Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Grade 3 Social Studies Unit Plan on Canada from 1780-1850

The following social studies unit plan for grade 3 is designed to allow students to explore,
examine and critically think about life in Canada from 1750 to 1850 through the scope of the fur
trade and its effects on the different groups living in Canada at this time. Students will be using a
variety of primary and secondary sources, combined with the use of technology and field trips in
order to gain a fruitful and multifaceted understanding of Canadian life during this time period.
As an introductory lesson, students will be shown various paintings of Canada during the
18th-19th (primary sources) in order to facilitate a class discussion. Who is in the painting? How
are the people dressed? Who are the different groups? The overarching question framing this
introduction will be: "How are the different groups of people in these paintings interacting? What
do you think is their relationship to each other?" The questions will get the students thinking
about the dynamics in Canada in the 18th-19th century and the interaction between different
groups of people living here at that time - in particular, the conflicts, problems and relationships.
The unit will be divided into 5 major areas: the British, the French, the First Nations, the
Mtis and the Fur Trade. The following are the specific curriculum expectations to be covered in
the 6 major areas:
- compare some of the roles of and challenges facing people in Canada around the beginning of
the nineteenth century with those in the present day
- describe how some different communities Canada related to each other during this period, with
a focus on whether the relationships were characterized by conflict or cooperation
- describe some key aspects of life in selected First Nations, Mtis, and settler communities in
Canada during this period, including the roles of men, women, and children
- gather and organize information on major challenges facing different groups and communities,
and on measures taken to address these challenges, using a variety of primary and/or secondary
sources
- interpret and analyse information relevant to their investigations, using a variety of tools
- identify various settler communities in Canada during this period and locate the areas where
they lived, using print, digital, and/or interactive maps or a mapping program
The grand, overarching question of the unit is: Why does Canada's population look the way it
is today? Sub-questions to help students along the way could include:
- Was Canada always "multicultural"? What does it mean to be "multicultural"?
- How does Canada's population today compare to its population in 1800?
- How were the relationships between different groups of people living in Canada between the
18th-19th century?
Lessons marked with an asterisk are expanded in details as follows. *

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Area
1. Introduction

2. The British

Lesson Plans
Discussion about life in Canada in 18th-19th century:
1. Students will be shown various primary source paintings of Canada
from 1780-1850 (mental set) in order to stimulate a class discussion.
Students will then be given a brainstorm chart to organize their reflection
to the paintings with the teacher providing guiding questions such as:
- what is happening in the painting?
- what groups of people are in this painting?
- how are the different groups interacting? what are their relationships to
each other?
- how do you know this group is the First Nations/British/French? what
clues did you notice?
- are the people dressed differently? how are they positioned to one
another?
1. Exploring Upper Canada
Jigsaw Primary Source: Students will be divided into groups and given a
piece of primary source document (ie. excerpt of diary entry, painting,
letter etc.) and asked to do research (as a group) regarding the
author/artist behind the document and present it to the class, highlighting
the 5W's (who, what, when, where, why, how) and most importantly, the
significance of the piece of primary document.
2. Field Trip: trip to Fort York National Historic Site or Colborne Lodge
to learn more about daily life in Upper Canada (Toronto) in the 19th
century; learn more about War of 1812 and to see actual artifacts from
this time period (primary source). Students will be asked to bring their
sketch pads to sketch an artifact they see on the trip and write a reflection
on the trip. How is daily life in Canada different in the 19th century from
the present?
http://www1.toronto.ca/wps/portal/contentonly?
vgnextoid=b59c2271635af310VgnVCM10000071d60f89RCRD&vgnext
fmt=default

3. The French

Exploring Lower Canada

1. Show Youtube video clip about French settlement in Canada and then
have students colour and label a map of Canada in the 18th-19th century
(Upper Canada, Lower Canada, Rupert's Land etc.) How did the Canadas
come to be? What was the relationship between the French and British?

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

What connected them? What brought them to North America?

http://www.youtube.com/watch?v=6eDBy-qOrr0

4. The First Nations

*

2. Challenges: Students will look at primary source documents (letters,

diaries, artwork) and write about the challenges the Europeans faced (in
particular the French and English) when they first arrived in Canada.
Who helped them survive? How did they adapt? What were the biggest
challenges?
Who was here already?
* 1. Tableau: Show 2 primary source paintings, one of European
interpretation of their first encounter with First Nations people and
another of First Nations interpretation (two different perspectives) of
their encounter with Europeans. Have 2 groups of students imitate the
scenes in the paintings as 2 tableaus. Compare and contrast the
similarities and differences in perspectives.
2. Letter: Have students pretend they are a First Nations youth in the
early 19th century in Canada and write a letter describing their daily life
as well as interactions with Europeans.
3. Field trip on "First Story Toronto Bus Tour" to learn about indigenous
presence in Toronto pre-contact with Europeans . Students will be
required to sketch landmarks on the trip as well as produce a written
reflection after the trip.
http://www.ncct.on.ca/history.php

5. The Mtis *

(Teacher will order a Mtis Education kit from Mtis Nation of Ontario:
http://www.metisnation.org/programs/education-training/education/metis-education-kit)
1. First Nations Women: Take students to the library and have them
research the origin of Mtis people, intermarriage between First Nations
women and European settlers. Besides being the mothers of the Metis
children, what other roles did First Nations women serve? (ie. translator,
link between First Nations and Europeans, helping their European
husbands adapt to the land and environment etc.)
*2. Residential Schools: Where are the Children? Have students explore
http://www.wherearethechildren.ca/ in the computer lab and then work in
small groups and prepare a short, informal presentation on what they
learned from the site. Guiding questions will be given as such: Why were

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Aboriginal children placed in residential schools? What is the "official

story" (reason given by the government) and what is the "untold story"?
etc. Where do most Aboriginal people live today in Canada? (cities, rural
areas, reserves?) Students are also to complete maps showing the location
of residential schools.
3. The Mtis Sash: the education kit from MNO comes with a sash
sample. Open discussion (using the sash as a mental set/introduction) on
the significance of the sash, what it means to the Mtis, how it is
worn/made etc. Students will then have the opportunity to make their
own (simplified) versions of the sash with yarn.

6. The Fur Trade

The Fur Trade: the link and tension

1. Clothesline Timeline: divide students into groups, each group
responsible for a decade between 1780-1850 (8 groups) and have each
group research their decade on the Hudson's Bay Company. Groups will
print out a sheet of point form notes along with pictures for their decade
and present to the class; afterwards, their summaries will be clipped and
put together on a clothesline and put up in the class as a graphic timeline
to demonstrate changes of the HBC and the fur trade
Helpful links:
http://www.hbcheritage.ca/hbcheritage/history/timeline/home
2. Computer Lab: Have students explore the site Fur Trade Stories
(http://www.furtradestories.ca) where there is a variety of primary
sources available on the fur trade (scans of documents, audio clips, video
clips etc.) Have students fill out a mind map (graphic organizer) on the
interrelationships between the major groups in Canada that have been
covered in the unit: British, French, First Nations, Mtis. Mind maps will
be handed in as a ticket out the door.
3. Environmental Impact: How did the fur trade impact the ecosystem in
Canada? What was the cost of the fur trade on the environment and
animals? Do First Nations people and Europeans use the same methods
in trapping animals? Students are to use these guiding questions to do
research in the library and then a group jigsaw to share their findings.
Their research notes will be submitted online to share with the rest of the
class. Suggested websites: http://www.canadiana.ca/hbc/intro_e.html

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

7. Culminating
Activity

U-Shaped Debate:
Questions:
1) Was Canada "multicultural" in the 19th century?
2) Is Canada "multicultural" today?
Students will be organized in a U-shape around the room with students
who strongly agree/disagree on the tips of the U and the rest of the
students can orient themselves in between according to which side they
lean more towards. Students will be given a U-shaped discussion
chart/reflection sheet (*please see appendix A) to be filled out before,
during, and after the debate. Students will be asked to share why they
chose their respective positions in the U. After hearing everyone's
opinion, students are allowed to change their spots and fill out the chart
as to the reason why they chose to move to their "final position".
The chart and reflection will be handed in after the debate.

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Social Studies Unit

Planning

Critical Challenge Lesson

Planning

Your Name Mandy Lu

Course: CTL7003-141

Grade Level: 3

Strand: Social Studies, Strand A Heritage and Identity:

Communities in Canada
Overall Expectations/Objectives:
A.3 identify some of the communities in Canada around the beginning of the nineteenth
century, and describe their relationships to the land and to each other

Specific Expectations/Objectives:
- A 3.6 describe some key aspects of life in selected First Nations, Mtis, and settler communities
in Canada during this period, including the roles of men, women, and children
- A 3.7: describe how some different communities in Canada related to each other during this
period, with a focus on whether the relationships were characterized by conflict or cooperation

Critical Tasks/Question:
What were the dynamics affecting First Nations-European relationship?

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Overview:
Students will be shown 2 different paintings from the 19th century (primary source) portraying
two different perspectives of the First Nations-European relationship in Canada (one by a First
Nations artist, one by a European artist). The class will be divided in half, one group per
painting, and will be working in their respective groups in order to present a tableau
interpretation of the painting. The groups will need to fill out a chart answering the 5W's (who,
what, when, where, why) on the painting (on chart paper) prior to presentation. After the
presentations, there will be a class discussion on the similarities and differences between the two
scenes. Students will then be given time to do research in the library (books or computer) and
write a reflection on the tableaus, explaining what two perspectives are presented by the
paintings and why they think the perspectives are different - what are the factors that may have
altered the differing portrayals?

Objectives:
In this lesson, I would like my students to analyze the different perspectives on First NationsEuropean relationship in the 19th century in Canada. I would like students to garner the skills to
critically analyze a piece of primary source art and make connections to prior knowledge and
think about what is the relationship/link between the European settlers and First Nations people.
Is it a relationship of cooperation or conflict? Or is it both? What role does the fur trade play in
this interrelationship? What are the factors and dynamics affecting this relationship?

Broad Understanding:
Through the lesson, I hope students will realize the difficulty in working with primary sources
(while valuing their wealth of information) and the intricate process of separating biases from
facts when doing research. Students will need to take in both perspectives and critically assess
their sources before writing their reflection, answering the critical question of "What factors
affected First Nations-European relationship?"

Requisite Tools for Thinking Critically:

Background Knowledge:
Students should have some prior knowledge about European settlement in Canada (in
particular the British and French; Upper and Lower Canada) and the fur trade. Although at
this point in the unit the students have not yet studied the fur trade in depth, from looking at
primary sources earlier on in the unit (in the British and French areas), students should have

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

the necessary prerequisite knowledge to make educated predictions to frame the scenes
portrayed in the paintings.

Criteria for Judgement:

To answer the critical challenge question, students will need to look at the many facets that
frame the First Nations-European relationship. Students will need to look at the particular
people or circumstances that bring these two groups together. Students will need to
consider the fur trade and its different implications and significance for both sides. Students
may also look at religion and the interaction between First Nations people and European
missionaries. Intermarriages between First Nations women and European men (and Mtis
children) can provide another framework for evaluation.

Critical Thinking Vocabulary:

Fur trade
Mtis
Missionary
Trading posts
Coureur des bois
First Nations brides/wives
The Hudson's Bay Company
Hierarchy
Challenges and adaptation (how did Europeans adapt to Canada? who helped them adapt?)

Concepts of Disciplinary Thinking:

This lesson incorporates significance as the students will need to "read between the lines"
and discover the "untold story" of the paintings. Beyond comprehending just the surface of
the 5W questions, students will need to make a connection to the continuity and change and

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

interrelationships represented in the primary sources. What kinds of relationships are

depicted in the paintings? Furthermore, students will get to compare and contrast the
different perspectives offered in the two paintings and ponder why the perspectives may be
so different and the implications for such polarizing depictions, which may help them answer
the critical thinking question.

Strategies:
To help my students work through the challenge, I will provide them with guiding questions
during the class discussion (such as "How do you know these people in the painting are
missionaries? What are the clues? Where does this scene take place?") and chart paper when
they're in their groups analyzing the paintings (5W questions) to jot down their analysis.
After the class discussion, before writing their reflections, students will have the chance to do
some additional research in the library through books or on the computer. I will provide them
with a list of helpful/resourceful websites.

Habits of Mind:
- Critical thinking
- Making connections
- Researching
- Analyzing primary sources
- Group work/collaboration

Suggested Activities for Two Lesson Plans

Suggested Time
Part I: Filling out 5W Chart Paper ~ 15 minutes
Part II: Presentation of Tableau ~ 20-25 minutes
Part III: Additional Research at the Library ~ 15-20 minutes
Part IV: Self/Peer Evaluation and Reflection ~ 5-10 minutes/homework

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

The teacher will present students with 2 paintings from the 19th century portraying interaction
between First Nations and Europeans, one by a European artist (European perspective) and one
by a First Nations artist (First Nations perspective). The teacher will then number the students off
(A/B or 1/2 count-off) into 2 groups and assign a painting to each group. Chart paper will be
given to each group and the students are asked to fill in the 5W's (who, what, when, where, why)
and to jot down what they think is going on in the scene. Teacher will orally provide guiding
questions when going around the room: What are the relationships between the different groups
of people in the scene? How do you know? What are the clues? How are they positioned? What
are they surrounded by? Does it look like the people are cooperating as equals or is the a
hierarchy?
After both groups have filled out the chart paper, the chart papers will be posted up at the front of
the room while each group present their tableau and then explain what they think is going on in
their painting. The teacher will then open the floor for discussion in comparing the two
scenes/tableaus. What was similar between the two? What was different? What affected the
different perspectives? The teacher will jot down the students' thoughts and contributions on the
board. The teacher will ask the students to write down, on a sheet of paper, questions they may
have that are unanswered/not sure about the painting.

Students will then have time to go to the library to do additional research, bringing the sheet they
had before where they had jotted down their unanswered questions. The teacher will provide the
students with a sheet of useful websites/links and have the librarian organize a shelf of books
relevant to the topic for the students. Students will then write a reflection answering the critical
question of " What were the dynamics affecting First Nations-European relationship?", referring
back to what they learned from the paintings, the tableau and the additional research at the
library. (a combination of primary and secondary sources)
Each student in the group will be given a self and peer-evaluation form for accountability
purposes (so all students are accountable to the amount of work they contribute to their group) as
well as a short reflection on what they learned from the presentations and why they think there
can be multiple perspectives to one story. Please see Appendix B.

Assessment and Evaluation

Students will be assessed on their knowledge of content (the "told story" and understanding
their painting), thinking (interpreting the paintings and presenting them in the form of a
tableau in a group setting), communication (presentation of the tableau and ability to work
with other students) as well as application (how the students managed to mend the gap and
make a connection between the "told story" and "untold story" -- why are there different

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

interpretations and perspectives to the same scene/story? Much of the assessment will come
in the form of anecdotal notes and observations made by the teacher as well as a written
piece (the self/peer evaluation form and reflection at the end).

Extension:
If students complete their task earlier, students are encouraged to design a Wordle (or a word
wall) with the most important terms and phrases they encountered with this lesson and
upload it onto the class webpage. This extension will allow the teacher to see what students
have retained and what information/new knowledge students have come across in the process
of completing this lesson.

References:
Aboriginal Documentary Heritage. (n.d.). In Library and Archieves Canada. Retrieved March 7,
2014, from http://www.collectionscanada.gc.ca/aboriginal-heritage/020016-1000-e.html

Aboriginals and Treaties. (n.d.). In Canadiana. Retrieved March 7, 2014, from

http://www.canadiana.ca/citm/themes/aboriginals/aboriginals5_e.html
Glossary of the Fur Trade. (n.d.). In Fort William Historical Park. Retrieved March 7, 2014,
from http://fwhp.ca/index.php?option=com_content&task=view&id=226&Itemid=192
Thenhier. (n.d.). Retrieved March 7, 2014, from http://www.thenhier.ca/en/teaching-resources

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Social Studies Unit

Planning

Critical Challenge Lesson

Planning

Your Name Mandy Lu

Course: CTL7003-141
3

Grade Level:

Strand: Social Studies, A.2

Overall Expectations/Objectives:
A2. use the social studies inquiry process to investigate some of the major challenges that
different groups and communities faced in Canada from around 1780 to 1850, and key measures
taken to address these challenges

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Specific Expectations/Objectives:
A2.2 gather and organize information on major challenges facing different groups and
communities, and on measures taken to address these challenges, using a variety of primary
and/or secondary sources
A2.3 analyse and construct print and digital maps, including thematic maps, as part of their
investigations into challenges facing different groups and communities in Canada during this
period, and measures taken to address these challenges
A2.4 interpret and analyse information relevant to their investigations, using a variety of tools
A3.1 identify various First Nations and some Mtis communities in Upper and Lower
Canada from 1780 to 1850, including those living in traditional territory and those who
moved or were forced to relocate to new areas in response to European settlement, and locate the
areas where they lived, using print, digital, and/or interactive maps or a mapping program

Critical Tasks/Question:
What was the purpose of residential schools and why were they implemented?

Overview:
Students will be exploring the website "Where are the Children" in the computer lab in the form
of a "scavenger hunt". A checklist/fill in the blank sheet will be provided where students will
need to find certain information to ensure they truly explore the website in depth. Students will
then be numbered off into small groups of 4-5 students and asked to prepare a short, informal
presentation about what they learned from the Where are the Children website. The teacher will
also be providing each group with a map of Canada and students are to indicate the location of
residential schools and explore why residential schools are situated in those particular areas.

Objectives:
In this lesson I would like my students to analyze the topic of residential schools in Canada. The
critical challenge question is "what is the purpose of residential schools and why were they
implemented". By exploring the wide variety of materials (which includes primary sources)
available on the site, students would hopefully be able to answer the question from many facets

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

and compare and contrast the "official story" (government perspective/justification) from the
"untold story" of those who were actually put into residential schools. Why are there different
perspectives? From this, I would like students to take away an understanding that history itself
may not always be simply black and white and that many perspectives can exist in vast grey
areas.

Broad Understanding:
The broad understanding I would like my students to take away from this lesson is that
residential schools is a sensitive topic in Canadian history because there are very opposing
perspectives on the issue. The polar perspectives should remind students that there is always
more than one side to a story and that sometimes we need to dig deeper in order to comprehend
the full issue rather than simply taking things at its face value.

Requisite Tools for Thinking Critically:

Background Knowledge:
Background knowledge that students should have would include who was the group in power
at that time (ie. who was making the laws) and which groups were subjected to these laws
(ie. everyone or just some groups? Was every group treated equally?). Students should also
have some background knowledge on First Nations-European relations -- was it
peaceful/respectful? Was it an equitable relationship or was one group dominating over the
other in power? Students should also have a geographic sense of the European settlements in
Canada.

Criteria for Judgement:

To evaluate the purpose and implementation of residential schools, students will have to
consider the power relations/governmental structure in Canada at that time. Who made the
laws? Who were the laws applied to? Where were the laws made? Students will also have to
evaluate the equity (or lack of) in First Nations-European relationship. Was it an
equitable relationship or was it a dominant-submissive relationship? Another criteria for
judgment is to compare and contrast the official rhetoric given by the government versus
the story from First Nation survivors of residential schools. In other words, students must
have the criteria to evaluate both sides of the story and approach the issue from multiple
perspectives.

Critical Thinking Vocabulary:

- Mtis
- Catholic Church (in Canada)
- missionaries

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

- Anglican Church of Canada

- Indian Act of 1876
- Corporal punishment
- Mortality rates
- Abuse

Concepts of Disciplinary Thinking:

My lesson incorporates perspective because students are exploring multiple perspectives of
residential schools (both the government's side and the personal stories of First Nations children
who went to residential school) and drawing their own conclusions. Through this lesson, I hope
that students can take away as a broad understanding that history is interpretive and although
there may be an "official rhetoric" to an issue, that may not represent the entire story. This lesson
also incorporates significance as the topic of residential schools continue to be of importance
and sensitivity in the First Nations-Canadian government relationship. At the end of the lesson, I
hope that students can connect current events/issues in Canadian society (eg. Idle No More
movement in Canada) to seemingly archaic historical issues such as residential schools. How are
historical events reverberated into the present?

Strategies:
- a "scavenger list" will be provided to guide students through their exploration of the site (to
ensure they explore the website in depth)
- verbal prompts will be provided by the teacher in circulation when the groups are working
together to compile their research and prepare for their presentation to provoke critical
thinking
- prompt questions on paper will be provided to each group to remind students what to
include in their presentations
- self/peer assessment sheets will be given to teach student in the group to ensure
accountability and group effort

Habits of Mind:
- Critical Thinking
- Making connections

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

- Comparing and contrasting

- Group work
- Working with primary sources
- Working with technology
- Research

Suggested Activities for Two Lesson Plans

Suggested Time
Part I: Scavenger Hunt ~ 15 minutes
Part II: Group preparation for presentation ~ 20-30 minutes
Part III: Presentations ~ 20-30 minutes
Part IV: Self and Peer Evaluation/Reflection ~ 10 minutes/homework

Students will be given a "scavenger list" to take with them to the computer lab where each
student (individual work) will have to explore the site "Where Are the Children?", find
information and fill in the scavenger chart as a preliminary task. While the students are exploring
the site, the teacher will be walking around to provide support/prompt questions to help students
maneuver around the website. After most students have completed the scavenger hunt sheet, the
teacher will number off the students into small groups of 4-5.
Once students have been numbered off, each group will have to pool their information/research
together and put together a short, informal (around 5 minutes) presentation on what they learned
from the website. Each group will also be provided a map of Canada where students will have to
indicate the location of residential schools and include why they think residential schools are
located in certain areas as part of the presentation. Each group will be given a list of prompt
questions/topics to include in their presentations.
Students will be given 20-30 minutes to do additional research and prepare for their
presentations. At this time, the teacher will be circulating around to observe how the students are
working together (making anecdotal notes) as well as prompting students with questions and
topics to cover in their presentations. It should be noted that ALL students in the group must say
something during the presentation (accountability measure) and each student in the group will be

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

assessing not only themselves but also each other in the contribution they each make to the
group.
Along with the self and peer assessment sheet, each student will have to write a short reflection
(homework) to be handed in as a check for understanding about what they learned/found
interesting and or challenges they encountered during this lesson. The teacher may also use these
reflections as a feedback mechanism to improve/change the lesson for future usage. (*please see
Appendix B)

Assessment and Evaluation

Students will be assessed on their knowledge of content (the scavenger hunt; whether or not
they were able to maneuver the website and gather the information requested), thinking (how
they work together in a group setting to plan and execute a short oral presentation; gathering
information/research), communication (the execution of an informal yet professional group
presentation), and application (how well they were able to connect this lesson to other
lessons in the unit/prior knowledge and demonstration of understanding in their reflection).

Extension:
If I decide to spend more time on this lesson, I would perhaps assign a different residential
school location to each group and ask the groups to prepare a poster board and presentation
on each specific location. This extension will allow students to further their research skills
and learn more about specific residential schools. The poster board will be another form of
assessment (other than oral presentation) and can evolve into a "gallery walk" where one
class can be set aside for students to see and discuss/question each other's projects.

References:
A history of residential schools. (n.d.). In CBC News. Retrieved March 7, 2014, from
http://www.cbc.ca/news/canada/a-history-of-residential-schools-in-canada-1.702280
Thenhier. (n.d.). Retrieved March 7, 2014, from http://www.thenhier.ca/en/teaching-resources
Where are the Children. (n.d.). Retrieved March 7, 2014, from
http://www.wherearethechildren.ca/en/

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Appendix A: For the Culminating U-Shaped Debate

BEFORE THE DEBATE

Position:

Why?

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

AFTER DEBATE
Position:

Why did you change/not change positions?

REFLECTION:
Did you change your position after hearing points from your classmates? Why or why not? What
was the decisive point for deciding your final position? What other information would you like
to find out about this topic? What were some of the challenges in this debate?

Appendix B: Self and Peer Evaluation for Group Work

Please rate each category OUT OF 4. Level 4 is exceeding expectations. L1 is well below
expectations.

Mandy Lu / CTL7003-141 / Grade 3 Social Studies Unit Plan

Name of Student:
(yourself as #1)

Cooperation

Workload (did
this person take
on his/her fair
share?)

Willingness Contribution
to listen to
of Ideas
others

Effort

Additional Comments:

What were some of the challenges you came across during this assignment? How did you
overcome these challenges as a group? If you could change one thing about this assignment,
what would it be?

Total
(max of
20)