Embedded Files
Red River Resistance - Social Studies
📑 Synopsis
📑 Synopsis
The project began with an introductory lesson about the Red River Resistance, providing students with essential historical context. They were then tasked with researching significant locations and events related to the Resistance. The research was divided into team tasks, with each group focusing on a different key element including Fort Garry, Fort Pembina, Red River Settlements, Métis farms and hay privilege land use, conflict and battle sites and modern-day geography and its changes since the Resistance.
After the initial research, students came together to build a hands-on model, representing the historical Red River region using some materials found in the natural environment. This allowed students to visually and physically engage with the historical landscape.
Students then presented their models to the class, sharing the history behind each location or event they researched.
🌾 Learning From the Land
🌾 Learning From the Land
In connection with our agricultural charter and the principles of experiential learning, students gathered natural materials—hay, straw, tree branches, dirt, and rocks—from outside to use in constructing their models. This hands-on activity allowed students to:
Investigate hay privilege and its historical significance to Métis land rights
Compare historical farming tools with modern equipment
Explore how landscapes and agriculture have changed over time in the region
Through this process, students connected the land-based learning with their research, understanding how the landscape played a pivotal role in Métis culture and resistance.
🧠 Reflection & Presentation
🧠 Reflection & Presentation
Following the construction of their models, students presented their projects to the class. Each group shared their research findings and explained the historical significance of the locations and events represented in their model. Additionally, each student completed an individual learning journal, reflecting on:
Their personal research contributions
The collaborative construction process
What they learned about Métis farming practices and the Red River Resistance
How this project connects to the values and goals of our charter school
🐄 Charter Ties
🐄 Charter Ties
✅ Charter Methods Used:
1) Experiential Learning
4) Individualized Program Plans
6) Independent Student Research Projects
7) Tiered Lesson Planning
8) Learning Journals
9) Sensory, Graphic & Interactive Scaffold Learning
10) Teacher-Centered Instruction
11) Hybrid Style of Learning
12) STEM
🎯 Charter Goals Achieved:
Students will recognize and understand agricultural literacy
Students will demonstrate problem solving through adaptability, resilience, and critical thinking
Students will understand the value of goals and outcomes
Students will achieve academic success while displaying leadership
📘 Curriculum Connections
📘 Curriculum Connections
Social Studies
Canadian Confederation
The Red River Resistance
Métis and Indigenous perspectives
Language Arts:
Research and critical thinking
Public speaking and presentation skills
Reflective writing in journals
Agriculture & Science:
Land-based learning
Evolution of farming tools and crops
Environmental and agricultural studies
Grade 7 Science - Heat & Temperature Unit -- Charter Lesson
Lesson/Activity: Heat & Temperature Charter Lesson
Date Lesson Occurred: February, 2025
Summary of the activity/lesson: We started by talking about conduction, convection & radiation. We then moved into the kitchen to make popcorn 3 different ways (stove top- conduction; air popper - convection; microwave - radiation); Next, we head out to the barnyard where students have to find examples of each (game style where if someone else has the same example of ie; convection - you don’t get any points; but if you are the only one to have it you get a point. Person with the most points at the end wins. Further connection - how have we used heat in the past?
Agriculture Outcomes: Connecting conduction, convection & radiation to things we use/see in the barnyard……
Charter Method: (bold all that apply)
1. Experiential Learning
2. Educational Workshops
3. Multi-grade projects
4. Individualized Program Plans
5. Educational field trips
6. Independent student research projects
7. Tiered Lesson Planning
8. Learning Journals
9. Sensory, graphic & interactive scaffold learning
10. Teacher-centered instruction
11. Hybrid style of learning
12. STEM
Charter Goals: (bold all that apply)
1) students will recognize and understand agricultural literacy
2) students will demonstrate problem solving through adaptability, resilience, and critical thinking
3) students will understand the value of goals and outcomes
4) students will achieve academic success while displaying leadership
FNMI Ties: How was heat used in the past?
Language Arts
Record observations
Math
Measuring ingredientsCalculating points
Science
Heat & temperatureConduction
Convection
Radiation
Art/Music
Illustrate the methods of making popcorn
Assessments (bold all that apply)
1) self reflection and appraisal2) samples of student work
3) teacher observations and inquiries (both in the classroom and in
outdoor learning activities)
4) charter developed tests
5) rubrics
6) standardized provincial assessments
7) regular student progress reports
8) student portfolios (based around agricultural and environmental projects)
9) students Individual Program Plans (IPPs); and
10) contracts or independent study records
Details on specific assessments used:
Lab report (popcorn)
Resources and Materials:
Popcorn; butter; air popper; stove/pot with lid; veg. oil.
Teacher Reflection:Hands on & Fun - it was a win-win lesson.
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