Timing/Pacing Activity Annotations: 1015 minutes Quiz on Canada 1870s, National Policy, CPR Syndicate Timing/Pacing Activity Annotations: 15 minutes Whats the story we want to tell? I. Dove: One side Beauty, Other side objectifying women? A. Two types of advertising when it comes to beauty: show Dove; then axe B. then ask students what connection is; and reveal. II. Nike: Motivational/Sweatshops and lack of opportunity. III. McDonalds: Ideal food and burger vs *ask students what they know before hand about the issues of each company Timing/Pacing Name: Michael Yang Lesson Topic/Title: Time: 75 minutes [10:2511:39; 1:54 3:08]
Critical Question:
Concept: Stories we tell, Imagery, Perception (what it represents, what may be hidden) Subject: Social Studies 10
Unit and Lesson #: Unit 2, Lesson #6
Textbook: Horizons, Chapter 5.
Date: April 7, 2014 (Mon) Lesson Outcomes and Objectives:
I. Evaluate student understanding of the CPR Syndicate and National Policy II. Explore the power and importance of perception in storytelling, advertisement, and history III. Examine and lear about the historical primary sources surrounding Chinese labourers for the CPR Resources and Materials:
Reminders: *check in with Taylor Cole I. Powerpoint II. Quiz (Ver A and Ver B), (28 copies each) III. Handout to answer the Chinese Labourers Reading Packet IV. Hardcopies of primary/secondary sources packet V. iPads VI. https://www.youtube.com/watch?v=fUjz_eiIX8k (Food Ad Tricks) VII.https://www.youtube.com/watch?v=0rSY7zpINa4 (Dove Commercial) VIII.https://www.youtube.com/watch?v=t3icGdPG0uw (The Axe Effect) IX. http://sourcedocs.tc2.ca/history-docs/topics/chinese-canadian-history/chinese- canadian-life-on-the-railway.html X. journal entry #4
CLOSURE/EXTENSION: 5 minutes (11:30am; 3:00pm). ASSESSMENT STRATEGIES: 10 minutes Last Spike: I. Go over journal entry #4 questions (build background) II. Show famous image. Discuss with a partner the following questions: A. What story is this image trying to tell? In what ways do you think they thought, as well as others, that the CPR was a significant project for Canada? B. At the same time, consider what voices or stories are not being shared in through this image. III. Trouble the history behind this image: There is always more to the story than meets the eye. IV. Why has more information come about in the last decades? *timed-think pair share
*when did teachers
start teaching more about the Chinese labourers on CPR? [check on that] 25 minutes Chinese Labourers: Student tasks Using the packet and the accompanying handout, answer the questions. I. Go to my website, or some can use these hardcopies. II. students will be given about 20 minutes to complete these III. Be prepared to share your answers and thoughts, I will be calling on people during our debrief and discuss period IV. sponge activities: A. take a look at the political cartoon gallery on the website. Picture a cartoon (numbered #1 #5) and analyze: 1. what is the cartoon saying? 2. what is the purpose of this cartoon? 3. what values or worldview does the author have? *put these on the iPad, print out a few paper copies for those who cant access at home. *let certain students know I may call them for a particular question, so they are prepared 10 minutes Debrief and Discuss: Activity Annotations: Timing/Pacing Timing/Pacing Activity Annotations: 5 minutes Summary: I. Turn to your neighbour and answer: A. In your opinion, what is the most important thing to take away form todays lesson B. What was something new you learned today? C. What are you still curious about? Homework: *be prepared to answer, i will call on you. Activity Summative Assessment: I. Evaluate students on their knowledge regarding the CPR Syndicate and the National Policy through their reading quiz Formative Assessment: I. check for understanding to see if students understand the concept of selective presentation through advertisement and history. II. Assess students abilities to properly interpret and understand the packet on Chinese workers on the CPR through their answers on accompanying handout, and through the class debrief session. REFLECTION: