Name: Amie Currie Subject(s): Canadian History (WWI Unit) Grade: 10

Lesson Title: Overview of Sir Henry Mill Pellatt and the Queens Own Rifles Regiment

Curriculum Connections:

Curriculum Area: Canada 1914-1929 Curriculum Area: Canada 1914-1929

Overall Expectations: Overall Expectations:

B1. Social, Economic and Political Context:
use historical inquiry process and the concepts of historical
thinking when investigating aspects of Canadian history since
1914. Describe key social, economic and political events, trends
and developments between 1914-1929, and access their
significance for different groups.
B3. Identity, Citizenship, and Heritage: explain how various
individuals, organizations, and specific social changes between
1914 and 1929 contributed to the development of identity,
citizenship, and heritage in Canada

Specific Expectations: Specific Expectations:

B1.3 Describe some key economic trends and developments in
Canada during this period (e.g., with reference to the wartime
economy,new manufacturing sectors, postwar recession,
consumerism, buying on credit, unions, rising prices), and assess
their impact on various groups in Canada
B3.1 Explain how some individuals, groups, and/ or
organizations contributed to Canadian society and politics during
this period and to the development of identity, citizenship, and/or
heritage in Canada

Learning Goals:
To gain an understanding of Sir Henry Mill Pellatts social and political contributions to early 20th century society
To gain an understanding of the Queens Own Rifles Regiment and its participation in WWI
To understand and build upon knowledge of the financial impacts of post WWI society
To build upon the understanding of life for Canadians pre and post WWI

Assessment & Evaluation:

SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES: ASSESSMENT STRATEGY:

To be successful the student will be able to:
Describe the major life events of Sir Henry Mill Pellatt
Explain Sir Henrys Contributions to the War effort (WWI)
Explain how post-war economy impacted the Pellatt family
Describe the purpose of the Queens Own Rifles regiment
and their contributions during WWI
Assessment will focus on determining the student's Knowledge
and Understanding, and Thinking relating to the content.
Assessment FOR learning will occur through the teacher
informally providing feedback to the students during their
class discussion.
Assessment AS learning will occur through self-
evaluation during class discussion. The students will be
able to gauge their understanding based on the ideas they
present to their peers and how their peers respond back to
their ideas. Through discussion, students will be able to
inquire about what they understand and what they need to
know more about.

ASSESSMENT TOOLS: SOCIAL JUSTICE FRAMEWORK:

Anecdotal: teacher feedback will be provided on class
discussion and padlet prompts.
Discussion questions as noted in the discussion
question handout and in Padlet prompts will be marked
for completion and depth of thinking after the lesson.
See Padlet Sites and Discussion handout for details.
The content of the lesson will provide students with an
opportunity to explore different social classes in the
WWI time period (mainly focusing on the luxuries those
of a higher class ranking were afforded)
This will serve as a comparison to classism in its
present day form.

MULTIPLE INTELLIGENCES:
Students will be provided with the opportunity to show their knowledge both orally and in writing. Discussions throughout the lesson
will allow students to interact with others in the class and to discuss their answers verbally. Padlet prompts will be used as a visual
aid and to provide a space where students can view other students answers.

A powerpoint presentation with images will be used to deliver the main part of the lesson. The powerpoint includes visual aids to
assist the students in becoming immersed in the time period being discussed.
ACCOMODATIONS/ MODIFICATIONS:
Should a student require technical/software support in
reading or writing, I will make the handouts available for
those students online.
The Powerpoint will be posted to the class website for
students to reference later, should they need more time to
make notes.
For students who do not have devices on the day of the
lesson, devices may be signed out from the schools supply,
or a student may work with a partner to access and write
their posts on the Padlet website.
In the event that students do not bring a device to class, and Ways of Learning (process)
there are no school devices available, students may
complete their answers to the padlet prompts on paper.
DIFFERENTIATION:
What to learn (content):
Both a longer biography and a powerpoint will be used
to present the information. The powerpoint breaks down
the content into small chunks, while the biography
handout reads more like a narrative. The powerpoint
can be focused on more heavily to provide small bits of
information at a time as well as visuals.
The number of discussion questions/prompts may be
reduced if necessary to ensure time for thorough
discussion.
Students will be participating in a group discussion.
Students can participate in small, or large groups for
discussion depending on learning preference, and if
need be, can take time to individual prepare discussion
responses.
Extra time can be given for class discussion if it will
benefit student learning.
Ways demonstrating learning (product):
Students can choose to demonstrate their learning
verbally in class discussion, or in writing by responding
to discussion questions.
Students may write their responses on paper rather
than on Padlet if need be.
Students can converse in groups prior to handing in
discussion questions.

Prior Learning:

Prior to this lesson, students will have:

Prior knowledge of WWI and its battles (how the war began, countries involved, and major contributors)
Knowledge of Propaganda and its use during WWI
Knowledge of the typical standard of living for Canadians Pre and Post WWI
Knowledge of Major scientific and technology advances in the early 1920s.

Materials and Resources:

1. Powerpoint: Sir Henry Mill Pellatt and the Queens Own Rifles
2. Handout: Sir Henry Mill Pellatt Biography
3. Handout: Discussion Questions
4. Padlet Sites:
a. https://padlet.com/amiecurrie25/currieclassdiscussion (used for minds on class discussion)
b. https://padlet.com/amiecurrie25/curriepadlet (used for consolidation)
5. Devices: Students with need to bring their own device on this day, or sign out a device from the school supply (teacher note:
ensure extra devices are available if need be)

Time: Steps/Activities: Assessment As/For/Of Learning:

Total:
1.25hrs

Minds on:
 Minds on: Padlet responses will be informally
Begin the lesson by connecting to past learning about the lives of reviewed and discussed in class to
Canadians in the early years after WWI.
determine what information students have
retained to date from prior lessons on WWI,
Show the following link on the projector/smart board: https:// the economy, and lifestyles in that time
padlet.com/amiecurrie25/20thcentury period.
Have students go to the link above (with their devices) and enter
15 minutes the password mscurriesclass without quotations
Have the students follow the prompt and post answers to the
following question (Students may post anonymously): What
characterized the typical standard of living for Canadians in the
early 1900s?
Discuss answers provided by students. For example, what
technologies were available? What were common jobs at the
time? How was the lower/upper class divided? What was the
economy like?
Reference the following link should you need to find possible
answers to this question.
http://www.chrc-ccdp.ca/historical-perspective/en/
getBriefed/1900.asp
Next, Hold up a picture of Sir Henry Pellatt. Ask students if they
can identify the man in the picture.

Action:

Part 1: Discussion sheet answers will be handed in

30 Minutes Tell students the focus of todays lesson: Sir Henry Pellatt and and marked for completion as an
the Queens Own Rifles Regiment. assessment of the Independent Work and
Hand out Short Biography on Sir Henry Mill Pellatt Responsibility learning skills.. The
https://qormuseum.org/soldiers-of-the-queens-own/ discussion answers will be marked
pellatt-henry-mill/ informally (not for grades) to determine
Hand out Discussion Questions for students to make notes on depth of thinking.
during the presentation
Show Quick Powerpoint on Sir Henry Mill Pellatt and the
Queens Own Rifles Regiment in WWI.
Make sure to ask students if they have any questions
throughout the powerpoint.
Part 2:
20 Minutes After the powerpoint presentation give students about 5-10
minutes to finalize notes to discussion questions.
Give students a few minutes to discuss their answers within their
small table groups.
Next, go through the questions in class. Discuss some of the
ideas brought up by the students.
Have the students hand in their answer sheet.

Consolidation:
 1. Ensure class padlet is working correctly at this link: https:// Padlet Posts will be marked for completion
padlet.com/amiecurrie25/lessonreflection as part of an assessment of the
2. Have students go to the link above and enter the password Independent Work and Responsibility
10 minutes mscurriesclass without quotations learning skills.
3. Have the students read the prompt and complete the following
questions noted on the padlet. Ensure students add their
name in the title of their post. (Students can click anywhere
on the board screen to begin a post)

In this Padlet Students will:

Post 2 important facts they took away from today's lesson.
Post 1 or 2 questions based on what they have learned from
today's lesson that they would like to have answered during the
class tour of Casa Loma.
Post any topic from todays lesson that they would like to learn
more about.

Home activity or further classroom consolidation:

If students do not have enough time to complete the final padlet post
(noted in the consolidation section) during class, they may post their
questions that night for homework.

Next Steps:
Examine student discussion answers and padlet responses to gauge whether learning goals have been achieved. If they have not,
ensure to clarify any misunderstandings/student weaknesses during the field trip.

Next steps would be to further build upon the knowledge learned in this lesson during the field trip where students can gain a deeper
understanding of the Pellatt family, the Queens Own Rifles, and the War time economy.