Louis Riel Part 2: In a Manitoba Far, Far Away... Louis Riel had fled... only to return years later to help Saskatchewan/Albertan Metis fight for their own province!
Lesson 1:
|
1. Watch: "Return of the Jedi Trailer" a second time. Discuss how it is an adequate video parallel of the Riel Rebellion we just learned about. Explain how the upcoming unit is about a second Rebellion.
Game: Survival in Canada. – Play “the good, the bad, the ugly” -Each student gets a cracker. (do not tell them why) -At this point can take class outside and draw a big chalk square. -Put them in a square area. [if you step out of the square, you die] -Make two equal square areas (with one small square in between they can jump on) -Cut the square in half and they all have to live there. -Meal-time. Must eat some cracker. Or you die. -Elect two leaders. (they get the final say in any decisions) -Cut away more land and offer some crackers (but then don’t give them any) -Students are supposed to stay in the squares, which keep getting smaller. |
YEARS: 1870-1875 – Two big squares – divide up crackers – elect Chief – must eat part of cracker.
YEARS: 1875-1880 – Take away some land – eat crackers – if none left, you die. – Take away more land.
YEARS: 1880-1885 – Must eat or die. Can negotiate for more crackers – Arrest leader – offer land.
YEARS: 1885 – Will give a starburst to chief for more land.
At some points let them migrate to new squares – then tell them they die if they leave the square.
-Get them riled up – ask if they will rebel or hurt me if I don’t give them any more crackers (but you need another few inches of land…. They can negotiate how many crackers they get though.
-Give them half as much. -Arrest one of the leaders and imprison them.
2. Discussion of game: Write down in three sentences how you felt…. Ask why we played it. What was I trying to illustrate. The unfair treatment of the Metis and the First Peoples of Canada. This chapter is about the increasingly unfair treatment of First Nations.
3. Cree legend handout. Go over the cree legend and pictures. Read the questions first (literacy exercise). Then when done discussing legend, go to the back and show students the population graph on aboriginals and white settlers during the time period. Mr Fitton will draw the graph in advance and have students infer what the relationship between the two it.
YEARS: 1875-1880 – Take away some land – eat crackers – if none left, you die. – Take away more land.
YEARS: 1880-1885 – Must eat or die. Can negotiate for more crackers – Arrest leader – offer land.
YEARS: 1885 – Will give a starburst to chief for more land.
At some points let them migrate to new squares – then tell them they die if they leave the square.
-Get them riled up – ask if they will rebel or hurt me if I don’t give them any more crackers (but you need another few inches of land…. They can negotiate how many crackers they get though.
-Give them half as much. -Arrest one of the leaders and imprison them.
2. Discussion of game: Write down in three sentences how you felt…. Ask why we played it. What was I trying to illustrate. The unfair treatment of the Metis and the First Peoples of Canada. This chapter is about the increasingly unfair treatment of First Nations.
3. Cree legend handout. Go over the cree legend and pictures. Read the questions first (literacy exercise). Then when done discussing legend, go to the back and show students the population graph on aboriginals and white settlers during the time period. Mr Fitton will draw the graph in advance and have students infer what the relationship between the two it.
ss10_-_cree_legend.pdf | |
File Size: | 796 kb |
File Type: |
4. Videos – See the Video below: People’s History: 10A – Taking the West:
A. “The Newcomers” (from 19:43- 26:19)
B. “Fancy Paper City” (from 31:58- 38:20)
Play both video clips to show students racism vs metis + concept of land scrip.
A. “The Newcomers” (from 19:43- 26:19)
B. “Fancy Paper City” (from 31:58- 38:20)
Play both video clips to show students racism vs metis + concept of land scrip.
5. Matrix for the Unit.
-Start by have the class read 166-167
-Distribute the matrix I usually go over at the end of the unit and have students complete some of the first boxes. The first few boxes deal with Pages 166-167
-Start by have the class read 166-167
-Distribute the matrix I usually go over at the end of the unit and have students complete some of the first boxes. The first few boxes deal with Pages 166-167
ss_10_-_metis_rebellion_matrix_blank.pdf | |
File Size: | 1205 kb |
File Type: |
metis_rebellion_matrix_key.pdf | |
File Size: | 1734 kb |
File Type: |
6. Work on Unit Chapter Questions.
chapter_questions_start_of_unit.doc | |
File Size: | 30 kb |
File Type: | doc |
Lesson 2: NWMP
1. Matrix: Have students complete some more details on the unit Matrix.
2. Video: Land of Discontent (Ppls history Episode 10A – Taking the West –) Play from 44:13- 55:06)
Show the video: Get them to see that Louis Riel is back & the Métis are being set up for another rebellion.
2. Video: Land of Discontent (Ppls history Episode 10A – Taking the West –) Play from 44:13- 55:06)
Show the video: Get them to see that Louis Riel is back & the Métis are being set up for another rebellion.
3. Read: 174-175 as a class (volunteers or you can read it)
-They should realize why the NWMP was created. It is the beginning of the National Police Force.
4. Notes on Lawrence Clarke and the NWMP. See document below for notes.
-They should realize why the NWMP was created. It is the beginning of the National Police Force.
4. Notes on Lawrence Clarke and the NWMP. See document below for notes.
handout_on_nwmp_and_clarke.doc | |
File Size: | 49 kb |
File Type: | doc |
5. Students are to take notes from Mr. Fitton's Drawing on the far right "Lawrence Clarke" and then go over the notes on the "NorthWest Mounted Police" from Mr. Fitton's picture. Mrs. Millington will display the document below on the LCD Projector.
metis_rebellion_matrix_key.pdf | |
File Size: | 1734 kb |
File Type: |
6. Students are to form a circle and as a class, they will read pages 174-175 as a class (volunteers or you can read it)
-Before students read as a class, the question I will ask is "Why was the NWMP formed and what was their first big case."
-They should realize why the NWMP was created. It is the beginning of the National Police Force.
7. Watch "History Bites" the Mounties Comical Ride.
8. Once done, take the First 1-8 questions from the chapter questions and display them on the LCD (see document below)
-Put students in groups of three. In each group, give the group a question to answer (1-8 only.)
- On the board, write 1 - 8, but leave room.
-Then each group has to come up and write the answer corresponding to the number of the question
-When done, they will then have to present their answer to class. Tell students that if they missed a question, now is the time to copy. Tell students to write large enough so that the class can see it. Below are the chapter questions again if students/teacher wishes to refer to them.
-Before students read as a class, the question I will ask is "Why was the NWMP formed and what was their first big case."
-They should realize why the NWMP was created. It is the beginning of the National Police Force.
7. Watch "History Bites" the Mounties Comical Ride.
8. Once done, take the First 1-8 questions from the chapter questions and display them on the LCD (see document below)
-Put students in groups of three. In each group, give the group a question to answer (1-8 only.)
- On the board, write 1 - 8, but leave room.
-Then each group has to come up and write the answer corresponding to the number of the question
-When done, they will then have to present their answer to class. Tell students that if they missed a question, now is the time to copy. Tell students to write large enough so that the class can see it. Below are the chapter questions again if students/teacher wishes to refer to them.
chapter_questions_start_of_unit.doc | |
File Size: | 30 kb |
File Type: | doc |
9. When done, students are to finish their chapter questions.
10. If time, can display the unit Matrix Key again, and students can take notes on the Railway/National Dream.
10. If time, can display the unit Matrix Key again, and students can take notes on the Railway/National Dream.
ss10_-_notes_on_metis,_conflict_and_railroad.pdf | |
File Size: | 449 kb |
File Type: |
Lesson 4:
1. Review Last day - What was the NWMP – and its goals. + Who was Lawrence Clarke. Explain how Metis feel a sense of helplessness and lack of power.
2. National Dream – What is a dream? On board. What do you think Canada's "National Dream" is. What is John A. MacDonald's "National Dream."
- Put the notes on the overhead and have students copy down.
- Explain significance.
2. National Dream – What is a dream? On board. What do you think Canada's "National Dream" is. What is John A. MacDonald's "National Dream."
- Put the notes on the overhead and have students copy down.
- Explain significance.
national_dream_notes_-_railway_scandal_and_surprise_+_railway_organization_game.doc | |
File Size: | 82 kb |
File Type: | doc |
4. Review Louis Riel –Louis Riel VS Thomas Scott
- Go over what we know about Riel since we last saw him.
- Discuss what John A. Macdonald is doing right now (building a railroad – has to justify its cost – will use westward expansion as his way of getting people.)
5. Get students to pre-read page 182-185.
6. Go over major details from 182-185 as a class.
1880s – Metis = impatient. Want land to become successful farmers.
-Government wants to sell land to pay for the CPR (can’t just give it away to Metis) 71 Million
--Cut Indian Dept. Budget (save money) – Won’t give charity to rebellious Indians.
-Summer 1884 – Metis Gabriel Dumont sends groups to Montana- Riel= School teacher.
--Makes a list of Rights (like a declaration of independence)
1885- Spring – Canadian Government doesn’t listen. Prepares for war.
-A skirmish at Duck Lake near Batoche.
-5000 Canadian troops deployed.
-725 militia vs 175 metis --- hold ground for 3 days.
-Eventually lose --- Riel Caught. Dumont flees.
8. Distribute Flowchart and go over answers as a class. – Put on Overhead? Or LCD – The answers.
- Go over what we know about Riel since we last saw him.
- Discuss what John A. Macdonald is doing right now (building a railroad – has to justify its cost – will use westward expansion as his way of getting people.)
5. Get students to pre-read page 182-185.
6. Go over major details from 182-185 as a class.
1880s – Metis = impatient. Want land to become successful farmers.
-Government wants to sell land to pay for the CPR (can’t just give it away to Metis) 71 Million
--Cut Indian Dept. Budget (save money) – Won’t give charity to rebellious Indians.
-Summer 1884 – Metis Gabriel Dumont sends groups to Montana- Riel= School teacher.
--Makes a list of Rights (like a declaration of independence)
1885- Spring – Canadian Government doesn’t listen. Prepares for war.
-A skirmish at Duck Lake near Batoche.
-5000 Canadian troops deployed.
-725 militia vs 175 metis --- hold ground for 3 days.
-Eventually lose --- Riel Caught. Dumont flees.
8. Distribute Flowchart and go over answers as a class. – Put on Overhead? Or LCD – The answers.
chapter_5_flowchart_and_scrapbook.doc | |
File Size: | 397 kb |
File Type: | doc |
9. People’s History – Batoche Episode 10B: Taking the West “Batoche” (1:11:04-1:20:52)
Lesson 5 - Trial of Louis Riel
|
Needed: Canadiana Scrapbook, Trial of Riel Handout, Textbooks, Sheets for the trial of Riel, Computers handy if students need to research their character of their role. If they are the Jury, the sheriff, they can begin their essay. 1. Reminders: Trial is upcoming 2. Read 187-188; 190-191 of textbook as a class – about the arrest and trial of Riel. 3. Youtube clip of the historical minute: http://www.youtube.com/watch?v=RV1ZqCWDdQ0&feature=related |
4. Introduce the simulation trial assignment.
-Ultimately will have to submit a written persuasive essay about whether Riel was Guilty or innocent. / Freedom Fighter or Terrorist
-Begin by telling students about the roles they can choose when we do the trial.
-Go over the requirements (costumes/questions)
-Explain how a trial works.
-Ultimately will have to submit a written persuasive essay about whether Riel was Guilty or innocent. / Freedom Fighter or Terrorist
-Begin by telling students about the roles they can choose when we do the trial.
-Go over the requirements (costumes/questions)
-Explain how a trial works.
trial_of_riel_simulation_package.doc | |
File Size: | 540 kb |
File Type: | doc |
marking_and_comments_for_trial.doc | |
File Size: | 118 kb |
File Type: | doc |
|
5. ACTIVITY: Argument Clinic
-Students write down two sides of an argument. (Dogs are better than cats) As many examples as possible on a small sheet of paper. -Submit arguments to Mr. Fitton. Then, Mr. Fitton will do a "Speed Dating Argument Clinic" -Students will get 1 minutes to read argument and argue for it. - Mr. Fitton will show the Monty Python "Argument Clinic" to help students learn to argue and think on their feet. 6. -Show an example of a trial scene from a film (A few good men? Law and order?) -A few good men – the scene where the lawyer asked if a “code red” is in the marine manual.. then tom cruise asks him if the lunch hall is in the manual.) -Goal is to help students see what good lawyers do. They ad-lib, they think on their feet, they have well prepared arguments. |
|
|
|
|
6. Distribute the Louis Riel Essay Assignment. This is due two days after the Trial. Students use info from the course, their textbook, our readings and the videos to answer the essay question.
louis_riel_paragraph_assignment.doc | |
File Size: | 65 kb |
File Type: | doc |
7. Trial of Louis Riel handout. (Available in class - a photocopy)
We will now go over the handout in more detail
-As a class, get students to circle/underline/highlight what they see as evidence.
-Can use it for their trial simulation
-Can also use other evidence from additional handouts I give them + their own research.
8. View “A People’s History” two segments of 10B – “The Trial" and "They Hanged Him" (1:20:53 -1:37:23) These videos will complement the material we just read. Students may also use information from these videos in their essays.
We will now go over the handout in more detail
-As a class, get students to circle/underline/highlight what they see as evidence.
-Can use it for their trial simulation
-Can also use other evidence from additional handouts I give them + their own research.
8. View “A People’s History” two segments of 10B – “The Trial" and "They Hanged Him" (1:20:53 -1:37:23) These videos will complement the material we just read. Students may also use information from these videos in their essays.
7. Brainstorm Essay answers + items to discuss in the trial. Write on sideboard so students can refer to them if needed.
8. Research and begin to write the essay / their roles for the trial:
May consider doing the following:
Do a chart as a class --- innocent/guilty
-Hero/Villain and proof.
-Example of quotation smoothly in sentence
Indeed, Louis Riel could not be criminally responsible for treason because as his defense team explained, he was prone to “strange ideas and [sudden] changes in mood [which] laid the groundwork for a plea of insanity”(Trial of Riel 144).
Lesson 6: Trial of Riel
1. Set the class up like a courtroom so that students can visualize what it will look like.
2. Review Essay Format (So students who finish early can work on their essays).
-Place essay format on the board (intro,blueprint,thesis, body paragraphs+ formula, Conclusion + formula)
-Brainstorm evidence as a class for both essay topics
-Mr. Fitton showed an example of a student sample essay created by a classmate. Look how they use proper essay formulate/quote integration, etc.
3. We may play an improv game to help us think on our feet during the trial of Riel.
OPTIONS:
Improve game: Speed dating. Arrange class so that there is a circle, but two desks face each other. Students each get a card with a characters name on it (John A, Darth Vader, The terminator, Sponge Bob). Students have 45 secondes to ask questions to try to find out who the person is (questions must be, so where do you live, what is your favourite food etc.) Students must try to guess who the person is at the end of the conversation based on their responses.
Goal: Get students to think on their feet. What would a character say… then get them to do that in the trial.
Other Improve Game: Get 4 students. 3 stand at the front of the class. The fourth faces them and becomes “the pointer.” The kids are given a topic. When the person pointing at them points at them, they have to continue the story seamlessly from where the other person left off. If not, they “die’ pointing up means more intense in the story, pointing down means less intense..
4. Students are placed into groups - Prosecutors and their witnesses, Defence Lawyers and their Witnesses. They will be given the information package that helps them with the trial. Tells them what they will do and the questions they will be asked. Students must research their character and their questions and try to create answers to them. Will practice answering questions from the Prosecutors.
-Prosecutors need to make lists of questions to ask and let witnesses know.
-Jurors and other students get to work on their roles, but since they will be done earlier, they can start on their essays or finish missing work.
-Place essay format on the board (intro,blueprint,thesis, body paragraphs+ formula, Conclusion + formula)
-Brainstorm evidence as a class for both essay topics
-Mr. Fitton showed an example of a student sample essay created by a classmate. Look how they use proper essay formulate/quote integration, etc.
3. We may play an improv game to help us think on our feet during the trial of Riel.
OPTIONS:
Improve game: Speed dating. Arrange class so that there is a circle, but two desks face each other. Students each get a card with a characters name on it (John A, Darth Vader, The terminator, Sponge Bob). Students have 45 secondes to ask questions to try to find out who the person is (questions must be, so where do you live, what is your favourite food etc.) Students must try to guess who the person is at the end of the conversation based on their responses.
Goal: Get students to think on their feet. What would a character say… then get them to do that in the trial.
Other Improve Game: Get 4 students. 3 stand at the front of the class. The fourth faces them and becomes “the pointer.” The kids are given a topic. When the person pointing at them points at them, they have to continue the story seamlessly from where the other person left off. If not, they “die’ pointing up means more intense in the story, pointing down means less intense..
4. Students are placed into groups - Prosecutors and their witnesses, Defence Lawyers and their Witnesses. They will be given the information package that helps them with the trial. Tells them what they will do and the questions they will be asked. Students must research their character and their questions and try to create answers to them. Will practice answering questions from the Prosecutors.
-Prosecutors need to make lists of questions to ask and let witnesses know.
-Jurors and other students get to work on their roles, but since they will be done earlier, they can start on their essays or finish missing work.
Lesson 7 - Trial/Essay Writing Continued
1. Mini-Lesson on Quote integration-Example of quotation smoothly in sentence
Indeed, Louis Riel could not be criminally responsible for treason because as his defence team explained, he was prone to “strange ideas and [sudden] changes in mood [which] laid the groundwork for a plea of insanity”(Trial of Riel 144).
2. Court Procedure overview:
1. Judge Enters and All Rise.
2. Crown Opening Statements
3. Defence Opening Statements
4. Crown Calls Witnesses, Defence cross examines
5. Defence calls Witnesses, Crown Cross Examines
6. Louis Riel Addresses the court
7. Crown/Defense closing arguments
8. Judge instructs Jury
9. Jury Deliberates
10. Jury comes back with Verdict
11. Judge Sentences Louis Riel
3. We re-enacted the Trial of Louis Riel. A video of our trial will be made and uploaded shortly.
Essay due on the day after the trial.
Indeed, Louis Riel could not be criminally responsible for treason because as his defence team explained, he was prone to “strange ideas and [sudden] changes in mood [which] laid the groundwork for a plea of insanity”(Trial of Riel 144).
2. Court Procedure overview:
1. Judge Enters and All Rise.
2. Crown Opening Statements
3. Defence Opening Statements
4. Crown Calls Witnesses, Defence cross examines
5. Defence calls Witnesses, Crown Cross Examines
6. Louis Riel Addresses the court
7. Crown/Defense closing arguments
8. Judge instructs Jury
9. Jury Deliberates
10. Jury comes back with Verdict
11. Judge Sentences Louis Riel
3. We re-enacted the Trial of Louis Riel. A video of our trial will be made and uploaded shortly.
Essay due on the day after the trial.
Lesson 8 - End of the Unit Review - then Test
|
1. Review the Trial of Riel and our outcome. Have any students present who did not last class.
2. Students fill in the blanks on their student matrix of notes for the "Trial of Riel" portion. 3.Video Clip: Ppl’s History: 10B Taking the West “Ocean to Ocean” (7 minutes) 1:37:23-1:44:27 4. Next class we will have an "Open Book Test" on the entire unit. Students may have access to their notes and textbook. 5. Play True or False Battleship: Students create 10 True or false questions in groups of 2-3, then, using the battleship grid below, they ask a question and if they get it right they can attempt to sink the other teams battleship. |
Lesson 9 - Unit Test
1. Time to review and gather materials.
2. Open book test
3. BC Review Game
4. Go over the upcoming final exam
2. Open book test
3. BC Review Game
4. Go over the upcoming final exam