Stewart's+Lesson+Plan

SUBJECT/Grade: Grade 10 History - Academic Suggested Time
 * Brandon Stewart ||
 * 75 Minutes

COURSE/Type/Code: __CHC2D Grade 10 History - Academic__ LESSON TITLE : The Social Gospel __ Can a “Healthy“ Society Exist? __

LESSON Description: __Students will examine the roles, goals and tactics of women’s groups during the Social Reform Movement in 20th Century Canada. Through analysing primary and secondary documents students will be able to think historically, take historical perspectives, critique documents from the past and about the past.__ Connection to CULMINATING ACTIVITY: __ Since the Culminating Activity is an “Essay in Three Parts” (Part 1: Critiquing a Historical Source, Part 2: Voicing Historical Perspectives, Part 3: Arguing an Issue) this lesson will give students practice with analysing documents, taking historical perspectives and finding arguments in sources. __

Overall Expectation(s): · … Specific Expectation(s): · … · … Learning Goal(s) or Enduring Understandings: · … · … · … Essential Questions: · … · … · … ||  || Analyse contributions of social and political movements in Canada Formulate questions and communicate results of historical inquiries Specific Expectations . Analyse impact of women’s movement in Canada Gather information on Canadian history Identify different viewpoints Essential Questions What makes a good historical source? How fair/equitable has our nation been to its people? ||  || How will you differentiate your lesson? Provide details ||  || Differentiation based on student: r Readiness r Interests r Learner Profile: r Styles r Intelligences r Other (e.g., environment, gender, culture) · … Differentiated Instruction Response r Learning materials (content) r Ways of learning (process) r Ways of demonstrating learning (product) r Learning environment By using visual, and oral texts, I am reaching students with different learning styles. Offer choice in the personal writing components of the Consolidation section. ||  || // (for items in appendix, indicate with asterisk) // -Youtube clips: “Prohibition: the beerless days of Canada,” and “The History of the Vote - Women’s Right to Vote” -A portion of the Ontario Liquor Law* -The Temperance Hymn “Warning” from the //Canadian Temperance Minstrel*// -An anti-suffrage poster* -Prohibition Poster* -Suffrage Political Cartoon* -LCD Projector || -Terms to be Familiar with -Youtube Clips || Literacy Historical Thinking and Questioning Oral Communication || Description: Students break into groups of 5-6. Each group is given on of the documents below: -A portion of the Ontario Liquor Law -The Temperance Hymn “Warning” from the //Canadian Temperance Minstrel// -An anti-suffrage poster -Prohibition Poster -Suffrage Political Cartoon The groups are asked to talk amongst themselves to try and come to consensus over the following questions: 1- What is important to the creator of this document? (the prohibition of the sale of liquor, stopping or gaining the vote for women) 2-Who has the power according to this document? (men, women, the government) 3-Who is the audience? (Women, men, Christians) Teacher asks each group about their document, giving them a chance to explain their item. After hearing each group ask students to find a partner from another group, together they will answer the following question: Which document is the most effective at sending its message? (students may move from table to table to look over the other documents). After a few minutes call on a few pairs to explain their thoughts. || Assessing for: ability to think critically and historically about documents. Assessment Strategy: Teacher observes student discussions and answers || Terms to be Familiar With On the board the teacher will put the following: Social Ills//:// practices and forces considered destructive to the good of society and the moral character of Canadians. Social reformers spent their lives trying to remove these problems from society. Intemperance
 * Planning Information: ||  ||
 * Curriculum Connections
 * Overall Expectations
 * Differentiated Instruction Details w
 * Knowledge of Students
 * Resources
 * Minds On - Dealing with Documents || Connections
 * Groups of 5-6
 * Action ||  ||
 * Whole Class - Mini Lecture
 * a social ill. Irresponsible use of alcohol. Some social reformers considered any alcohol to be evil. Temperance:

the goal of many social reformers. Temperance was the act of treating alcohol responsibly, which to some social reformers meant abstaining completely. Women’s Christian Temperance Union: An international group of female social reformers hoping to stop all sale, consumption and trade of alcohol. The WCTU used Christian morality as the main line of attack against the consumption of alcohol. They claimed that intemperance led to other social ills: spousal neglect and abuse, laziness, unemployment, prostitution, and corruption of children. Women’s Suffrage: The goal of achieving the Electoral Franchise for women. Beginning with Confederation in 1867, women did not have the right to vote in Canada. Women’s groups, including the WCTU fought for this right. The nation was split on the idea, and those who opposed the idea often quoted Christian scripture as a legitimizing source for keeping the vote out of female hands. Electoral Franchise
 * The right to vote. Though some provinces gave women the right to vote in provincial elections as early as 1916, it wasn’t until 1919 that women were granted the right to vote in federal elections. This was the crowning success of the Women’s Suffrage Movement. || AfL: checking for understanding by circulating around the room and checking notes over students’ shoulders ||

Description Give each student a handout with the following questions and space to answer them. Instruct students to fill in the handout as they watch the clips. Show the following you tube clips using an LCD projector Clip 1: The History of the Vote - Women’s Right to Vote (Youtube) What are the turning points portrayed in this film? (provincial dates, Nellie McClung’s satirical play, //An Act the Confer the Electoral Franchise Upon Women//) How are women shown in the film? (Capable, determined, valuable, concerned) How are women seen by men during the early 20th century? (Less than men, subject to men, emotional, illogical) What is the most effective tactic used to gain the vote? (Rallies, plays) Pick a side: Either you are for or against women gaining the vote, write a letter to the prime minister to convince him that you are right. How would you rate this film as a historical source based on it’s content, presentation, clarity, and reference to sources? Clip 2: Prohibition: the Beerless Days of Canada (Youtube) What are the turning points portrayed in this film? (provincial liquor bans, the return of alcohol to Quebec) How are the issues of the past related to those of the present? (parties, sporting events, barbecues) Consider the use of humour in the clip, is it a responsible or effective technique? How would you rate this film as a historical source based on it’s content, presentation, clarity, and reference to sources? || AfL or AoL: Collect handouts to check for knowledge || Have students go to the following websites to read and make notes about social reform in Canada. Students are to bring three things which surprised or impressed them to share with the class the next day. [|__http://www.ncwc.ca/aboutUs_history.html__] - National Council of Women of Canada history page [|__http://ao.minisisinc.com/scripts/mwimain.dll/1202/AUTH_WEB_NOSRCH/HEADING/Canadian~20Woman~27s~20Christian~20Temperance~20Union?JUMP__] - Canadian Women’s Christian Temperance Union history page || AfL or AoL: teacher assessed, homework and understanding check next class ||
 * Consolidation and Connection ||  ||
 * Whole Class - Scenes of the Past
 * Extension/PREP/Hwk