Grade 8 History

GRADE 8 HISTORY
LONG RANGE PLANS, LESSONS, AND TIMELINE

Introduction Lessons:

1) Set-up Duo Tang; Course Outline; Evaluation; and Title Page (Art Mark)
Give out Duo Tang with blank paper (title page)

Title: Canadian History; students will use the textbook and course outline to design a colourful and creative title page which show all 3 Units in words and pictures.
Give out Course Outline with Evaluation
























2) Lesson on Reading the Textbook Features
see Teacher's Guide for Instructions (pages 59-60)


Unit One – Confederation -Sept. 2nd to Oct. 10 (6 wks.)

Introduction:
Introduce the topic of "national pride". Use examples of countries like the United States, India, Italy and Turkey (which teach children about the importance of when the country gained independence or united a group of provinces or states to form a country). Most countries in the world are very proud of the formation of their country. Have the students do some quick research on the internet to find out when the country their family came from either gained independence from another country or united to become a country. For example, using the CIA World Fact Book, one learns that

Italy became a nation-state in 1861 when the regional states of the peninsula,
along with Sardinia and Sicily, were united under King Victor EMMANUEL II.

Give students time to research and share results with the class. Have students
see that like these other countries Canada has an important history of
unification (called Confederation) and it is important that we study why the
various provinces united when they did. Canada is a great country (one of
the greatest in the world) and we as citizens need to know some of it's
basic history.

Overall Expectations:
*8H1 demonstrates an understanding of the major factors and significant events that led to Confederation. (Chapter 2)
8H2 analyze and describe the impact of current issues and their potential impact on Confederation (e.g. demands of Aboriginals, Quebec issues, Western issues)
8H3 demonstrate an understanding of the diverse groups and individuals that contributed to the formation and growth of Canada.

*Key Question:
What were the causes of Confederation? What were the social, political, economic and geographic factors which lead to Confederation?

Project or Activity:
Multimedia (PowerPoint) Ad Campaign to Join Confederation

You are part of a PR team hired by one of the Father’s of Confederation to “promote” the idea of joining confederation. Your task is to find all the important factors which would encourage your province to join the Confederation of Canada. Be sure to include social, political, economic and geographic factors (pages 36-53 internal and external factors; pages 62-79 factors relating to specific regions).
As groups present factors for each region have other groups fill out a graphic organizer.
Students will be tested on the content of the graphic organizer.

Resources:
Their Stories, Our History (textbook)
Internet research
http://www.collectionscanada.gc.ca/confederation/kids/h2-1300-e.html

Evaluation:
Use of Class Time; Presentation Content; Notes from Each Group; and Final Test






Unit Two – Opening of the West -Oct. 14 to Nov. 28 (7 wks.)

Introduction:
Slide-Show Presentation of Posters Selling Canada to Immigrants
Explanation and Start of the Settlement of the West Role Play Game

Overall Expectations:
*8H17 demonstrates an accurate understanding of the development of the West from the points of view of the Canadian Government, Aboriginal peoples, Métis, and new immigrants (Chapt. 6).
8H18 analyze and describe the changes and conflicts that occurred in the Canadian West
8H19 analyze and describe how diverse groups and individuals contributed to the growth and development of the Canadian West.

*Key Question:
How did the development of the West affect the Canadian Government, Aboriginal peoples, Métis, and new immigrants?

Activities:
Play the Settlement of the West Role Play Game (see Powerpoint and Instructions) with Diary Entries and/or Letter’s Home.

Create a poster promoting immigration to the West using Photoshop (Art Mark)


Resources:
Their Story, Our History (Chapter 6)
Pages 186-191 Who Came to Canada? (Intro to Settlement Game)
Sample Journal Entries (page 187, 190 and 194) and Letter Home (page 196)

Analyse Posters and images (selling Canada pages 178-185)
http://www.imagescanada.ca/

Prof. C. Rutherford’s Settlement of the West Role Play Game

Evaluation:
Participation in Game, Unit Test, and Art Poster










Unit Three – A Changing Society –Dec. 1st to Jan. 30 (7 wks.)

Introduction:
Introduce unit with video on Canada during the turn of the century.
Media Net: Media.tdsb.on.ca
World War One: Canada’s War
Causes of World War One: The Great War
Vimy Ridge: A Soldier’s Story
Watch a video or videos and answer some questions…

Overall Expectations:
8H35 demonstrates an understanding of how diverse groups and individuals contributed to the historical, cultural and economic development of Canada.
*8H36 analyze and describe the conflicts and changes involving Canadians from Confederation to 1918. (Chapter 9)
8H37 demonstrate an understanding of the impact of WW1 on Canada and the world community.

*Key Question:
What were the causes and effects of World War One?

Activities:
“Over the Top” (online game) and follow up questions.
Propaganda and Censorship (see Over the Top Website Teacher Resources and NFB website).

Resources:
Videos/DVD’s from Media Net
Their Stories, Our History (Chapter 9)
Over the Top
http://www.warmuseum.ca/ (game and teacher’s guide)
Images of a Forgotten War
http://www.nfb.ca/enclasse/ww1/index.html (nfb)


Evaluation:
Notes from videos, Participation in Over the Top game, and Test on Causes of the War