HOW to Use This Site

The site is divided up into a series of units and the units themselves are divided into readings. In practical terms, one reading represents one class period's worth of work. I.e. Students in my class read one webpage and then spend any time remaining completing their exam outline or one of the mastery learning exercises. The following day students and I meet in the class to fill-in one of the cloze notes activities. The cloze note activities are a rudimentary form of note-taking. I use cloze notes to cover additional themes related to the course's content. Ultimately, any written questions that appear on a unit exam are based on these cloze note-taking sessions.

Below is an example of a basic unit day plan for Section 1: Arrival & Contact. Once you understand the structure below you'll gain an appreciation for how to get the most from the site (and how to use the other sections). Note: that all materials mentioned in the day plan below are available for download in either the Student Zone or the Teacher Zone.

DAY
INFO & RATIONALE
TASK
1

In an ideal world, students come to the class knowing everything. They are ready to engage meaningfully in whole-class discussions. They know what questions to ask.

Realistically-speaking, most students do not come to the class with a great deal of pre-knowledge; therefore, before discussing topics with students (through direct instruction using cloze notes) I make sure they have first had an opportunity to read and become acquainted with the appropriate ideas.

The first reading introduces students to concepts like the Land Bridge at Beringia, pre-history, and a general description of some of Canada's First Peoples

If you have access to your school's computer lab, I'd suggest booking it for the day to allow students to make use of the materials. If you have a SMART Board in your class you could make use of it to read/listen to the content as a whole-class. The reading could also be given in the form of a reading assignment that students can complete at home using the Internet links.

1). Read 1.0 Introduction
2). Work on Section 1 Exam Outline
3). Complete 1.0 Challenge Board

*Note the Challenge Board is a jeopardy-like game which would allow two students to review the material they've just read together.
2

History and biology are content-driven courses. Therefore, many teachers use note-taking as a means of getting students the information they need. I do not personally like note-taking because it divides student attention between the writing and the teacher. Instead, I use cloze-notes (which is a glorified fill-in-the-blanks activity) to compel the student to pay attention to fill in the missing words without impeding their ability to think about what we're studying (and ideally asking me questions in an effort to establish a discussion).

I like to make use of the informal (though structured) nature of the cloze-notes activity to establish a rapport and make the history come alive. If you're a teacher that is well-read, you will immediately see how aspects of science, politics, economics, religion, etc. can be brought into the class through these pseudo-note taking sessions.

A cloze-notes session would take place in a regular classroom.

As a class complete Section 1 Cloze Notes Concept 1: Introduction to Land Bridge Theory.
3
 This section introduces students to the Iroquois Confederacy. The Iroquois play an important role in every unit of study. Understanding what makes them tick, their motivations (as far as they can be ascertained), etc. is essential to any understanding of Canadian history. Moreover, we spend some time learning about the tragic circumstances surrounding the disappearance of the Beothuk (the First Nation said to have encountered the Vikings).

1). Read 1.1 The Five Nations & Beothuk
2). Work on Section 1 Exam Outline
3). Complete 1.1 Rags to Riches

*Note that Rags to Riches is a single-player game.

4
 This cloze-notes session focuses upon the political organization of the Iroquois by comparing it directly to the French system of absolute monarchy. As a class complete Section 1 Cloze Notes Concept 2: The Political Organization of the Iroquois.
5
 This reading introduces students to the various explorers who made contact with the First Peoples of North America. 1). Read 1.2 Arrival & Contact
2). Work on Section 1 Exam Outline
3). Complete 1.2 Challenge Board
6
 This session dispells the myth that North America's indigenous population was negligible at time of contact with the Europeans. As a class complete Section 1 Cloze Notes Concept 3: The "Re-discovery" of North America.
7
 This reading provides students with an opportunity to become intimately familiar with the political and economic workings of the English colony at Newfoundland and the French colony at Quebec. 1). Read 1.3 Newfoundland & New France
2). Work on Section 1 Exam Outline
3). Complete 1.3 Rags to Riches
8
 This reading provides an overview of the structure of the fur trade and the French-Huron relationship. The reading ends with a brief look at the colony of Acadia. 1). Read 1.4 Fur Traders, Ambassadors, & Acadia
2). Work on Section 1 Exam Outline
3). Complete 1.4 Challenge Board
9
 Free Period. I give students an opportunity to complete their exam outline. The exam consists of some objective questions that require them to master names, concepts, etc. However, the exam also has a written component that students would be wise to use this time to prepare for the test by completing the outline's short answer and essay questions. Student work period.
10
 Whole class review period. I use this time to help students review and prepare for the objective content for the exam. I use a jeopardy-style approach for this. I divide students into five teams and they compete with one another.
11
 Exam Day.


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