Lesson Plan

Title: Red River Metis People RAFT

Subject: Social Studies

Grade Level: 8

Time Duration: 2-3 class periods (50 minutes each)


General Learning Outcomes

Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.

Specific Learning Outcomes

7.2.2 Students will recognize the positive and negative consequences of political decisions (PADM)
7.2.4 Students will assess, critically, the role, contributions and influence of the Red River Métis on the development of western Canada by exploring and reflecting upon the following questions and issues.

Student Objective

Students will critically assess the role, contributions and influence of the Red River Metis on the development of western Canada by completing the RAFT assignment.


-markers, felts, pencil crayons,

Introduction (8 minutes)

  • Show clip from Mulan (Mushu’s address to Mulan)
  • Have the students identify the role, intended audience, format the address took and the topic being discussed.

Activities and Procedures (35 min)

· Read out each topic in the assignment.
-Pass out RAFT assignment. Allow students 3 minutes to determine which topic they would like to choose (independently). Have them record that on a piece of paper.
-Send students who have chosen a particular topic to a specified area of the room. Allow students 5 minutes to brainstorm ideas and possibilities before getting started.

  • Grouping – choose to work individually or in groups. The biggest group can be four people. If you choose to work in groups, more work is expected. There must be one letter per person. There must be 5 frames per person (comic strip). There must be 8 lines in the song per person.
  • Students will work on the RAFT assignment for the remainder of the class

Louis Riel

Government of Canada

A letter (or series of letters)

Why assimilation is negative for the Metis and Canadians

Government of Canada



Perks of Joining Canada


Grade 8 Social Class (Peers)

Comic Strip

An explanation of the events leading to Louis Riel becoming the leader of the Metis

Metis, First Nations, French and British

Television Audience

Round Table

The compromise during the creation of Manitoba and how it has shaped Canada

Conclusions (5 min)

· Have students stop what they are doing
-Give students 2 minutes to put materials away and return to their desks

· Exit Slip
-What is going well with this assignment?
-What are you having difficulties with?
-If you are working in a group, how is your group working together? If you are working individually, are they any challenges that you have encountered?


  • Formal Assessment: Teacher observation and exit slip
  • Summative Assessment: Rubrics will be used to assess the students and their presentation

Sponge Activity

Social Studies Student Interest Centers/ Current Events Activities


Learner Style
While addressing the same specific learner outcome, this RAFT allows a choice between four different learning modalities. A student’s learner style addresses how the student learns best(Making a Differnece, 2009, p. 29-30). In our assignment we have included oral, audio, visual and kinesthetic assignments in order to reach as many students as possible.

Flexible Grouping
Flexible groups should be determined based on readiness, interest or learning profile (Making a Difference, 2009, p 67; Tomlinson, 2003, p. 84). For this assignment, groups will be formed based on both student interest in the topic and learning style. Students will also have the choice of working individually or in a group. These are both typical types of groupings that can be used in the differentiated classroom (Making a Difference, 2009, p 66). In turn, the groups will be chosen based on how they think they will be able to showcase their work best.

Rubrics are effective tools for individual assessment (Making a Difference, 2009, p. 56). Assignments that have been differentiated by content do not require different rubrics (Making a Difference, 2009, p. 60). Assessment for this assignment will be done using a rubric. It will include categories like Perspective, Accuracy, Focus, and delivery.

Those who finish quickly
Groups/ individuals who finish quickly will be able to work at the student interest centers that are around the room.

Those who need extra help
Often, peers can be an excellent source of help for students and it is important to provide opportunities for students to share ideas and create a welcoming atmosphere (Tomlinson, 2003, p. 41). Those who need extra help can be supported by the peers in their group. If they are working individually students will be supplied with websites and texts that will aid in the development of their assignment. If the student struggles with reading difficult text, Read and Write Gold would be provided for assistance with reading more difficult text.


Making a Difference. Meeting diverse learning needs with differentiated instruction. (2009). Alberta Education. Edmonton AB.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentatied classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD