Choose one numbered task below. Before you present, jot a quick plan: your main message, two facts from this lesson you will say aloud, and one question you want listeners to think about. With your teacher, you may adapt a task or design an alternate that still meets the same planning frame and time limit.
Plan before you speak
- My chosen option number: ____
- Main message in one sentence: ________________________________________________
- Two lesson facts I will say aloud: (1) __________________ (2) __________________
- One question for listeners: ________________________________________________
Choose one speaking task
- 3–2–1 reflection: Give a short talk (about 2 minutes) in this order: discuss three things you learned from the lesson, two questions you still have, and one thing that surprised you. Tie each point to specific names, places, or ideas from the lesson.
- Rewrite history: Imagine you have the power to change one event or decision from the lesson. In a 2-minute talk, name what you would change, describe how the story might unfold differently for the people involved, and close with what your choice shows about justice, leadership, or memory. Name one cost or trade-off of rewriting that moment.
- Paired news update: In partners, record or present a 2-minute 'news brief' from 1885. Speaker A explains conditions at Fort Battleford (who was there, shortages, fear). Speaker B explains Poundmaker's leadership choices (diplomacy, restraint, protecting people). End with one line on why more than one viewpoint is needed.
- Power and decisions panel: In a group of three, each person speaks for one perspective: Crown officials, military/police, or Indigenous leadership. Give one concrete example of how that group used power, then answer together: Which decisions affected daily survival most?
- Map-and-explain mini talk: Give a short guided map talk (about 90 seconds) tracing key places: Plains communities, Fort Battleford, and Cut Knife area. Explain how place, distance, and food access shaped choices people made.
- Then and now connection: Choose one event from the lesson (trial, prison sentence, Crowfoot's concern, or 2019 exoneration) and explain how it still matters today. Finish with one thoughtful class question.
- Source showdown: Compare two lesson sources aloud (for example, Source A and Source B). Explain one big difference in tone or emphasis, one detail they share, and why both sources help us understand 1885 more fairly.
- Evidence spotlight: Deliver a 1-2 minute evidence talk using two facts from viewing/listening and one from reading. For each fact, tell the class what it shows about leadership, conflict, or memory.
- Teacher-approved alternate: Create your own speaking task tied to this lesson and the same planning frame. ________________________________________________
While others present Listening Activity
- I heard you say _____________; one connection I make is _____________.
- Could you say more about _____________ (a fact, name, or place from the lesson)?
- I agree on _____________; I still wonder about _____________.
