Junior: Grade 6 Social Studies Lesson Plan

Lesson Plan

Lesson Title: The Islamic Revolution and Persian Canadians Grade: 6 Date: February 2 2015

Subject/Strand: Social Studies: People and Environments: Canada’s interactions with the global community

Unit: 1 Location: Heritage Place Time: (length in minutes): 60 minutes

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

Students will be learning about Persian Canadians but first they must be introduced to the history of Islamic Revolution that took place in 1979. Students will explore the effects that the Islamic Revolution had on Persian and/or Islamic people and their culture. Students will also learn about how the Persian community and culture is a part of Canadian. Students will demonstrate their learning by creating a comic bubble with a fact or some information about the Persian and; or Islamic community that exist in Canada in the present day. The students will use the class IPad’s to research information, as well as use books that are provided by the teacher. The student’s fact does not have to be in depth, the simplicity of this assignment is what makes it helpful for the students learning the information. The fact that the students are finding out the information on their own makes the lesson more effective, as they are to explain what Persian and Islamic culture is like in a Canada currently. The students will be able to comprehend the facts better and will also remember them in a greater way. History is a difficult thing to work with if you are confused about the language or names that are used. In having the students participate in their own learning, they were able to put facts into their own language that their peers could understand and remember as well.


Ontario Curricular Overall Expectations (numbers from documents and details)

B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: CAUSE AND CONSENQUNCE)

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment

B2.2. Gather and organize information on global issues of political, social, economic, and/or environment importance, including their impact and responses to them using a variety of resources and various technologies (e.g., use spatial technologies, satellite images, and/or online image banks as a part of their investigation into the diminishing of ocean reef life; gather accounts by Inuit and northern First Nations witness to the effects of climate change:;find annual precipitation rates for a region to study the relationship between drought and famine; locate data about products that Canadians import from countries that use child labour or other cheap labour; use interactive websites to find data and information about health issues facing specific countries or regions.

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that students can readily understand.)

Today I will learn…

  • I will learn what the Islamic Revolution is, and when it took place.

  • I will learn what effects the Islamic Revolution had on Persian peoples and their culture

  • I will learn about Persian Canadians and Persian Pride in Canada and represent this in my own work


Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).

I can: understand what the Islamic Revolution is and when it took place

I can: I can understand that there was and are effects of the Islamic Revolution on Persian people and their culture

I can: create a comic bubble that demonstrates Persian culture in Canada in the present day

Assessment – How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task for Students- What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc.

Assessment Tool – Instrument used to assess task and record learning e.g., rubric, checklist, observation sheet, turn/talk, role play etc.

The student’s will be assessed based on their written and creative comic bubble that demonstrates their understanding of Persian Canadian Pride.

Students are required to work with a partner to complete their comic bubble. Students must also share their comic bubbles with the class. The teacher will also be assessing the student’s ability to listen to one another’s ideas and give feedback to their peers.

There will be two forms of assessment being done during this lesson. The first will be done in the form of an observation sheet. The teacher will make notes regarding the student’s ideas, ability to work together, and also the student’s ability to listen while their peers share their work. The second form of assessment will take place once the students have handed in their comic bubbles. The second form of assessment that will be done through a checklist. The teacher will use the checklist to assess the student’s ability to create a comic bubble, which addresses something about the Persian culture in Canada in the present day.

Checklist includes:

  1. Did students include a fact about the Persian or Islamic community in Canada?

  2. Did the students create a comic bubble?

  3. Where there any spelling mistakes?


Prior Learning: Prior to this lesson, students will have

* Students will have learned that there are different cultures that exist within Canada

* Students will have learned that there are political issues that arise in different parts of the world that effect Canada as well

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

  • Environment: Ryan may sit on a bean bag chair while watching the short movie clips to allow him to stay focused

  • Process/Product: Melissa will be able to type out her comic on a computer, in order to keep her motivated and on task. Melissa is able to do the comic bubble alone or with a partner.

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Islamic Revolution

Persian Pride


Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

  • Computer-Youtube Video- Persepolis

  • Smartboard

  • Book/Graphic Novel- Persepolis- A Story Of A Childhood by Marjane Satrapi

  • White blank paper

  • Pencils

  • Pencil crayons and markers

  • Computer for Melissa to use

  • Bean bag chair for Ryan

  • Book ISLAM by Jan Thompson

Learning Environment (grouping; transitions; physical set up)

Students will remain at their desks during the minds on portion of the lesson. During the action portion of the lesson students are able to move to different areas of the classroom to work with their partner on their comic. During the consolidation portion of the lesson students bring their chairs and create a circle this allows the students to share their work with the teacher, as well as their peers.

Cross Curricular:

Language: as the students are writing out their facts

What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.

Time: 10-15mins (Indicate time breakdown of instructional elements)

Teacher greets students

Good afternoon boys and girls, today we are going to be learning about an important event in history this being the Islamic Revolution and we are going to examine how this event has contributed to the immigration of Persian people into Canada.”

Canada is a multicultural country and we must understand that all the cultures that make up Canada have their own history as to how they first game to Canadian. Today we are going to look at the Persian culture or Islamic culture. We are going to watch a short clip of the movie Persepolis.

This movie is going to show you what the Islamic Revolution was like and what impacts it had on the Islamic people, and their culture. I want you to keep in mind while you watch the video that Persepolis is based on a graphic novel. Also I want you to think about the effects the Islamic Revolution had on the Islamic people and how this impacted their ability to stay within Iran”

Teacher turns on the video: Persepolis (10minutes)

After video

Teacher discusses video with students and hear what they have learned about the Islamic Revolution and its effects on the Islamic people and their culture.

Teacher shows the class the graphic novel Persepolis and they discuss some of the graphic novels elements in comparison to the video version of Persepolis

Boys and girls the movie Persepolis was made based on the graphic novel Persepolis. There are many components of the graphic novel that were incorporated into the video. Could anyone share some of these components with the class? ”

Let’s look at the graphic novel version of Persepolis” (Teacher holds up graphic novel and flips through some of the pages so students can have a look at what it looks like )

What is something you see in the graphic novel that was left out of the video?”

Yes that is true, excellent observation”

Based on the sort clip we watched as well as the graphic novel we have looked at today what do you think the Islamic Revolution did to the Persian and Islamic culture? Do you think it caused them to want to leave Iran?” (The teacher is trying to assess the student’s ability to think critically about the film Persepolis, and draw from some of their proper knowledge. As this is such an in-depth lesson the teacher wants the students to stay involved and engaged throughout the entire lesson)

Good observations. We can see that the people are upset in the film from their facial expressions”

Teacher allows a few more students to answer before moving on

*Transition into action*

Students are greeted by teacher and listened to teacher as she explain what they will be learning that day

Good afternoon Ms. Vienneau”

Students learn that they are watching a short clip of the movie


Students remain at their desk while the teacher turns on the video and they watch it

Students share what they learned from the video about the Islamic revolution

Students learn that

In the video they include lots of cartoons”

They didn’t use word bubbles in the video but in the graphic novel they do”

Students learn that they are correct

Students are given the opportunity to share their thoughts

I think the Islamic Revolution made the people feel very upset. The people did not look happy in the video and I think wars are bad.”

Students continue to share their thoughts about the film

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.

Time: 35-40 mins (Indicate time breakdown of instructional elements)

The teacher begins to move the students over to the action portion of lesson by discussing some of the reasons why the Persian and Islamic people fled Iran after Islamic Revolution in 1979

Boys and girls the video we just watched explored some of the effects of the Islamic revolution and now we are going to talk about why Persian and Islamic people came to Canada after the Revolution. When your home country becomes a place of war and destruction this makes life very difficult. The Islamic and Persian people did not agree with the man who came to power after the Islamic Revolution this being, Grand Ayatollah Ruhollah Khomeini, the leader of the revolution. The revolution was fought because the concept of Westernization was coming into being in Iran and many political people within Iran did not agree with such ideals. Mohammad Reza Shah Pahlavi was overthrown and the Persian and Islamic people were forced to agree with the ideals of Khomeini. Khomeini did not believe in westernization and instead wanted to keep Iran as it was. This increased the policing in Iran and changed the country’s political dynamics. Therefore because of the violence, and lack of freedom within Iran, Persian and/or Islamic people came Canada to start new lives.”

Excellent listen boy an girls, I know that is quite a bit of information to understand and absorbed. As we look at the effects of the Islamic Revolution and how it influenced the Persian and/or Islamic people to immigrate to Canada we want to explore the Persian and/ or Islamic community that exists within Canada in the present day.”

This something you will be doing with a partner today. You are going to have the opportunity to create a comic bubble similar to that ones you see in Persepolis. You are going to use the IPads and some books that I have made available to you and you are going to find 1 fact about the Persian and/or Islamic community in Canada. The fact you find can be short and simple, and I would like you to make comic bubble and write the fact inside” (teacher shows the students a comic bubble with a fact she has written inside).

Teacher hands out blank paper, markers, pencils, and pens to the students

You will have remaining 35 minutes to find your fact and create and write in your comic bubble. If you do finish early you may decorate your comic bubble if you wish.

Teacher hands out the 5 class IPad’s and the books she has provided for the students.

Remember we have to share the IPad’s with one another because we only have 5 of them.”

Teacher walks around the classroom and students work on their comic bubbles. Teacher makes observation notes on an observation sheet, recording the student’s ability to use the resources provided as well as their ability to stay on task with their partner.

After 35 minutes


*Transition to consolidation*

Please stop what you are doing. We are going to bring out chairs to the center of the room and make a circle without chairs. You are going to have opportunity to share your comic bubble with the class”

The students listen to the teacher as they speak about why people from Iran fled to Canada after the Islamic Revolution

Students listen as teacher discusses some main facts about the Islamic Revolution and why people immigrated to Canada after the Revolution.

Students learn some important facts about the Revolution

Students listen as the teacher explains what they will be doing next

Student get into partners and receive the tools to do the assignment

Students asks questions when necessary and begin working on their comic bubble. Students receive 7 minutes with the IPad’s to allow other students in use it as well.

Students work on comic bubbles and use resources to find their facts.

After 35 minutes

Students have completed their comic bubbles and they stop what they are doing to look at the teacher

Students clean up their desks and bring their chairs to the center of the classroom to make a circle with the rest of their classmates

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.

Time: 10mins (Indicate time breakdown of instructional elements)

Teacher greets the students in the circle

Excellent work today boys and girls, I saw just excellent work and cooperation today as you were working on your assignments. Did you find this activity to be difficult in? Or did you enjoy it?”

Now that we are all sitting together you are going to share your comic


Teacher goes around the circle and allows students to share their work

Teacher makes observation notes and students share their work

Excellent work today boys and girls, the facts you shared about the Persian and/or Islamic community in Canada were very informative. Please hand in your comic bubbles. I am going to post them on a bulletin board so everyone can see your hard work”

Teacher dismisses students for lunch

You may get your lunches now”

Students sit in circle and are greeted by the teacher

I really liked using the IPad to find the facts out because I could just type in a question I had”// “I liked using the books because they highlighted important facts and also showed me pictures as well, which made it very easy to understand.”

Students prepare to show their comic bubbles

Facts students may share about the Islamic and/or Persian community in Canada

Our fact about the Islamic and/ or Persian community in Canada is that they live in major urban centres in Canada.”

We found out that in 2006 the census recorded 70,590 people of Iranian origin living in Ontario”


We discovered that 81% of Islamic and/or Persian people in Toronto” (https://en.wikipedia.org/wiki/Background_and_causes_of_the_Iranian_Revolution)

Our fact is that Over 90% of the people of Iranian heritage live in three provinces; 58% in Ontario, 10% in Quebec and 24% in British Columbia (https://en.wikipedia.org/wiki/Background_and_causes_of_the_Iranian_Revolution). We found this fact on the IPad.”

Our fact is that there is this concept of Persian Pride that exists in Canada. Persian Pride is something that exists within the Persian culture and demonstrates their ability to remember their past and where they came from, but too willing to grow and prosper in their new home, which is Canada”

Students finish sharing their comic bubbles

Students hand in comic bubbles to teacher

Students are dismissed by the teacher and they go to get their lunches

Extension Activities/Next Steps (where will this lesson lead to next)

The next steps for this lesson would include the students adding on to their comic bubbles, perhaps creating some illustrations to go along with their writing. I think another fun idea would to put the comic bubbles and some illustrations designed by the students into a book. This way we could keep this book in our classroom for reference.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

The Lesson:

The Teacher: