Unit: Monuments

Subject of Lesson
Length of Lesson
IRP Connections:

Grade: 7

Monuments
82 min
Students will develop competencies needed to be active, informed citizens by using Social Studies inquiry processes
(ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)
Lesson Objectives
1. Participate in classroom discussion and group work in a respectful way.
(SWBAT)
2. Describe what a monument is.
3. Use technology to assess and evaluate information with respect to their own opinions tied to respectful
representation of significant individuals and events in our society.
PROCDURE OU DROULEMENT
Time
Theoretical Technique Addition
Teacher does
Students do
Material
(Min.)
Hook:
20 min Behaviourism: used by having
Tableau Activity. Question on the
Paper with name and
Students participate with
board: What is a monument. Give
small image of each
group incentives, modelling of
their tribes
monument (number
desired task/behaviour and cueing each tribe a different monument and
Students circulate to
appropriate actions/desired results have students create a live monument
guess what other famous of monuments
using their bodies to create these
dependant on number
monuments are being
images.
of groups).
displayed.
5 min

Behaviourism: modelling desired

behaviour and showing active
engagement in activity
Information Processing: students
will access previous knowledge on
the topic to build upon.
Constructivism: allows for the
opportunity for students to make
personal connections to the
information

20 min
Behaviourism: opportunities for
(5 min
students to gain points through
demo,
completing the quiz tied to the
15 min
instaGrok along with modelling of
activity
how to use the tool effectively.
)
Information Processing: drawing
on previous knowledge to gain a
new understanding.
Constructivism: students

Introduction:
Popcorn: questions surrounding what
is a monument. Provide students
with leading questions that they write
the answer to on a piece of paper and
crinkle it up and throw it in the middle
(how do we remember people who
have passed? What is a monument?
Why do we have these visual displays
in our communities? Is it positive?
Why?)
Pre activity:
Presenting questions and mind
mapping.
Using instaGrok application.
Demonstrate to students by putting
it up on the projector and going
through different parts and
identifying how it models how to

Students will participate

by writing their thoughts
anonymously on the
papers and partaking in
the activity.

Students will come up

with key concepts and
answers that they came
up with in regards to
previous activity or
sharing others ideas.
Using iPads students will
search specific elements

Scrap paper from the

recycling.

White board, markers,

projector, computer
(device with the
capability to linking to
the projector), iPads
for 1/group, poster
paper and smelly
felts.

participating in the activity to

effectively build and construct
knowledge tied to what they are
interested in exploring and quiz to
evaluate their understanding
created through identifying the
links they looked at during the pre
activity
25 min
(5 min
demo,
Behaviourism: working together in
20 min
their tribes and opportunities to
activity
gain points.
)
Information Processing: students
will be asked to draw upon
previous knowledge (even back to
knowledge that was constructed
during the lesson) and asked to
justify (reflect upon) their position
with what they have learned.
Constructivism: the use of a
Webquest allows students to come
up with their own conclusions by
following a series of different sites
and considering key questions.
10 min
Behaviourism: modelling desired
behaviour (participation from
tribes in discussion) and
opportunities for tribes to gain
points
Information Processing: calling on
previous
knowledge/understanding and
asking guiding questions to build
on new information and creating
an acronym to help students be
able to recall information quickly
Constructivism: opportunity for

mind map. Write questions to

consider on the board before they
begin their search (What is the
purpose of a monument? Who do
you think deserves a monument?
Where and how is a good way to
construct a monument? )
Using large poster board paper
bring all the students together and
share ideas (graffiti type activity
where students share).
Activity:
Demonstrate the Webquest (how it
works and the task page to really
show them what is expected) and
provide link to page (all to be
projected up so they can see on the
board).
In their tribe groups, students will
continue to use the iPads
designated to their tribe to examine
the Webquest and establish
criterion for monuments through
the exploration of existing
monuments. Webquest will prompt
students through questions
surrounding location, individuals,
events, what makes a hero?).
Post activity
Have a classroom discussion
choosing top criteria for what makes
someone or an event worthy of a
monument.
Create an acronym that lists the
criteria of what a person/event must
have in order to create a monument.
Using the acronym created, chose
an individual/event and justify as a
class why they deserve a

that they are interested

in (along with the guiding
questions) and complete
a quick multiple-choice
quiz on instaGrok.
Report information out by
participating in gravity
activity

Students will work

together in groups of 6 to
discuss the main ideas
surrounding monuments
by answering guided
questions.

Each group is responsible

to share at least one
criterion they came up
with surrounding
monuments.
Actively participate in
creating an acronym to
establish what makes a
good monument.

Projector, laptop
(device that will link
to projector), iPads,
pencils and lined
paper.

Whiteboard and
markers.

2 min

students to share what they

learned in their inquiry

monument.
Agendas and pencils.

Information Processing: students

recalling their acronym to apply
their new information to a person
or event
Constructivism: mini-inquiry where
students are able to apply their
new information to a person or
event
Wrap up of lesson:
(Links with
objectives)
Evaluation:

Extension
Activities:
(For gifted students)

Write down assignment in

agenda.

Homework:
Quick explanation: Each student
must come up with an individual or
event who does not yet have a
monument and justify why they
meet the criteria set out in the
acronym.
Students will have a minute to thank an individual in their group or their whole group.
Students will help create the list of criterion for a monument.

Formative:
1. Students will engage in classroom discussion.
2. Students will be able to discuss criteria in relation to monuments.
3. Each group will provide a minimum of one suggestion for criteria.
Summative:
1. Quiz on instaGrok to identify their ability to read information texts.
2. Reflection piece after the Webquest.
3. Acronym for important elements for a monument.
4. Students will present (next class) someone they feel is deserving of a monument based on the criterion created.
Come up with who or what deserves a monument (homework assignment).