Louis Riel  Lesson Plan 

 Lesson Plan for Grade 10, History (or ELA) 

Unit Theme: Novel Study: Louis Riel 

Prepared by Erin Labossiere For EDUB 3402 - Winter 2018   

 

1 

OVERVIEW & PURPOSE 

The purpose of this lesson is to teach students the importance of storytelling as well as 

the importance of incorporating multiple perspectives into their critical thinking of 

history-based novels. The artistry used in given novels and texts can add the human 

element and emotions that typical textbooks do not give insight to. Students will do an 

inquiry-based learning project furthering their understanding of the topic.  

BACKGROUND INFORMATION FOR TEACHERS 

Teachers should have knowledge of Louis Riel, the Metis Nation, The Red River Rebellion, 

other aspects of what Louis Riel fought to defend, as well as the Canadian side to the 

debated topic.  

Teacher should be knowledgeable of additional sources of information on these topics. 

Supplemental information is located at the end of the lesson plan.  

LESSON OBJECTIVES  

● Analyze a novel and the different perspectives of Mètis People during the time of 

Louis Riel, as well as the role of the Canadian government during this time 

● Recognize the contributions that Louis Riel has made for his people and the 

province of Manitoba 

● Listen to and understand the different interpretations of the text or controversy 

surrounding the topic 

● Field Research on a topic related to Louis Riel (See Louis Riel Inquiry Project) 

LEARNING OUTCOMES AND CURRICULUM EXPECTATIONS 

1. Demonstrate an understanding of a social, cultural or political issue that affects 

Aboriginal peoples (Red River Rebellion, Indigenous Rights and Freedoms, 

Colonization, TRC, Louis Riel Day) 

2. Demonstrate an understanding of the ways in which stereotypes, or racism 

pertaining to Aboriginal peoples have been created and perpetuated (media, 

movies, short stories or sports team names) 

3. For English Language Learners, identify words commonly used in Canada that 

 

2 

have their origin in an Aboriginal language (Canada, Ottawa, moose, toboggan, 

mukluks, kayak, canoe, tobacco or any other words used in the text that may be 

unfamiliar) 

4. From ELA Curriculum: 1.2.3 - Explain opinions: Explore the strengths and 

limitations of various viewpoints on an issue or topic and identify aspects for 

further consideration; evaluate implications of particular perspectives when 

generating and responding to texts 

5. From Manitoba History Curriculum - Identifying historical perspectives (Metis, 

European), teaching continuity and change (colonization) 

MATERIALS NEEDED 1. KWL chart handout (Know, Want to know, Learned) 

2. Louis Riel: A Comic Strip Biography (Graphic Novel) by Chester Brown (1 per 

student) 

3. Flow chart graphic organizer (1 per student) 

4. Novel study question cards (18 in total) 

5. Inquiry Project Ideas handout (1 per student) 

VERIFICATION/CHECK FOR UNDERSTANDING  

Steps to check for student understanding 

1. While students are in groups, teacher will circulate and listen for understanding, 

as well as try to get the students to think more critically about these specific 

events of the past.  

2. Teacher will be readily available to assist students with their assignments, asking 

them to meet periodically to go over their progress, or help with any questions 

they still have 

3. A final and formal assessment of inquiry projects 

ACTIVITY/PROCEDURE 

Novel Study: Louis Riel by Chester Brown 

Connect with the students by asking them what they know about Louis Riel. What is the 

significance of Louis Riel Day? What did he do for Manitoba? For the Métis? Ask students 

 

3 

to write these ideas on their KWL chart. Next, ask students what they want to know 

about Louis Riel, and have them write this on their KWL chart. Students should not write 

in the final learned column until the very end of the lesson. Get the students to share 

some of their answers for the class (think aloud).  

Activate their background knowledge by giving a brief overview of Louis Riel’s history 

and contribution to Manitoba, and the Métis people.  

Discuss the concept of a graphic novel. Ask students who has read a graphic novel, and 

get their examples. Did they enjoy the novel? Why or why not?   

Lesson continuation 

Students read the novel (independent reading) - Students will be given time in class and 

at home to read the graphic novel, Louis Riel, by Chester Brown. They will come to class 

prepared to discuss the novel and do an assortment of activities to go along with their 

understanding of the novel. Students are given a flow chart (adjunct display) handout to 

write down 10 major events from the novel, in order. This is to reinforce the use of 

graphic organizers.  

A fun activity for this flow chart: As a class, the teacher will ask students to share their 10 

events. Everyone starts with 10 fingers raised. One person shares their first event. If any 

other member of the class has the same item, they put down one finger. If someone else 

does NOT have that event, they keep up all their fingers. For example, if someone says 

“Louis Riel was hanged”, everyone else who also has that same item must put a finger 

down. In the end, the person with the most fingers (unique events that no one else had) 

wins!  

The next task is small group discussions (Socratic seminar). Chairs will be arranged in 

the room in groups of three with one discussion question on each chair. Students will 

find a chair, take turns reading the cards, and each student in that group of three will 

give a thoughtful response to each question. Discussions about each question is 

encouraged for further understanding of the text. This task continues, having groups 

move to a new cluster of chairs, getting new questions. Continue until each student has 

responded to each of the 18 questions. At the end of the small groups, open the 

discussion to the entire class, asking the students to share the more meaningful questions 

they came across.  

Ask if there are any more questions about the novel, or of Louis Riel. Keep in mind that 

some of these questions may better be answered in their inquiry project.  

 

4 

 

Louis Riel Inquiry Project 

The next task is to do an inquiry-based project on the life of Louis Riel.  

Students may choose from the following options: 

1. Visit Riel House and write a report on their findings and information 

2. Students may write their own biography of Louis Riel using at least 5 sources 

(Wikipedia does not count) 

3. Students may participate in Louis Riel Day related activities or volunteer and 

write about their experience 

4. Students may form a team and develop a well-thought out debate between the 

Metis and the Canadian government. This must be acted out in front of class, 

representing the two sides of the debate, and the conflict that ensues between the 

two groups 

Students will be asked to share their project findings with the class, in order to 

demonstrate their knowledge of Louis Riel. This can be a powerpoint, an essay, a 

summary of their findings, or some other approved visual representation.  

DIFFERENTIATED INSTRUCTION/IDEAS FROM CLASS LITERATURE 

Group work, individual work, lecture style, note taking, class discussion, use of graphics, 

or paired work will help with the variety of learning styles. Lists of Indigenous terms or 

words can be beneficial to students’ understanding of the content. A variety of choices 

are given to students so they may choose what most appeals to them.  

From course books: 

KWL chart, Socratic Seminar, adjunct displays (flow chart), inquiry (hands-on triple 

research), exit slip.  

EVALUATE IF OBJECTIVES WERE MET  

● The teacher can evaluate the students’ grasp on the topic by their engagement in 

the class discussion and responses to discussion cards 

● Evaluate their use of class time: were they using it efficiently? 

● The teacher can formally evaluate the students progress by assessing their final 

product, as well as their final exit slip.  

 

5 

LESSON REFLECTION  

Students will be asked to write a one page exit slip on their findings and whether or not 

they enjoyed the journey as well as the teachers knowledge of the topic and 

implementation of the material.  

Teacher will reflect on the content of the lesson and make adjustments as necessary.  

 

 

   

 

6 

REFERENCES  

Brown, C. (1999) Louis Riel, A Comic Strip Biography. Drawn and Quarterly Publications 

Louis Riel Image https://openclipart.org/detail/125299/louis-david-riel-outline-canadian-politician-founder-of-the-province-of-manitoba 

 

Additional Resources for Further Lesson Support or Research 

Novels on Indigenous Perspectives 

News articles on Louis Riel 

Information on Truth and Reconciliation  

Library and Archives Canada https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/metis/Pages/louis-riel.aspx 

Canadian Encyclopedia http://www.thecanadianencyclopedia.ca/en/m/article/louis-riel/ 

Louis Riel Historical Sites http://www.historicplaces.ca/en/pages/60_louis_riel.aspx 

Riel House http://pc.gc.ca/en/lhn-nhs/mb/riel 

Louis Riel Grave site and statue http://www.mhs.mb.ca/docs/sites/rielstatue.shtml 

Louis Riel Statues http://www.mhs.mb.ca/docs/sites/rielstatue2.shtm   

 

7 

 

Louis Riel KWL chart Name________________________________________________________________________ 

What do I know?  What do I want to know?  What have I learned? 

     

 

8 

INQUIRY PROJECT IDEAS AND CRITERIA Students may choose from the following options: 

 

A Visit To Louis Riel 

House 

Students may take a trip to Louis Riel House in St. Vital and write a report or journal entry on their findings and information, as well as the overall experience. What information did you gather from your visit? Take pictures if allowed. Length must be a minimum of 3 pages (or longer).  

Write a biography of 

Louis Riel 

Student will write a thorough biography of the life of Louis Riel. Students must use at least 5 sources (Wikipedia does not count). Length must be a minimum of 3 pages (or longer). MLA style.  

Louis Riel Day, or Festival du Voyageur Activities (Admittance cost will be covered for the student) 

Students may participate or volunteer in Louis Riel Day, (Museum for Human Rights) or Festival du Voyageur related activities. They must then submit a formal write-up about their experience, detailing information about Louis Riel, or the foundation of Canada. Any other information gathered will be welcomed. Minimum 3 pages.  

Metis vs. Canadian Government 

Students may form a team of 2-4 students and devise a debate between the two opposing parties. This must be outlined and acted out in front of the class, representing an accurate portrayal of the issue between the Metis and the Canadian government. Research beyond the novel is mandatory. Script or outline will be collected and performance must be 15 minutes or longer.  

Students will be assessed on the completion of their inquiry project. There is potential 

for four different rubrics for assessment of the final project.  

Students will be assessed on this in-class discussion 

Students will be assessed on their final exit slip 

Students will be assessed on their note-taking on the flow chart 

 

9 

 

Novel Study Discussion Questions (to be cut out)  

 

10 

 

 

11