Overview: This slideshow presentation focuses on providing students with the essential background information pertaining to World War I. The slideshow consists of a variety of learning styles to ensure each student is better able to obtain the information of the lesson. The slideshow includes multiple videos, activities, maps to illustrate the geographical locations of countries, various images to portray the technological development of weaponry (i.e. engineering and chemistry), and the way the Great War was fought. Throughout the lesson there are opportunities for group discussion (small and as a class) using the think-pair-share learning strategy. This strategy helps students think about the material individually, share their ideas in smaller groups, share their ideas with the class, and engages all students. The 3-2-1 Exit Slip at the end of the class is a beneficial activity for both, the teacher and students. Firstly, the 3-2-1 Exit Slip allows the teacher a final opportunity to check for student understanding at the end of the lesson and use the beginning of the next lesson to clarify any information, address concerns, and answer any questions students may have before moving on to the next topic. Secondly, the 3-2-1 Exit Slip encourages students to write down a review of the lesson, it's an opportunity to clarify any of the information and ask questions, and allows them to exit the class when they submit it. Furthermore, the material sparks the interest of many students and has proven to be very engaging and meets the needs of all types of leaners. Lastly, the lesson material incorporated into this slideshow provides the foundation for a variety of content in the curriculum, such as Canada's role in both World Wars, the creation of the Treaty of Versailles, the establishment of the League of Nations, discriminatory policies and injustices in Canada, the lead up to WWII, and more.

Overview: The topic for the lesson plan is "Women's Rights and Roles Before, During, and After WWI". The slideshow highlights the drastic changes for women at the home front due to the Great War, including: their endless contributions to the war effort, their roles overseas, their enfranchisement, a major step towards equality, employment opportunities, and more. This lesson is important in understanding women's succession in Canadian society during the 20th century. Also, the lesson easily sparks student interest, it's engaging, and interactive (i.e. group discussions and activities). The slideshow includes a video, "Our War Nursing Sisters", to provide students with further insight to the contributions made overseas during WWI by women who served as nurses. The slideshow also includes an assignment (formative assessment), Writing a Letter During WWI. The assignment has proven to be a fun and exciting way for students to express their understanding of the lesson in a creative matter. For the assignment I give students full ability to decide how they want to address the letter to a loved one serving overseas, such as: the gender they are writing to, the gender they identify as, who they are writing to, their own alias, etc. One previous student in particular asked me if he could take his letter home and submit it the following day. The student then submitted the assignment to me in an envelope that was sealed using melted wax and a wax seal stamp. When you (are able to) give students more freedom to complete assignments in different forms, options can truly be endless and students experiences can be much more enjoyable.

Overview: A lesson plan with a weekly overview that focuses on Louis Riel and the Metis Nation. The major class activity in the included in the lesson plan is a mock trial case of Louis Riel. Students will be assigned various roles (i.e. prosecutors, defendants, individual figures, etc.) and will have time to prepare for the trial. The activity engages all students in a fun and inclusive classroom environment and also allows them to further analyze and evaluate the class material. Moreover, the lesson plan is includes a variety of other activities that are suitable forms of formative or summative assessment. Standards that are being addressed include:

• Using Social Studies inquiry processes and skills to ask questions; gather, interpret and analyze ideas; and communicate findings and decisions.
• Ability to explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs.

A colleague of mine, Jill-Marie, approached me with an idea to help less fortunate people in the Victoria over the winter by providing them warm items donated from people in the community. We decided to personally hand the warm items to less fortunate people instead of donating it all to local charitable organizations, such as the Salvation Army. We received a ton of support and many item donations from members of the community through advertising on social media. As our projected gained more attention, we had more people approaching us with warm item donations and interest in joining us on our Random Acts of Kindness adventure to help the less fortunate people in the community. From future educator perspective's, Jill and I discussed how a similar project could be carried out with students over the course of the year and use holidays to create more random acts of kindness. As a result, students would learn various life skills, such as: empathy, generosity, ability to communicate with people, etc.

Overview: During my final teaching practicum at Parkland Secondary School I incorporated an activity, "This Day in History", into each lesson plan for my social studies classes. This Day in History is a daily activity that examines what major events occurred on each day of the year by using a chronological timetable via history.com, which consists of historical facts about: famous figures, the military, politics, science, music, sports, arts, entertainment, and more. As a class, we examine one of the historical events each lesson and briefly discuss the significance of the particular event. Students are strongly encouraged to take notes of the topic we choose to further examine as a class. At the end of each week, students choose one of the events we discussed and submit a paragraph explaining the importance of the event, what they found interesting about it, and incorporate other additional information that they previously knew or research they've done that is significant to the event. The website also includes a short 1:00-minute video that summarizes the more popular events. If there is an event that is part of, or relatable to the social studies curriculum, I choose that event. However, if events are not part of the social studies curriculum, I allow students to choose which event they want to cover as a class. Overall, this activity enhances students effective writing skills, provides various topics that attract students interests, promotes inquiry-based learning, and much more.

As mentioned earlier, EDCI 773 focuses on experiential learning. However, I believe this is more difficult with the large amounts of students in a classroom and school population. While observing classes at a school with a population of 1,500 students, Belmont Secondary School in Langford, BC, I began to consider what other experiential learning options are feasible and readily available for larger class sizes. I discovered virtual tours provide as a great resource to take students on a "field trip" and enables students to virtually go anywhere at anytime. I believe the idea of providing students with a virtual tour is very beneficial for giving students a better understanding of places and events. Furthermore, virtual tours can easily be viewed as an adapted form of experiential learning that's easily accessible and provides as much of a realistic field trip experience as possible in a classroom. Virtual tours support all different types of learners and are capable of further benefiting certain learners, such students as dyslexic and ESL, and visual. Overall, virtual tours are clearly beneficial in a classroom as they're capable of taking students to locations that are too far to travel, budget friendly, and they're multimodal. As an educator, I use similar forms of technology when applicable in order to provide students with alternative perspectives.