Building Plans
Select an area from the list below:
  • View Available Web-Based Projects
  • View Available Author Studies
  • View Available Learning Stations/Projects
  • View Available Integrated Curriculum Projects
  • View Available Other RBL Projects
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Fathers of Confederation

    • Grade 8
    • Language Arts Social Studies
    Vernon River Consolidated School
    RR #2, Vernon Bridge, Vernon River, PE, C0A 2E0
    Telephone: 651-8520
    Fax: 651-8516
    Website: http://www.edu.pe.ca/vrcs/

    Teachers:
    Tracey Smith, Teacher-Librarian, Gr.8 Social Studies (smitht@vernonrvr.edu.pe.ca)


    Project Outline

    Introduction
    (Curriculum Context - Background Information)

    The grade 8 Social Studies teacher and the teacher-librarian have developed a webquest for the students to complete in the computer lab and the library resource centre. The webquest was developed to enhance the History component of the grade 8 Social Studies program, and to help students learn how to access information using several resources. The students also have the opportunity to have a fun and enjoyable experience learning about how their country came to be.

    The main focus of the webquest is on Confederation... specifically, the Fathers of Confederation, and their views and the views of the province each represented. The students will create web pages as their final product.


    General Goals
    (Why are we doing this?)

    To provide students with an opportunity to learn the main reasons for Confederation; how Confederation benefited each colony; and the personalities, backgrounds, and ideas of the various Fathers of Confederation.

    To provide students with an opportunity to create web pages using a web editor.

    To provide students with an opportunity to practice their researching skills, report writing and oral presentation skills.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: 8
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select texts that address their learning needs and range of special interests (1)

  • GRADE LEVEL: 8
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence (1)
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs, online databases...) sources for accessing and selecting information (2)

  • GRADE LEVEL: 8
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • Gathering Information Stage

    GRADE LEVEL: 8
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select texts that address their learning needs and range of special interests (1)

  • GRADE LEVEL: 8
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence (1)
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs, online databases...) sources for accessing and selecting information (2)

  • GRADE LEVEL: 8
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information for answering questions and inquiries (1)
  • Interacting With Information Stage

    GRADE LEVEL: 8
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence (1)
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs, online databases...) sources for accessing and selecting information (2)

  • GRADE LEVEL: 8
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information for answering questions and inquiries (1)

  • GRADE LEVEL: 8
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • ... use various forms of note-making appropriate to various purposes and situations (3)

  • GRADE LEVEL: 8
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)
  • Organizing Information Stage

    GRADE LEVEL: 8
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information for answering questions and inquiries (1)

  • GRADE LEVEL: 8
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)
  • Creating New Information Stage

    GRADE LEVEL: 8
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • continue to develop writing forms previously introduced and expand this range to produce, for example, autobiographies, drama, surveys, graphs, literary responses, biographies, illustrations, and reviews (1)
  • keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language choice, and text organization (4)

  • GRADE LEVEL: 8
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • choose, with increasing regularity, the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts (2)
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 8
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)

  • GRADE LEVEL: 8
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 8
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence (1)
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs, online databases...) sources for accessing and selecting information (2)

  • GRADE LEVEL: 8
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)

  • GRADE LEVEL: 8
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Fathers of Confederation

    • Flashback Canada, J. Bradley Cruxton, Oxford University Press

    Electronic - Websites

    Electronic - CD-ROM

    • 1996 Canadian Encyclopedia Plus, (McClelland and Stewart)
    • Dictionary of Canadian Biography, (University of Toronto and Universite Laval)

    Show Me The Implementation Plan

    Building Information Literacy Return to Top