Shadows of Manitoba’s Past

Lesson Overview

Student will research significant figures in Manitoba's (or another Province / Territory) history and the impact these figures had/have on their lives today. The class will pick a historical figure between 1700 - 1950, research their lives and write about and from the perspective of their chosen figure. Students will then create a poster about their historical figure and present their findings to other classmates, or the larger community.

Time Required

6 – 10 classes

Historical Thinking Concept(s)

This lesson plan uses the following historical thinking concepts: establish historical significance, use primary source evidence, identify continuity and change, analyze cause and consequence, and take historical perspectives.

Learning Outcomes

Student will:

• Participate in activities that will allow them to understand the six historical thinking concepts.
• Research and learn about their Historical Figure using an number of primary and secondary sources.
• Gather, summarize and interpret their research.
• Create a poster that represents their historical figure including visuals and documents that representation their historical figure.
• Present their historical figure posters to the class or larger community.
• Reflect on their learning in a journal exercise.

The Lesson Activities

Activating:

Lesson 1: Historical Figures

• As a class, create a list of significant / important historical figures from their province or territory. Discuss their achievements and impacts.
• Provide student with (Appendix A) or adapt the hand-out to your specific region of Canada. Once complete, have the students choose a one individual to study.

Acquiring:

Lesson 2: Evidence, Cause & Consequence

• Once students have their historical figure, complete Appendix B.

• Ask student to include specific information from their biography sheet, include time, place, etc. and details that they have learned from their research. Students should include 2 – 3 quotes from your research sources to support your biography. 
• Have students think about some or all the following topics and questions:
  • Questions About Cause:  
    • Who? Where? When? Why did they or their ancestors come to Canada? Or what  Aboriginal group did they originate from?  
    • What kind of choices did they make in their lives? What influenced those choices?  
    • What would have been one possession that they owned/had that would have been important to them and why was it important? 
• Questions About Consequence:
  • Who did they influence?  Or who were they important to?
  • How did their choices impact those around them at the time? Today?
• From the research the students have completed, have them write a short biography of their historical figure, including details, causes and consequences of their actions.
• Questions About Historical Context: 
  • What was happening in Canada at the time?  Discuss at least 2 events.
  • What was happening in the world at the time? Discuss at least 1 event. 
  • Explain how these events may have impacted their lives. 
• Have students create a time-line of major events in their figure’s life.
• Questions of Curiosity: 
  • If you could ask 2 questions of your Historical Figure, what would they be?
  • How might they answer you? 

Applying:

Lesson 3: Letters of Inference & Perspective:

• Explain the following terms:
  • Making inferences: is developing evidence-based estimation of the thoughts and feelings of historical actors.
  • Taking a historical perspective: is using evidence and historical context to infer the thought and feeling of a historical actor.
• Have students pick a partner in the class.
• Ask students to write a letter to your historical partner that expresses their historical perspective and attempts to make inferences. 
• Students should complete Appendix C.
• Review how to write a letter with your students: date and addresses, salutation, clear paragraphs and a closing with a signature.
• Content should cover:
  • 3 topics students have chosen to discuss.
  • As a guideline have students contemplate the following questions:
    • What secret would you tell?
    • What advice would you give?
    • What anger, admonishment, or scolding would you express?
    • What would you talk about regarding your own accomplishments? How would you "manage your image”?
    • What dreams, feelings, thoughts, ideas, historical events, details and descriptions would you include?
  • Have students include a min. of 3 quotes (typed in Italics) from primary document or secondary sources.
  • Include a works cited of the sources used (min. of 3).

Lesson 4: Historical Poster

• Have students create a poster about their historical figure. Aspects of the poster could include:
  • Visuals: choose 3 - 5 visuals that will help to explain your historical figure. Write a brief note under each visual to explain it.
    • Portraits – drawings or photographs
    • Maps – places, explorations
    • Locations/building – significant places that impacted their lives
    • Symbols – items in their possession, coat of arms, flags, etc.
    • Documents – newspaper clipping, letter, diary, gov’t document
  • Time line: choose 6 – 10 significant dates that help chart your historical figure’s life
    • 1 – 2 points about each date
  • Quote: Find one quote stated by or about your historical figure that you feel best represents their perspective/significance
  • Summary: write a 250 word summary about the significance of your historical figure. Answer: “How is your figure an important part of Manitoba’s History?”
  • Source List: include a list of 3 – 5 sources of your information.

Lesson 5: Presentation

• Have students present their historical figure to the class as a whole.
• Students could also present their historical figures to the larger community.

Materials/Resources

Appendix A - Historical Figures of Manitoba

Appendix B -  Historical Figures Bio Sheet

Appendix C - “Getting To Know You”