent) ____________________________________

St. Laurent Priest ______________________________________

Ambroise Lepine (Métis Leader during the Red River Rebellion) __________________________

Chief Poundmaker (Cree Leader, participated in NW Rebellion) __________________________

UNIT ASSESSMENT PROCEDURES

Summative Assessments:

Red River Settlement Assignment: Stay or Go?

Thomas Scott Comic Strip

The Métis Movement to the Northwest: Reasons (not outlined)

The Northwest Rebellion: Describe the events that took place during the Rebellion (not outlined)

The Trial of Louis Riel: Student preparation for individual role

Unit Timeline (project description is attached)

Unit Test

Participation in Red River “Town Council Meeting”

Participation in Red River Settlement debate

Participation in The Trial of Louis Riel simulation

*Participation will demonstrate understandings. Students may also show their understandings through active listening if they are uncomfortable speaking out.

Overall Assessment:

This unit will be assessed with both a unit project and a unit test. Students will be responsible for creating a visual timeline that illustrates the events and people we have discussed in this unit. The outline for this assessment is attached. Not only will the project demonstrate students’ knowledge but it will also act as a review tool for the unit test.

Create a visually appealing timeline illustrating the events and people that we have covered in this unit.

Your timeline will include:

-a range of events and people spanning from 1812 to 1885

-at least 4 events/ important factors and 3 people regarding the Red River Settlement and Rebellion

-at least 4 events/ important factors and 3 people regarding the problems in the Northwest and the Rebellion

-at least 5 events that also occurred in the world during this time (this means you will have to do some research!)

-for each event and person you include on your timeline, you must provide a short write-up describing what happened or who they were, and the significance of each.

-visually appealing content (pictures, maps, charts, newspaper snippets....) that adds to the information you have provided (it needs to be appropriate and relevant)

ASSESSMENT: I will be marking this based on the attached rubric.

*As we are not having a test, you must demonstrate to me what you have learned in this unit!

UNIT 4 TIMELINE PROJECT

	1 Does not meet expectations	2 Barely meets expectations	3 Meets most expectations	4 Meets and exceeds expectations	Comments
Content (25%)	Does not include relevant events or people. Is missing more than half the expected number of events or people.	Does not include 4 events, 3 people for each topic or 5 other events.	Includes 4 events and 3 people for each topic. Includes 5 other events. Events and people are common/ expected.	Includes 4+ events and 3+ people for each topic. Includes 5+ other events. Includes interesting events and people.
Quality of Information (25%)	Is vague and does not give specific details. Little evidence that much research was done. No significances are included.	Has some correct facts and incorrect facts. Very little detail. Suggests minimal research was done. Significances are not well explained.	Provides detailed and correct information. Minimal errors. Well researched. Includes well explained significances.	Is detailed and specific. Does not have any errors. Quality research is apparent. Includes very well explained significances.
Visual Appearance (20%)	Includes little to no visual details. Those details included are not appropriate or applicable to the topic.	There are a few visual details but do not enhance the information included.	Makes good use of visual details. Visually appealing. Most details enhance the quality of information.	Exceptional use of visual details. All visuals relate to and increase the quality of information provided.
Organization and Neatness (15%)	Unorganized, very difficult to read/decipher/ understand.	Some organization, some difficulty reading and understanding.	Organized and easy to follow and read/decipher.	Exceptionally organized, very neat, and readable.
Grammar and Mechanics (15%)	There are numerous mechanical and grammar errors. Sentence construction is poor.	There are some common errors in sentence construction, grammar and mechanics	There may be a few errors in sentence construction, grammar, or mechanics.	Few, if any, errors in sentence construction, grammar, or mechanics.
				TOTAL:	/50

Resources

Brown, Chester. Louis Riel: A Comic-Strip Biography. Montreal: Drawn and Quarterly, 2003.

Clark, Penney and Roberta McKay. Canada Revisited: A Social and Political History of Canada to 1911. Toronto: Arnold Publishing, 1992.

Cranny, Michael, Graham Jarvis, Garvin Moles, and Bruce Seney. Horizons: Canada Moves West. Toronto: Prentice Hall, 1999.

.

Download 155.73 Kb.

Share with your friends: