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Humanities 8

Middle Ages Lesson 12

Overview & essential understanding(s)
- To have students understand about the effects of colonization.
- Students will start to work on identifying the similarities and
differences between civilizations.
IRP PLO(s) addressed
- Identify factors that influence the development and decline of
world civilizations.
Objectives (Specify skills/information that will be learned.
- This will be a lesson focused on colonization and the role that the
Vikings played in this.
- This will also have the students think about what they have
learned in history-focused classes. My goal is to have them ask
questions about why they learn certain topics.
Activity #1 (mini-lesson, guided practice, independent practice etc.)

I will introduce this lesson with the bead timeline that Andrea
Davidson introduced to me at a Pro D session and book club.
This bead timeline is to show the history of Aboriginal history
before European contact and after European contact. (7mins)

I was going to go up to the contact with the Vikings since that is

what we are focusing on in our Middle Age unit. The purpose of
showing this timeline is to introduce history that has not been
told in the mainstream classroom. It is to generate conversation
about why we learn about European/Western history and not the
history of the people who have inhabited this land for thousands
of years.

I will then show them 3 videos that show what history is being
told when learning about our history:
o 2mins

o 2mins

Discussion Questions for students (20mins)

What voices are not being heard?

Who decides how history should be told?

Is this a problem?

Activity #2 (mini-lesson, guided practice, independent practice etc.)


I will then have the students revisit the Viking reputation in the
textbook. I will have the students brainstorm what the Vikings
are remembered for. Read Everyday Life Among The Vikings.

I will then have them answer the questions in full sentences.

o Where does most of our information about the Vikings
come from?
o What problems do we face when voices are not heard?

Group debrief (15mins)

o Students will share their answers with their group. I will
walk around and observe/ask questions to further thinking.
I am going to assess the answers they came up with.

Activity #3 (mini-lesson, guided practice, independent practice etc.)


I will have the students compare and contrast 2 out of the 3

civilizations that we have focused on during this part of the unit
(Franks, Anglo-Saxons, and Vikings). The sheet will be similar to

the one they completed when comparing and contrasting

Christianity, Judaism, and Islam.

This is to help the students add to their notes for summative

assessment pieces for the unit.

As they work, I will check to see if they completed the Viking



No Homework

Summary/Assessment (How do you know that learners have

attained learning goals?)
Assessment as learning
- I will be assessing/observing how the students respond to the beaded
timeline and how parts of world history are not told. Throughout my
practicum I have been experiencing and hearing different perspectives
on Canadian relations with Aboriginal peoples. I am trying to gather
where I feel we are at in the education community with regards to
Aboriginal Education.