Running Head: LESSON CRITIQUE

1LESSON CRITIQUE

Lesson Critique:Rethinking Social Studies

Quentin Flokstra50567072ETEC 512, Section 66BThe University of British ColumbiaDr. Sunah ChoAugust 10, 2013

TABLE OF CONTENTSINTRODUCTION2LESSON PLAN: BACKGROUND AND DESIGN RATIONALE2VYGOTSKYS SOCIOCULTURAL THEORY2CONSTRUCTIVISM 3SITUATED LEARNING4PROPOSED IMPROVEMENTS TO THE LESSON PLAN5REFERENCES 7APPENDICES A. SS10 LESSON PLAN - ORIGINAL 8B. SS10 LESSON PLAN RECIPE PROJECT 10C. SS10 LESSON PLAN - REVISED 12D. SS 10 LESSON PLAN 1837 ARTICLES 14E. SS 10 LESSON PLAN VIDEO QUESTIONS 18F. SS10 LESSON PLAN CONTEMPORARY CAUSE & EFFECT 19

Teaching involves critical reflection to improve ourselves as educators in order to enhance the learning environment for our students. Thus, to take time to situate our teaching practices within a larger theoretical framework is a worthwhile endeavour and necessary to critique and improve our teaching practices. This paper examines a Social Studies 10 lesson plan regarding the 1837 Rebellions in Canada through the lens of three key learning theories to show how the lesson reflects those theories as well as aspects of the lesson that should be revised. The three key theories that will be examined are Vygotskys sociocultural theory, constructivism, and situated learning. Lesson Plan: Background Information and Design Rationale The 1837 Rebellion Lesson Plan (Appendix A) is part of a larger unit which examines the key events leading up to Canadas Confederation in 1867. This particular lesson follows lessons on the significance of the 1791 Constitution Act as well as the social structure of Canada in the early 1800s This lesson precedes the examination of the 1840 Act of Union and the immediate causes of Confederation. This lesson is one of the first lessons in the course which examines the key historical thinking concept of cause and consequence as it relates to our understanding of history and current events. This lesson was initially designed to focus on individual understanding of this key concept that students would demonstrate by creating a recipe for rebellion (Appendix B). I received many creative versions of this project that showed that students did understand the key concept for this lesson. Although the lesson has been successful, an examination in light of different theories has led to some key improvements. Vygotskys Sociocultural Theory:A key aspect of Vygotskys theory is that the social interactions are the precursors to and form the basis of complex mental processes. Thus, in classrooms, class wide discussions, led by the teacher, and group work form a key part of the process of learning. As John-Steiner and Mahn (1996) state, When beginning an activity, learners depend on others with more experience ... By internalizing the effects of working together, the novice acquires useful strategies and crucial knowledge (p.192). The opening discussion in the lesson guides the students and allows them to explore the critical question with the experienced teacher able help facilitate their conversation. In the original version of the lesson, the lecture and video also serve as a means of helping the students gain knowledge. However, in order to maximize this aspect, the teacher can rely on experts within a classroom. Each student has his or her own area of expertise and thus each student can learn from a more experienced peer. The revised lesson plan has more group work to foster this idea of shared learning. Moreover, Vygotskys zone of proximal difference (defined as the difference between what a learner can do without help and what a learner can do with help), which is usually used to examine childrens learning, does apply to learners as they get older. Students need guidance even as they get older. As Brown and her collaborators noted, there are a variety of people and things that can function as agents within the zone of proximal difference including the teacher and videos (John-Steiner & Mahn, 1996). The use of the lecture, video, and guided questions all help the learners push themselves towards understanding the concept of cause and consequence. Constructivism One of the key challenges in teaching social studies is that the courses have generally been focused on knowing factual knowledge rather than creating knowledge. Although educators desire to generate knowledge in their students, it appears that knowledge is not a transferable commodity (von Glaserfeld, 2008, p.48). Constructivism, with its emphasis on the students successful understanding of experience and applying knowledge to produce answers (von Glaserfeld, 2008), is a challenge to the seemingly default option of having students replicate knowledge in social studies classrooms. Constructivists do argue for a need for background knowledge in order to create new knowledge for we need to know what we know before we come to know it. New learning does build on prior knowledge (Cooperstein & Kocevar-Weidinger, 2004). In the original lesson plan there is some emphasis on ensuring that students have adequate background knowledge to build from, but the lesson moves into different versions of having students replicate the knowledge. Although the recipe project is quite creative, ultimately it seeks to have students replicate a correct form of the desired knowledge. Moreover, Cooperstein and Kocevar-Weidinger (2004) argue that learning activities should lead to the concepts not vice versa. Furthermore, they contend that in order for students to make knowledge useful, students need to make a deliberate effort to make sense of the information and to shape their own understanding. Therefore, in the revised lesson the recipe project has been removed and there is more emphasis on building towards learning the concept through group work rather than being told the concept and then working with it. Although this may take more time for students to understand the concept, they will be navigating their own journey towards knowing. Situated LearningSituated Learning contends that since there is interdependency between activity, concept and culture, all three aspects ought to be present in a lesson (Brown, Collins, & Duguid, 1989). This means that teachers cannot simply teach abstract concepts without an authentic activity or outside of its culture in which it is used because students are too often asked to use the tools of a discipline without being able to adopt its culture (Brown et al, 1989, p.33). The challenge is to have activities that do not depend on the classroom environment to succeed. Certainly the aspect of cause and consequence is a concept used across the humanities disciplines and is used in our understanding of everyday events. Thus, exploring the concept is worthwhile and doing so through an activity further validates the lesson. To have it more situated, the revised lesson has students exploring and discovering the concept in a more intuitive manner by discovering it through a process of arranging the events. This more closely resembles the manner in which historians piece together history and how we navigate the causes of contemporary events. This also involves the application of knowledge and not just the replication of it (Scheurmann & Newmann, 1998). Moreover, to further authenticate this lesson, students will be given the task of choosing a contemporary event that they are interested in to trace its root causes. Proposed Improvements to the Lesson PlanSeveral changes have been noted thus far to the lesson plan, but it is helpful to consolidate and to add to the list of improvements. The revised lesson plan can be found in Appendix C and the accompany documents and activities are found in Appendices D-F. Firstly, the start of the lesson has been modified slightly to include time for a review of the previous lesson in order to help build on the students pre-existing knowledge. The discussion questions have been expanded upon to foster a deeper discussion and to fit more in line with a culture of historical thinking. Secondly, the lecture has been removed completely from the lesson. This was done to facilitate more group work to make use of the zone of proximal development. Moreover, the group work has been set up for the students to construct their own meaning of the events leading up to the 1837 Rebellions and to uncover the idea of cause and consequence. Finally, the recipe project and editorial assignment have been replaced with a group chart of laying out the events as well as an assignment connecting the concept to a contemporary event of their own choosing. This removes two inauthentic activities while replacing it with more authentic activities related to the students own lives. Overall, the proposed changes to align the lesson with the key learning theories has seen a shift from a replication of knowledge through inauthentic activities to students constructing their own knowledge through social interaction and using more authentic means. As Scheurman and Newmann 1998) have said, Authentic achievement is more than doing well on a test (p.1). It is hoped that the revisions in this lesson will foster a more genuine, and enriched, learning experience for the students. WORD COUNT: 1377

References Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Retrieved from JSTOR database.Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141-148. http://dx.doi.org/10.1108/00907320410537658John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31, 191-206. Retrieved from EBSCO database.Scheurman, G., & Newmann, F. M. (1998). Authentic intellectual work in social studies: Putting performance before pedagogy [PDF]. Retrieved from http://www.learner.org/workshops/socialstudies/pdf/session4/4.AuthInellectualWork.pdfvon Glasersfeld, E. (2008). Learning as constructive activity. AntiMatters, 2(3), 33-49. Retrieved from http://anti-matters.org/articles/73/public/73-66-1-PB.pdf

Class:Social Studies 10Teacher: Quentin FlokstraAppendix A: SS 10 Lesson Plan - Original

Title: 1837 Rebellions: Justified or Not?

Objectives:Students will:1. Know of the 1837 Rebellions.2. Evaluate a historical event.3. Demonstrate understanding of a historical event by identifying long & short term causes and consequences in both a chart format and a creative format.4. Demonstrate personal understanding of a historical event by forming an opinion in light of justifiable rebellions.

Anticipatory Set(10 minutes)Think-Pair-Share-Question on PPT: Is Revolution Ever Justified? -Class discussion on when revolutions are necessary and what criteria is needed to assess the justification of a rebellion

Introduction(2 minutes)1. Agenda for the day (via PPT)2. Introduce topic 1837 Rebellions

PowerPoint & Video(40 minutes)1. Background notes2. Notes related to Rebellion3. Video clip related to Patriotes.4. During video portion on the rebellions, students will be given question sheet to answer. To be handed in.

Cause & Consequence(15 minutes)1. Hand out cause & consequence sheet; have students fill it in relation to the 1837 Rebellions

Recipe for Rebellion Project(5 minutes or longer (20) depending on time remaining)1. Introduce the project.2. Have them do this as an assignment to be done neatly; formal assignment. Due Date: Friday.

(Editorialize on the Rebellion)(18 minutes)[Students will write an editorial on the Rebellions of 1837/38. May write from the perspective of the rebels, elites, British government, or the Americans. To be handed in (at the end of class if ahead of schedule or tomorrow )]

Closure(3 minutes)Before end of class, come back to the essential question. Have discussion regarding whether or not the rebellions were justified or not.

Assessment:

1. Recipe project will be handed in on Friday.2. Editorial will be handed in at the end of class or next day.

Socials 10 Appendix B: SS 10 Lesson Plan Recipe Project

Create a recipe for the 1837 Rebellions

Drawing on information from our classes, your notes, and the resource package given to you for this unit, create a recipe for the 1837 Rebellions that show how many ingredients were in Canada to cause the 1837 Rebellions.

This assignment addresses the following objectives: (Students will:)1. Use the historical thinking concepts of cause and consequence and historical significance.2. Identify key figures and events in the 1837 Rebellions3. Evaluate and assess the significance of key figures and events. 4. Generate an interpretation of a historical event.

Assignment:

1. Give your recipe a creative title.

2. Make a list of ingredients with no less than 10 ingredients

3. Assign each ingredient a baking measurement: teaspoon, tablespoon, cup, cup, pinch, smidge, dash, sprinkle, heaping tablespoon, etc.

4. The most important ingredients in your recipe should have the largest measurements

5. Provide a set of instructions on how to make your recipe. (Keep in mind the order in which you want/need your ingredients to be added.)

6. Provide directions on how to serve your recipe. (What day/year? Does it need to sit for awhile? Side dishes?)

7. Should be typed in 12-point font.

8. Will be graded according to the rubric on the back of this sheet.

9. An example recipe is included to help you see how your recipe might look.

10. Due: ____________________

11. Questions? Please ask!

CategoryExcellent Good Satisfactory NeedsImprovement

Required Elements Includes elements numbered 1-6 as described on the instructions sheet and is handed in on time.

5 May be missing one element or ingredient list is missing one or two ingredients. Project handed in late. 3-4 Missing one element or ingredient list is missing two or more ingredients. Projected handed in two days late. 2-3 Missing elements as outlined on instruction sheet. Ingredient list has less than 7 ingredients. Handed in very late. 0-1

Relevant Elements All ingredients have clear relevance to the theme. Ingredients have measurements that clearly reflect their importance. 9-10

Most of the ingredients are relevant to the theme. Measurements reflect their importance to the overall theme 8-9 Some ingredients are not relevant to the theme. Measurements do not clearly reflect their importance to the overall theme.

5-7 Many ingredients are not relevant to the theme. Measurements are missing or do not reflect importance.

0-5

Sequencing Sequencing is logical and easy to follow. Instructions are clear and follow a pattern that is clearly justified. Shows exceptional understanding of cause and consequence. 9-10 Sequencing is mostly logical. Instructions are mostly clear and a pattern is evident. Shows good understanding of cause and consequence.

7-9 Sequencing is hard to follow. Instructions do not follow a logical pattern. Shows adequate understanding of cause and consequence. 5-7 Instructions are missing or hard to follow. Instructions do not follow a pattern that can be justified. Does not show understanding of cause and consequence. 0-5

Creativity Contains many creative details and/or descriptions that are very relevant to the theme. Title catches reader's attention and is related to the theme. 9-10 Contains some creative details and/or descriptions that are somewhat relevant to the theme. Title grabs reader's attention. 7-9 Contains few creative details but are not relevant to the theme. Title is simple.

5-7 There is little evidence for creativity in this project.

0-4

Mechanics No grammatical or spelling errors. Typed in 12-point standard font.

5 Very few grammatical and spelling errors. Typed in 12-point font. 3-4 Some grammar and spelling errors. May be typed in a hard to read font. 2-3 Many grammatical and spelling errors. Not typed.

0-1

Class:Social Studies 10Teacher: Quentin FlokstraAppendix C: SS 10 Lesson Plan - Revised

Title: 1837 Rebellions: Justified or Not? Objectives:Students will:5. Know of the 1837 Rebellions.6. Evaluate a historical event.7. Demonstrate understanding of a historical event by identifying long & short-term causes and consequences in both a chart format and a creative format.

Recap & Critical Discussion(10 minutes)recap previous lesson (ask students to share what they learned last class ask guided questions about society in 1800s and what the 1791 Constitution Act was);-have students consider what potential issues would arise from the sociocultural makeup in Upper and Lower Canada in the 1800s

Think-Pair-Share-Questions posted on board: Is Revolution Ever Justified? What causes revolution? Go through Think-Pair-Share Process

Group Work(22 minutes)-Randomly place students in groups-Hand out 1837 Articles (See Materials)-Have groups read through and align them in chronological order -Clarify any questions about the material-Have groups arrange the articles in different modes; groups need to justify their method of arrangement-Discuss the different ways groups arranged the articles

Video Clip (20 minutes)1. Watch A Seething Anger and On the Eve of Rebellion from Canada: A Peoples History

2. Students answer questions on video sheet

3. Discuss video clip and answers to questions

Group Work(25 minutes)-have groups re-evaluate their arrangement in light of any new information learned from video-discuss as a class-have students create a chart for the articles to fit into which fits a sequential flow; each segment of the chart should be labeled needs to be done for next class

Closure(3 minutes)Discuss what caused the 1837 Rebellion.How does this event fit the overall story of the course to this point?Be ready next class to think about implications of this event going forward as well as how we understand contemporary events

Assessment:

3. Video Questions for Understanding4. Group chart of events of 1837 Rebellion 5. Individual assignment on outlining causes of a contemporary event (to be worked on next class)

Article 1Is Canada the Next Texas?March 15, 1837Canadians fear that Canada is next on the US annexation list as less than one year ago Texas was claimed by the US. Many Americans living in the Great Lakes border region support acquiring the rich farmland to the north and the chant of Finish the Revolution can be heard at rallies. Ohio newspapers even compare the rebels of 1837 to their heroes of 1776 . . .

Appendix D: SS 10 Lesson Plan - 1837 Articles Article 2Chateau Clique - Too Much PowerJune 14, 1836Something must be done about the wealthy English and the few French businessmen who are always at the Governors mansions. They have too much power and have too great an influence on the decisions of the governor and his unelected council. . . .

Article 4Parti Patriote Present their DemandsFebruary 22, 1834The nationalist French party, the Parti Patriote, presented their ninety-two resolutions to the Lower Canada House of Assembly yesterday. Some of their resolutions state that: the House of Assembly has tried to adopt the British style of government. The Constitutional Act, 1791, gave too much power to an unelected government. The Legislative Council should be elected. The Government need not be just like the British government. the executive councils claims to control revenues is against what the constitution states.

Article 3Colborne Asks for HelpNovember 25, 1837The lieutenant governor of Upper Canada, Sir Francis Bond Head, confirmed today that General Colborne asked for more soldiers to be sent to Montreal to put down the rebellion. . .

Article 5Defeated AgainAugust 8, 1835Once again we see that the government of Lower Canada favours the interests of the wealthy English businessmen. Farmers need roads not canals but the governor and his council decided that taxes from farmers must pay for unnecessary canals that greatly benefit businessmen. . . .

Article 6Violence in Lower Canada CountrysideOctober 30, 1837This month has seen an increase in violence in much of Canada and especially in the Richelieu Valley. The Patriotes, led by Louis-Joseph Papineau, have harassed local officials who refused to support their cause. The hotbed for rebellion appears to be Saint-Benot and Saint-Eustache in the county of Two Mountains, or Saint-Denis and Saint-Charles in the Richelieu Valley. . . .

Article 7Patriotes Crushed at St. CharlesNovember 25, 1837Determined to crush the rebellion, Colonel Wetherall led 425 soldiers to attack the Patriote stronghold of St. Charles in the Richelieu Valley, Lower Canada. Met with fierce resistance from an inexperienced group of 250 poorly equipped rebels Wetherall gained victory leaving 150 Patriotes dead but only 7 soldiers. . . .

Article 8Second Rebellious Action Hits Upper CanadaDecember 14, 1837Leading a group of rebels Dr. Charles Duncombe and his associate Eliakim Malcolm failed to defeat the loyal militia near the village of Scotland. It was an easy victory that sent the rebel leaders and their men running from the well-trained militia. . . .

Article 10Radical Jack Arrives in MontrealMay 20, 1838This newspaper has learned that George Lambton, better known as Lord Durham, has been sent to Quebec Lower Canada to investigate the crises that resulted in rebellion. . . .

Article 9Rebel Violence Hits York, Upper CanadaDecember 5, 1837Former mayor, newspaper editor and rabble-rouser William Lyon Mackenzie led a group of 800 rebels down Yonge Street to overthrow the government. Inspired by the rebellion in Lower Canada, Mackenzie, wearing several overcoats for protection from militia muskets, seized the opportunity as most of the soldiers were fighting in the neighbouring colony. Fortunately a small group of militia and volunteers defended the city and prevented Mackenzie from achieving his goal. . . .

Article 12 The Canadas are Safe - Rebels Leaders in ExileDecember 28, 1837There is more to celebrate this season than Christmas. This newspaper has learned that the rebel leaders of Upper Canada have all fled to the United States. Mackenzie, Duncombe and others are said to have found safe haven in the country that once was victorious in their own rebellion. . . .

Article 11Habitants DominateSeptember 15, 1836It should be expected that the great majority of people, the French farmers, elected the most representatives in the legislature. Hopefully, the habitants representatives, led by Louis-Joseph Papineau, can put pressure on the governor and his unelected council to do something that benefits the farmers instead of the businessmen. . . .

Article 13Upper Canada Rebels Sent FleeingDecember 7, 1837Used as a base for rebellion, Montgomerys Tavern, just north of the city, was the scene of fighting as 1000 militia attacked Mackenzie and malcontents. The surprise attack sent the rebels fleeing after a brief, but violent encounter. . . .

Article 14Responsible Government . . . FinallyApril 26 1849.Lord Elgin made a difficult decision yesterday and signed the Rebellion Losses Bill that paid the people of Lower Canada for losses suffered during the rebellions of 1837. Although people in Upper Canada already received compensation the English dominated council refused to support the legislature that supported the Act. Elgins wise decision finally shows that Canadas unelected council must follow the decisions of the elected representatives. . .

Article 15Rebellion Begins in Lower CanadaNovember 23, 1837Over 800 Patriotes led by Dr. Wolfred Nelson achieved a victory at St. Denis today defeating the small group of 300 British regulars (soldiers) that were sent from Upper Canada to stop any violence. After a fierce six hour battle and with their ammunition running low, General Gore ordered his men to retreat leaving 12 soldiers and 13 Patriotes dead. . . .

Article 16 Rebels ExecutedApril 12, 1838The governor has taken extreme action to end rebellion in the Canadas. Rebel leader Samuel Lount and rebel Peter Matthews were hanged for treason today. In recent weeks dozens of other rebels were shipped off to Australia. . . .

Article 17The Canadas are UnitedFebruary 11, 1841Following the recommendations of the Durham Report a single parliament was established yesterday with equal representation based on population. The Act forbade the use of French for government use and prohibited the establishment of French institutions related to education and civil law. We fear a return to violence as leaders in Lower Canada oppose the anti-French measures they claim seek to assimilate the French population. . . .

Article 18Soldiers Seek to Arrest Patriot LeadersNovember 16, 1837After Patriot leaders urged habitants to boycott British goods, Lord Russell had enough of Patriot trouble makers and sent the military to arrest the Leaders. The leaders, however, had fled to the country readying themselves for an armed . . .

Article 21Lord Russell Rejects an Elected Legislative CouncilMarch 6, 1837Britains home secretary rejected the demands for an elected Legislative Council that is responsible to the elected assembly because . . . .

Article 20Patriotes Defeated at St. Eustache, Lower CanadaDecember 15, 1837Soldiers led by Colonel Colborne attacked the rebel stronghold of St. Eustache yesterday. Colonel Colbornes force of 1500 men equipped with cannons and cavalry attacked. After two hours of cannon fire the rebels, led by Dr. Jean-Olivier Chnier fled the village church. The battle left 70 Patriotes and 3 soldiers dead. . .

Article 19Peace Returns to Quebec Lower CanadaJanuary 5, 1838After the ferocious battles in Quebec Lower Canada peace seems to have finally returned. British soldiers who burned the houses of rebels and terrorized the surrounding communities have left and hundreds of rebels have been arrested including the leader Dr. Wolfred Nelson. Louis-Joseph Papineau remains in exile in the United States. . . .

Article 22Rebels Pay a High Price for TreasonMay 30, 1838Now that the rebellions have been put down the courts have used a heavy hand on the participants. Hundreds of rebels, both poor farmers and young idealists, were convicted of high treason. Seventeen men from Upper Canada and 12 men from Lower Canada were executed. More than 140 rebels were loaded on ships and sent to Australian prison camps where they can rebel no more. . . .

Article 23 March 21, 1837Once again Lord Russell rejected the Patriotes demands. The response of the Patriotes was swift as they began to boycott British goods and organize rallies. . .

Article 25 Mackenzie Blasts the GovernmentMarch 16, 1831William Lyon Mackenzie reported to the House of Assemble his concerns with the poor state of representation in the colonys government. He notes that there is excessive taxation for projects that benefit too few and that there are many unqualified people in the government. . . .

Article 24Legislative Council in Conflict With AssemblyOctober 1836The Legislative Council, that unelected group close to the Governor, once again is in conflict with the elected assembly. Often accused of having too much say over spending, controlling clergy reserves and land grants and government workers, the Council members is are using their power to benefit themselves. This group, who does not have to follow the wishes of the elected assembly . . .

Article 30Lord Durham Meets With ModeratesJuly 22, 1838Moderate leaders Robert Baldwin and Louis-Hippolyte LaFontaine have joined to provide a voice of reason in this time of turmoil. Baldwin recently met with Lord Durham to discuss his plans for establishing responsible government. Baldwin later urged LaFontaine to join him in an alliance to rebuild the colonies. . . .

Material courtesy of: The Historical Thinking Project Available online at: http://historicalthinking.ca/lesson/384

Article 27Family Compact Plays FavoritesJuly 12, 1837Sir Francis Bond Head continues to play favorites and selected members of his inner circle to sit in the Executive and Legislative Council. These men who share similar thoughts and interests can never be expected to do anything that would threaten their power. . . .

Article 28French Nationalism RisingMay 24, 1835Ever since the renaming of the Parti Canadien to the Parti Patriote in 1826 this group has become increasingly radical. Louis-Joseph Papineau has become more and more radical in his efforts to promote the French culture, rights and interests. We can only hope that the moderates, led by Louis-Hippolyte LaFontaine can gain support of the majority of Francophones in the next few years. . . .

Article 26Anglican Church Remains PowerfulFebruary 15, 1834Bishop Strachan and the Anglican clergy remain a powerful influence in government. They alone receive land grants of one - seventh of all land in Upper Canada. Members of the Family Compact all belong to the Anglican Church. . . .

Article 29Tensions Rise in the CanadasOctober 2, 1837People in Upper and Lower Canada are facing desperate times. The worldwide economic downturn is hurting business as are the crop failures of this year. The habitants of Lower Canada are alarmed with the increased immigration from the British Isles. Not only are many of these people arriving with cholera but also the habitants fear they will lose their culture as many of them seek to settle in Lower Canada. . . .

The Rebellions of 1837 Video QuestionsAppendix E: SS 10 Lesson Plan Video Questions

Name: ________________

1. Describe the British perspective on the revolt in Lower Canada.

2. What inspired the rebels to keep on fighting?

3. Who won the battle of St. Denis? What was the effect of the battle of St. Denis?

4. Where was the rebellion decided?

5. What happened when the rebels offered to surrender? What were the consequences?

6. Why did Mackenzie decide to attack? Who were his supporters?

7. Why was Mackenzies revolt a failure?

Social Studies 10Appendix F: SS 10 Lesson Plan Contemporary Cause and Effect

Cause & Effect A Contemporary Connection

Having examined the events leading up to the 1837 Rebellions and how several other events and factors led to the rebellions in Upper and Lower Canada, we can apply this understanding to contemporary events. As we have learned, major events rarely just happen!

Your task is to choose any contemporary event and situate it within a larger context. What events led to this event happening? Are there larger categories that these smaller events fit into?

Once you have chosen your event, traced its causes, and categorized it, you will then present this information in a format of your own choosing either digitally or by hand. Some ideas include Power Point, Prezi, Glogster, poster board, chart paper, etc.

You will be evaluated according to the following rubric.

ExcellentGoodSatisfactoryNeeds Improvement

RelevancyChosen event and its related events are all obviously connected; choice is meaningful5Chosen event and its related events are clearly connected; choice is meaningful4Causal events lack in connection/relevancy to key event; choice is somewhat superficial2-3Chosen event and/or related events lack clear connection; choice is rushed and/or based on superficial issues0-1

Sequencing/OrderSequencing and order are logical and easy to follow; larger categories are justified; indicates an exceptional understanding of cause & effect9-10Sequencing and order are mostly logical larger categories fit the event; shows a good understanding of cause & effect7.5-8.5Sequencing and order are somewhat logical; larger categories are not always clear; shows adequate understanding of cause & effect5.5-7Sequencing and order are missing or hard to follow; larger categories are missing or lacking in relevance; does not show understanding of cause & effect0-5

CreativityContains many extra creative elements that enhance understanding5Contains many creative elements that add to the project

4Contains few creative elements or added elements detract from project2.5Contains no extra elements to enhance project0

MechanicsNo grammatical or spelling errors3Few grammatical and spelling errors2Several grammatical and spelling errors1Many grammatical and spelling errors; project has not been proof-read (0)